Sentences with phrase «teachers get good jobs»

Not exact matches

It's no secret that teachers don't get the best pay, so many have to get summer jobs in order to keep up with expenses.

If a guru, teacher, or matter makes you feel that you aren't «yet» enlightened and still have more to «learn,» «release,» or «let go of» before getting there, then they're not doing a good job of teaching you who you truly are, or you're misunderstanding them.

That American society criminally undervalues teachers so we get warehouse attendants rather than educators because it pretends anyone can do the job, or that labor is best served when it's organized?

«It indicates that our school security agents, our police officers, our teachers, are doing a better job of getting weapons before they can be used.»

UFT President Mulgrew said the union hopes the governor's assistance «will lead to an evaluation system that helps teachers get better throughout their career, offers help and a process to remove teachers who are not successful in the difficult job of teaching, and is done fairly.»

The film's at its best in the early sections, filling out the details of the world with nice little character moments for Mildred Dunnock as the school teacher who doesn't get the principal job, Russ Tamblyn as the sensitive shy boy next door and Diane Varsi as the main character, a girl smart enough to see the hypocrisy around her and want to get out of town as fast as she possibly can.

The teacher wins because going deeper on a few topics generally takes less time than marking everything, and students win because they get clear, quality feedback that does a better job of teaching them the most important lessons.

Extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career;

Working with school leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of teachers in our schools to become leaders in their field, including: extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career; and creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts.

The study comes on the heels of the U.S. Department of Education urging states to do a better job of getting exemplary teachers into high - need schools and classrooms.

«With merit pay, you've got some teacher saying, «I got all this money for doing a good job last year; I did the same job this year, and you're telling me it's not worth anything?»

Good teachers not only get their job back, but they also get an extremely generous pay raise over the next four years for staying and being gGood teachers not only get their job back, but they also get an extremely generous pay raise over the next four years for staying and being goodgood.

In the case of student teachers: Why not enter the teaching profession by learning from the best, on the job, and getting paid for it?

«I don't know if it was deliberate or not,» Trish Williams, executive director of EdSource, a California nonprofit, told me last winter, «but I know that when my kids were in middle school, one of the best in California, one of the teachers told me that her job was to just hold them and keep them safe until they get through puberty.

Protecting education jobs would keep good teachers from getting laid off and class sizes from skyrocketing.

TNTP President Dan Weisberg's Ed Week quote on the report is right — to give teachers a real shot at professional learning that works, the nation «ought to be testing whether there are other models of school design, teacher jobs, that have a better chance of getting kids consistently excellent instruction.»

Although teachers do a better job of accurately identifying the characteristics of charter schools, even a majority of teachers get many of the answers wrong or say they don't know.

But Corsby and her teacher colleagues were caught in the classic bind: trying to do a good job, they seemed to get no help from the top.

Emotionally literate school leaders who engage teachers in partnership, trust them to do a good job and give positive feedback for their efforts get motivated, committed staff.

The bottom line: Too many teachers are leaving before they get really good at their jobs.

Prekindergarten teachers who work in schools and other publicly operated settings are better - qualified, get higher pay, and stay in their jobs longer than those who work in classrooms operated by private organizations, a study concludes.

«I don't know if it was deliberate or not,» recalls Trish Williams, executive director of EdSource, a California nonprofit, «but I know that when my kids were in middle school, one of the best in California, one of the teachers told me that her job was to just hold them and keep them safe until they get through puberty.

«Teachers get burned out, but with the union contract they felt well - protected, and they just weren't putting everything into their jobs,» she said.

The areas where states reported struggling the most are getting the right teacher evaluations in place, effectively rewarding teachers who do their jobs well at low - performing schools and dismissing the teachers who are not getting results.

I'm hoping that a year or two from now, students will be doing better, that teachers will be happier doing their jobs, and that positions we created will attract people, retain the best teachers here, and get to the point where the three benefits — creating avenues for excellent teachers, serving students better, helping developing teachers — will be a reality.

Here's what I told them: As a teacher, I would love for someone to ask me to imagine what it would be like to work in a place that ensures that all teachers have the chance to improve their craft, and be rewarded for getting better; a place that lets all teachers make the best use of their talents by focusing their time and energy on parts of their job that they do best; a place that lets great teachers multiply their impact by giving more students access to their teaching for more pay; and a place that offers excellent teachers leadership roles that are not far removed from students.

