Sentences with phrase «teachers in large urban school districts»

Female teachers in large urban school districts would require a 25 percent initial increase in compensation, rising to more than 40 percent when they reach three to five years of experience.

Not exact matches

Throughout the spring, VOISE designers have been up to their laptops in the typical challenges of opening a new school in a large urban district: community outreach, teacher recruitment, student enrollment, fundraising, and a bit of bureaucracy, to boot.

Advocating at school meetings several days per week at one of the largest urban school districts in the country, invariably I see tremendously frustrated teachers, mind - numbing paperwork and by definition dissatisfied parents.

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban dTeachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban dteachers and administrators in six high - poverty, high - minority schools in a large, urban district.

The interviews suggest that the teacher unions are typically the most powerful participants in school - board elections and that their power is common across districts of all sizes (and not restricted to large urban districts).

Even if 1 in every 10 of these graduates entered teaching for two years (average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school syschools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school sySchools (the nations 66 largest urban public - school systems).

Funded by: Smith Richardson Foundation via subcontract w / Brown University Amount: $ 10,843 Dates: 1/1/17 — 7/1/20 Summary: In collaboration with researchers from Brown University Dr. Jones will examine the effects of Boston Public School's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school districtIn collaboration with researchers from Brown University Dr. Jones will examine the effects of Boston Public School's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distSchool's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distschool outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school districtin large urban school distschool districts.

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

Even in large urban school districts, where the student body is largely minority, only about 18 percent of teachers are black and 9 percent Hispanic.

In several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instructioIn several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instructioin our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instruction.

Findings are based on interviews with state education officials in all states and surveys of nationally - representative samples of districts, principals, and teachers conducted in 2004 - 05 and 2006 - 07, as well as surveys of parents in eight large urban school districts in those same years.

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

«Illinois must prepare prospective teachers to succeed and excel in a large, urban school district.»

The AFT is the nation's second - largest teachers union and represents school employees in most of the major urban school districts.

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority.

Public school teachers in large urban districts, such as Chicago and New York City, can earn close more than double that amount, pulling in close to or well over $ 100,000.

However, AUSL recognized that transforming teacher talent alone wouldn't suffice in improving educational outcomes for these students, so it expanded its scope and became the first non-profit organization in the country to contract with a large urban school district to transform the lowest - performing schools from inside the public school system.

These data include teachers from a large urban district and an entire state in the Western United States, allowing for an investigation of the dynamics of turnover in both high cost - of - living urban areas and rural school districts over the past fifteen years.

We sought input from teachers who are currently or have recently been involved in either formal or informal teacher leadership programs at state, district or school levels — and coincidentally, three of the four work in Jefferson County (Kentucky) Public Schools, the largest district in Kentucky with more than 150 schools and representing both urban and suburban seSchools, the largest district in Kentucky with more than 150 schools and representing both urban and suburban seschools and representing both urban and suburban settings.

The pilot study quantifies the real costs of teacher turnover in five school districts, representing a range of communities, large and small, urban and rural.

The goal is to test the following: If an urban district, and its principal training programs, provide a large number of talented aspiring principals with the right pre-service training and on - the - job support, the result will be a pipeline of principals able to improve teacher quality and student achievement, especially in schools with the greatest needs.

Lisa Marie Lacy was a former Special Education teacher who taught for six years in an urban school district in a large metropolitan area in the southwestern region of the United States.

Gail comes to CEC with 19 years of experience in a large urban district as a special education teacher, school improvement coach and professional development coordinator.

Ten urban districts in California — including the Los Angeles Unified School District, the nation's second largest — collectively called CORE (California Office to Reform Education) districts, have designed a system to make schools answerable for improving students» social and emotional skills by using data from student, parent, and teacher surveys, among other factors, to assess whether students are improving in these areas.

Data were collected from 230 students and 20 teachers in two high - poverty, low - performing schools in a large urban school district in the Midwest Students were 93 % African American.