Sentences with phrase «teachers in high»

novice teachers in high - poverty school districts, higher levels of «perseverance and passion for long - term goals» (aka «grit») were associated with higher rates of effectiveness and retention.

About Blog Environment and Urbanization aims to provide an effective means for the exchange of research findings, ideas and information in the fields of human settlements and environment among researchers, activists and non-governmental organizations (NGOs) in low - and middle - income nations and between these and researchers, international agency staff, students and teachers in high - income nations.

JO: Yeah, I would say that one of the first black contemporary artists that I had learned about through one of my teachers in high school was Mickalene Thomas.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

Teachers in high - needs classrooms get some of the profit from Paper Goods notebooks.

The Teacher Education Assistance for College and Higher Education grant program, known as TEACH, is offered to students who plan to become teachers in high - need fields located in a low - income area.

Students who plan to become teachers in a high - need field in a low - income area may qualify for a TEACH grant.

Each year, Teach For America places more than 5,000 pre-K — 12th grade teachers in high - need rural and urban schools across the United States through a network of 53 regional centers.

Washington became involved with CEA in 2010, when the Association partnered with the Ohio State University in the «Bringing Learning to Life» project, providing professional development for teachers in high - poverty schools to help them lead their students in civic engagement projects.

It's the month we celebrate outstanding teachers in high - need public schools by awarding the Fishman Prize for Superlative Classroom Practice to four phenomenal educators.

Excerpts from her article appear below: U.S. elementary - grade teachers get far less training than teachers in high - achieving countries for deep understanding of the foundational math, reading, and science content they teach.

Teach for America (TFA), based in New York City, will use its $ 8.3 million award to support more than 9,000 teachers in high - need schools during the current school year, and recruit, select, train and place up to 5,800 new teachers for the 2012 - 13 school year.

Teachers in high - poverty schools report fewer computers and less training on how to use technology with students compared to their colleagues in wealthier districts — leading to decreased confidence for these teachers when it comes to using educational technology.

This finding is not altogether surprising, since teachers in high - poverty schools had better working conditions and a real chance to succeed, their incentive to flee elsewhere was substantially alleviated.

Teachers in high - poverty schools collaborate just as much as teachers in low - poverty schools, researchers at the RAND Corporation recently found.

In some places, we see from the data that 1 in 5 teachers in high - minority schools and high - poverty schools is unprepared for teaching.

The focus of Dr. Martin's research agenda is the induction and retention of effective teachers in high poverty and ethnically diverse schools.

States could implement a similar policy, with the tax credit adjusted to close the gap between teachers and other college - educated professionals in their state, particularly for teachers in high - need schools or subjects.

He also said that yearly increases in the pay scale are an appropriate use of supplemental and concentration dollars to retain senior teachers in high - poverty schools — and are a reason why Long Beach has no teaching shortage.

Morning Education will also be watching to see how lawmakers respond to new administration initiatives and administration priorities, like a $ 4 billion computer science investment, a $ 1 billion program to attract and retain teachers in high - need areas and a $ 120 million request to encourage school integration.

What we are demanding from our teachers in these high poverty / high EL schools is an unsustainable model.

Last year, teachers in a high - profile New York City charter school fought to split from the local union only about a year after signing up.

The state should require effective induction for all new teachers, with special emphasis on teachers in high - needs schools.

Only 3 percent of teachers in high - poverty schools said that their students have the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools.

This quick read from the National Center on Quality Teaching & Learning (NCQTL) outlines what supervisors can do to support teachers in high - quality practice in early learning classrooms.

This gap in access changes little in spite of the policy putting more students in front of effective teachers — because the pool of available teachers in high - poverty schools does not change under this strategy.

Kentucky is commended for comparing the average percentage of highly qualified teachers in high - and low - poverty schools by content area statewide.

And yet all this means NOTHING if we can not keep great teachers in high need classrooms once they are placed.

Instead, they are often driven by the sorting of teachers within districts that tends to concentrate less experienced, less educated — and therefore lower paid — teachers in high - need schools.

Celine Coggins is founder and CEO of Teach Plus, a non-profit company which pushes to keep the most effective teachers in high - need schools.

Teachers in high - poverty schools spend more than those in affluent schools.

In Montgomery County, Md., we worked with the union to create incentives for teachers in high - need schools to take on new roles and responsibilities, such as overhauling the curriculum.

Create teacher preparation pathways for communities of color that begin recruiting prospective teachers in high school, and that expand lateral entry opportunities for professionals from minority groups who show interest and promise as potential educators.

For example, North Carolina State University's College of Education prepares promising candidates to serve as principals in high - need areas (through the Northeast Leadership Academy (NELA)-RRB-, and supports beginning teachers in high - need areas through practice - oriented workshops delivered by excellent veteran teachers.

In addition to raising salaries, some districts are adding stipends for teachers in high - need fields, offering signing bonuses to new teachers, or removing salary caps for experience.

The concern with confounding is that student characteristics will conflate measures of teacher effectiveness in predictable ways: teachers in high - poverty schools might consistently receive scores that are too low, teachers of English language - learners might consistently receive scores that are too high, and so on.

Years ago at a conference, Grant Wiggins proclaimed that the best teachers in high schools were found in the physical education departments.

American middle and high school teachers report spending more time at the front of the classroom than teachers in nearly every other country in the developed world.9 While U.S. teachers deliver instruction for about 80 percent of their workday, the international average is around 60 percent — and teachers in high - performing nations like Japan, Korea, and Singapore spend only about one - third of their time providing instruction directly to students.10 We know that it does not have to be this way for U.S. teachers.

Barnett Berry, Diana Montgomery, Rachel Curtis, Mindy Hernandez, Judy Wurtzel, and Jon Snyder, Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High - Needs Districts (Washington, DC: Aspen Institute, 2008).

Extra student loan forgiveness for teachers in high needs schools.

Toni Smith at AIR is leading our efforts to build a program that supports teachers in high - quality instruction well aligned to the new and challenging standards, called the Feedback on Alignment and Support for Teachers (FAST) program.

Many of the teachers in my high school are also the parents of young children.

We support initiatives to pay more to teachers in high - need subjects like science and math, and rewarding excellence by paying teachers and principals who do a great job in the classroom.

High - quality teacher preparation programs, including residencies that prepare teachers in high - need fields to teach in high - need schools with strong training and mentoring support in exchange for a service commitment.

Her dissertation research examined how teachers in high - poverty schools understand and enact practices in response to the Common Core and how principals» leadership, teachers» collaboration with colleagues, and opportunities for professional development relate to this process.

The finding that these teachers, selected only because they were high value - added teachers was confounded by the very fact that they were compared to «similar» teachers in the high - needs schools, many of whom were not certified as exemplary teachers and many of whom (20 %) were new teachers... as in, entirely new to the teaching profession!

It did not provide tools or insights that help state leaders attract and retain high - quality teachers, nor did it identify ways for leaders to understand how to develop incentives and cultures that attract and retain high - quality teachers in high - needs schools.

Inevitably, teachers with students whose reading and writing levels are below grade level and teachers in high poverty schools whose students have deficits will need to re-teach concepts or move at a different pace from their colleagues.

We have prepared teachers in high - need areas that were identified by school districts, such as bilingual / ESL, special education, math, science and other subjects with an added supplemental certification in ESL and special education.

Residents apprentice alongside expert teachers in high - need classrooms for a full academic year while completing coursework for master's degrees at partnering universities.