«It's always tough to get science and math teachers, as well as special education teachers,» said Carr, explaining that industry jobs are typically higher paying and special education places considerably intense demands on a teacher.

«We've got to do a better job of rewarding outstanding teachers,» Obama said.

«And I've got to be honest, we've got to do a better job of moving bad teachers out of the classroom, once they've been given an opportunity to do it right.»

Teachers recruited during a recession and a tougher jobs market are more likely to get better results for their pupils, says a study.

But the bottom line is the same; With hundreds of new graduates from Connecticut's teacher preparation programs, the state's highest ranking education officials are literally using taxpayer funds to give away good paying jobs to people who, for the most part, don't come from Connecticut, didn't get their college education in Connecticut and didn't even major in education.

• Unions are not interested in children getting a good education — they insist on tenure (aka a job for life) and seniority for all teachers — good and bad — and are vehemently against any kind of pay for performance.

As challenging as the job can be at times, the best teachers know that their diligence and commitment to getting the job done well are the engines that fuel the whole classroom operation.

Seems as if these public school teachers might know something that their unions are loath to acknowledge: that many public schools just aren't getting the job done, and that choosing the best education option for their children is not only their right — it's their responsibility.

It does get easier, but good teachers still get nervous each school year, still spend way to much time planning and grading and still get frustrated by the enormity of our job, the difficult lives of many of our students and so much more!

Their job is to say, we need some professional development; a new curriculum; better tests — but, especially — «better - trained» 21st century teachers who get nice merit incentives rather than strong union - guaranteed contracts with step raises that are honored, etc..

Colorado's action comes amid a national debate over how to get the best teachers into the classroom and remove the ones who aren't doing a good job.

Secondly, if two teachers are in an urban classrooms that are side by side and one gets 4 new students who are not proficient in English and their test score drops by 3 percent, are they doing a better or worse job than the teacher who gets 2 new special education students and 1 new English Language Learner, but their test score goes up 2 percent after the special education students are given the alternative test rather than the standard mastery test.

To ensure that my students learn, I work closely with other teachers (in and out of my school district) who are getting the job done (students perform well on standardized assessments), I research constantly in areas I feel weakest, and I invest in my own professional development.

In his remarks Luna uses NCTQ's standards for teacher prep to frame a core set of expectations for improving teacher prep: 1) raising the bar on who gets into teacher prep; 2) doing a much better job preparing teachers in reading and mathematics; and 3) making sure that the training student teachers receive is in the hands of only highly effective teachers.

Please Sir, why should we bother to do all this learning, come to school regularly, and be good, when we can fail all our exams and still get a job as a teacher?

«It's going to force the managers in our schools to make hard decisions about how to retain our best teachers, and in that rare case, when someone can not get their job done, whether to let them go,» White said.

Report by National Commission on Teaching and America's Future, that states: «How do we get the good teachers we have recruited, trained, and hired to stay in their jobs?»

At the same time, let's get rid of protectionism from unions and let good teachers really do their jobs while bad teachers either learn how to improve their craft or do something else.

«That should in no way deter the resolve of the district to do their job, which is to help failing teachers to get better, or, if they can't, to work to get rid of them.»

What the record shows is that teachers with a better command of the subject they teach, better training in the craft of teaching, more support, better leadership, more opportunity to work together to improve the curriculum and instruction and more opportunities and stronger incentives to get better and better at the work can do a much better job than teachers for whom these things are not true.

Research shows that when new teachers receive the right support — in the form of weekly, on - the - job mentoring for new teachers by an accomplished, well - prepared and experienced peer — they get up to speed more quickly, are more effective and remain in the profession longer.

The Wall Street Journal interviewed some principals who «say they have hired good teachers from this pool [205 were hired on a provisional basis over the last year] but caution that many teachers who linger in it for years are poor performers or don't even try to get jobs.»

And if they can't tell whether a teacher will be a good teacher in four years they don't deserve the job, the title or the six figure salaries that they get.

The unfortunate reality is that many excellent teachers will lose their jobs and others will choose to enter another field simply because the pressure of getting students to perform well on these assessments will be too large.