Sentences with phrase «teachers in communities such»

«The injunction granted by a conscientious and courageous judge establishes the principle that government may not deny children their right to equal educational opportunity by disproportionately laying off teachers in communities such as Watts and Pico - Union.

Not exact matches

Steu is a long - time supporter of the LGBTQ community, as well as organizations such as Teach For America, where he served as a teacher in rural Mississippi.

The Chef Instructors held a «Train the Trainer» session for the current cohort of school Garden Educators, teaching them how to implement the Chefs in the Garden curriculum as well as teach others, such as teachers or community volunteers, to conduct the lessons.

For example, in Willis Independent School District in Texas, school organizations such as parent - teacher groups and booster clubs, as well as local community groups such as Boy and Girl Scouts, are exempt from rental fees and pay only for supervision, security, and cleanup costs, while all other groups must pay $ 50 an hour to rent a school kitchen.22

The group, a nonprofit advocacy organization formed in 2001 and historically funded by teachers unions, has long offered itself as a voice for parents and communities of color and, as such, has also been a thorn in the side of successive state and city governments, consistently pushing for more funding in the state budget to meet the needs of underserved schools and fighting against school closures and charter schools.

«These spouses are often employed in professions that require new licensing for each new location, such as teachers and nurses — vital occupations in a military community.

In his State of the State speech on Jan. 9, Gov. Cuomo announced an ambitious education agenda for 2013 that includes full - day pre-kindergarten in the poorest areas, community schools such as those being piloted by the UFT this year, and a «bar - like exam» to qualify future teachers that was first proposed by the AFIn his State of the State speech on Jan. 9, Gov. Cuomo announced an ambitious education agenda for 2013 that includes full - day pre-kindergarten in the poorest areas, community schools such as those being piloted by the UFT this year, and a «bar - like exam» to qualify future teachers that was first proposed by the AFin the poorest areas, community schools such as those being piloted by the UFT this year, and a «bar - like exam» to qualify future teachers that was first proposed by the AFT.

Through the dialogue between individual teachers, such adjustments are passed on in the community of traditional teaching and gain further precision.

It also signifies an expanded focus for the organization, which has offered trainings and yoga programs for yoga teachers in locations such as Camodia, Africa and «high - risk» communities around North America.

The community will also provide a place for teachers to share content and best practice such as their own coping strategies or things that might have worked particularly well for them in the classroom.

They give a higher evaluation to private schools than to public ones in their local community, but opposition to market - oriented school - reform proposals such as performance pay for teachers and school vouchers seems to be on the rise.

With such pleasant experiences, the teacher felt she had a stake in her neighborhood and was quickly committed to becoming an active member of the community.

In his final chapter, Putnam recommends a variety of well - known school - based reforms, such as moving poor children into better schools, compensatory financing for schools in poor neighborhoods to enable them to attract the best teachers and counselors, more school - based extracurricular activities and social services, and more effort to engage the whole community in the education procesIn his final chapter, Putnam recommends a variety of well - known school - based reforms, such as moving poor children into better schools, compensatory financing for schools in poor neighborhoods to enable them to attract the best teachers and counselors, more school - based extracurricular activities and social services, and more effort to engage the whole community in the education procesin poor neighborhoods to enable them to attract the best teachers and counselors, more school - based extracurricular activities and social services, and more effort to engage the whole community in the education procesin the education process.

She said E4E gives teachers an outlet for those impulses through its online and in - person community of like - minded teachers, events at which education officials such as New York state education commissioner John King hear from them directly and seek their advice, and opportunities to participate on committees that write specific policy recommendations.

And as more adults — such as parents, teachers, and staff in community - based programs — work together to address children's media literacy, a more comprehensive approach can evolve to address students» media literacy at home, in school, and in after - school or summer programs.

Right now our focus is on supporting every student and teacher at the school as they mourn their friend and work through the trauma of such an event occurring in their community.

This will reassure the dedicated teachers and leaders in such schools, who are often at the heart of rural communities.

But for the educators committed to the well being of each and every student, engaging in such discourse can set the stage for supporting a diverse school community, including students, staff, teachers, and administrators.

Initiatives such as these not only help to establish excellent links with other schools in the community, but also create learning opportunities for pupils and teachers that will be remembered.

Reality Check: Online communities such as Middle Web, the Teacher Leaders Network, and the Teachers Network bring novice and expert educators together in a Web - based professional community.

These existing resources can include teachers, students, or community members from other countries (or who have family in other nations), businesses that work with overseas partners, or cultural organizations (such as churches or nonprofit organizations) that have an international component.

«In Australia, we've adapted that into a full teacher training program, where we help teachers understand how to integrate the curriculum into their classrooms and other ways that educational communities - such as libraries and community centres - can use and partner with educators to create digital making spaces, or some version of a Code Club in their school or library.&raquIn Australia, we've adapted that into a full teacher training program, where we help teachers understand how to integrate the curriculum into their classrooms and other ways that educational communities - such as libraries and community centres - can use and partner with educators to create digital making spaces, or some version of a Code Club in their school or library.&raquin their school or library.»

«Collaboration can encompass a range of activities, from teachers working together in an informal, unplanned way to the implementation of more formal collaborative approaches, such as professional learning communities.

In addition, novices will learn how to construct an interdisciplinary curriculum, with specific time dedicated to connecting with other new teachers and experts in a virtually learning community such as the Teacher Leaders NetworIn addition, novices will learn how to construct an interdisciplinary curriculum, with specific time dedicated to connecting with other new teachers and experts in a virtually learning community such as the Teacher Leaders Networin a virtually learning community such as the Teacher Leaders Network.

Such a school would also be far more embedded in the larger community, so that parents and family are deeply connected as well to the learning process - students, teachers and community members building more healthy communities.

Although many PLCs consist only of teachers, a broader population can be brought in, such as administrators, parents, and community members who support their school.

In the education sector particularly, many employees are required to work alone after hours — such as teachers — or within communities, delivering essential services such as truancy support to students and their families.

Such community partnerships can range from inviting experts in the financial - services industry to mentor teachers or collaborate on designing investment curriculum to partnering with a local grocery store to help students understand how businesses operate and how consumers and producers are connected.

any student discipline or referral action taken against a student / offender, including but not limited to an out - of - school suspension, a teacher removal, an involuntary transfer to an alternative placement, an in - school suspension, a referral for community service, a referral for counseling, or a referral to the juvenile justice system or the criminal justice system, and the duration of such action; and

(iii) Each school district shall establish a comprehensive developmental school counseling / guidance program advisory council to be comprised of representative stakeholders (such as parents, members of the board of education, school building and / or district leaders, community - based service providers, teachers, certified school counselors and other pupil personnel service providers in the district including school social workers and / or school psychologists).

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

OCR rightly claims that such leaders play a key role in attracting, retaining, and motivating good teachers and creating «climates of high expectations and a sense of community.»

The Boston United group, which includes many parent organizers and community leaders from the city's minority neighborhoods, will be the more conciliatory of the two, sidestepping controversial issues such as merit pay for outstanding teachers in favor of a greater role for parents in school decision - making.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

While the parents and teachers Miretzky studied did not espouse the value of democratic communities per se, the values they did espouse — investment in the school community, direct and honest communication, trust, mutual respect and mutual goals — «all reflect the «communication requirements «of such communities» (2004, p. 814).

Online courses and workshops can have many advantages, such as providing scheduling flexibility, minimizing travel, broadening the courses available to teachers (especially important in rural communities), and extending the resources and expertise available to participants.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

In rural areas and American Indian and Alaska Native communities, adequately staffing schools, particularly in hard - to - fill positions such as Special Education and STEM fields, and providing professional development for the teachers they do have, is an immediate concerIn rural areas and American Indian and Alaska Native communities, adequately staffing schools, particularly in hard - to - fill positions such as Special Education and STEM fields, and providing professional development for the teachers they do have, is an immediate concerin hard - to - fill positions such as Special Education and STEM fields, and providing professional development for the teachers they do have, is an immediate concern.

What would it look like, for example, if our learning communities were structured in such a way that a struggling teacher would feel comfortable sharing with colleagues his or her need for assistance?

Factors such as whether the district had appointed a district - level science teacher on «special assignment» to assist other instructors, developed professional learning communities around science, and completed most aspects of Common Core implementation were considered in the selection process.

Throughout the process, PICCS recommends that teachers engage in professional learning communities (PLCs) to support one another in such tasks as setting student growth measures, reviewing data from classroom observations, and improving professional practice.

Each KIPP regional organization is a separate nonprofit that oversees its local KIPP schools and provides schools with shared services in areas such as alumni support, teacher training, leadership development, community outreach, operations, and data analysis.

The reality is that schools serving high proportions of black and Latino students — typically in low - income communities — tend to suffer from a range of stresses that affect the quality of the education they can provide, including factors such as high teacher turnover, shortages of basic materials, fewer counselors, overcrowding, and poorly maintained facilities.

Through participation in teacher, staff and student led restorative practices, such as community building and problem solving circles and conferencing, students will build a sense of belonging, safety, and social responsibility in the school community and benefit from improved relationships with peers and school staff.

The toolkit can be used in coordination with a bullying prevention event in the school or community, such as a «Run, Walk, Roll Against Bullying,» school open house, or parent teacher conferences.

A longtime community organizer, Luis has held positions such as Field Organizer in New Mexico for President Obama's 2008 campaign and Field Director at Arizona State University's ADA Parent Education Program — where he oversaw a program that united parents and teachers to transform the educational experiences of children both at home and at school.

Additionally, such experiences help the teacher candidates realize that «schools, as professional communities, are made up of numerous persons in various roles: students, parents, administrators, professional and non-professional support staff and other teachers in the schools as well as members of the professional community at large» (p. 659).

Network Eight: Students in Small and Rural School Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support teachers and mitigate professional isolation

Both the community and the university students have benefited in numerous ways since the program started in 2009, ranging from higher elementary student achievement to cultural immersion for teacher candidates to grant funding for community improvements, such as a shared walking path on the grounds of the elementary school.

The index uses data indicators such as teacher experience, student expenditures, transportation, and suspensions to bring together data that will help community organizations and leaders construct a narrative on how to improve education equity in our city.