Sentences with phrase «teachers in schools»

«For the first time we can accurately quantify the numbers of Aboriginal and Torres Strait Islander teachers in our schools, and plan effective workforce reform strategies for our people with the confidence they are based on robust evidence,» MATSITI Director, Professor Peter Buckskin, tells Teacher.

«If we want to have high quality teachers in our schools we need to select the best graduates for teaching courses, ensure that courses are rigorous, and give beginning teachers support and professional development when they begin in the classroom.

Mary Boston, ATL general secretary said the schools minister was brave to come to the conference but highlighted the problem was that his arguments did not tally with the experience of teachers in schools.

Great teaching careers are founded on both the knowledge gained at university and through graduates working alongside accomplished teachers in schools.

The quality of the teachers in our schools is paramount: no other measured aspect of schools is nearly as important in determining student achievement.

In response to the situation, a Scottish government spokesperson has said: «We are committed to making sure councils have the right number and highest quality of teachers in our schools which is why we have offered councils # 51m including an additional # 10m over and above last year's settlements to support teacher numbers.»

As a Barefoot volunteer, I have led ten Barefoot workshops so far for primary teachers in schools across the U.K.

A thousand teachers in schools with the largest improvements received $ 25,000 bonuses on average.

Most people think that the principal is always the evaluator, but many principals lack the knowledge and skills needed to supervise all the teachers in their schools.

It's not just because we have the opportunity to speak daily to our students on this subject, but also because of the racial breakdown of teachers in our schools.

School standards minister Nick Gibb said: «There are now a record number of teachers in our schools — 15,500 more than in 2010 — but we want to build on this and help schools attract and keep the best and brightest people working in our schools.

«The training is turning the national advice into something practical for teachers in schools so that they are able to apply it to their local context.

The NUT has long pursued the policy of trade union unity fir all teachers, as it believes that all teachers in all schools should be united as one.

This year, the state of California distributed $ 100 million to teachers in schools that started with test scores in the bottom half of schools in 1999 and achieved large gains in performance between 1999 and 2000.

Teachers in those schools can use e-mail or a toll - free telephone number to ask any question relating to computers and Internet use in the classroom.

According to research by the charity, Teacher Development Trust, 21,000 teachers in schools have reported that they have no continued professional development (CPD) budget at all.

The report explores the reality in schools, highlighting the «endemic» racial inequality in school leadership, the chronic under - representation of BME teachers in schools and the pervasive culture of racism facing BME teachers.

Given the importance of sampling variation and the fact that the largest bonuses were reserved for teachers in schools with the most extreme increases in test scores, this is hardly a surprise.

Lawmakers could tailor the tax credit in various ways, such as limiting the number of years teachers could claim it, or limiting eligibility to teachers in schools serving predominantly low - income students.

Researcher Marguerite Roza and others have produced considerable evidence that teachers in schools serving the most - disadvantaged students have lower average salaries... [and] there is also evidence that these schools tend to have more teachers with emergency credentials and without regular certification... The problem is that these readily measured attributes of teachers have virtually nothing to do with teacher effectiveness.»

The discovery that teachers in some schools may have kept copies of last year's exams and used them to help students prepare for this year's tests, which ask the same questions, knocks off track, at least temporarily, state efforts to raise student achievement through greater school accountability.

After months of intense opposition to his plan for overhauling the way New York City funds its schools, Mayor Michael R. Bloomberg has agreed to retool a piece of his proposal that, in part, sought to put more veteran teachers in schools that serve the most disadvantaged students.

For when families are allowed to leave the regular public schools for new options — charter schools or (via vouchers or tax credits) private schools — the regular public schools lose money and jobs, and so do the incumbent teachers in those schools.

For instance, just 35 percent of teachers in schools with large minority student populations say their school is «very good» when it comes to having a safe and respectful atmosphere, compared with 68 percent of teachers in schools with few minority students.

Ed Next recently published an evaluation of the impact of a merit pay plan in New York City that awarded bonuses to all teachers in schools that met performance targets.

A handful of districts and two states are doing away with the forced placement of teachers in schools in favor of a system requiring both the teacher and principal to agree to a transfer.

Barth asked the principals in the audience to think about whether they provide these conditions for the teachers in their schools.

Education secretary, John Swinney, has also recently announced that more than # 3 million was being put towards training 371 extra teachers in schools in Scotland, to which the Northern Alliance welcomed.

Five years later, adoption rates for the digital age approach range from 80 percent of teachers in some schools to 20 percent in others, depending partly on how much each school's leader encourages it, says Jamison.

She added: «But we are determined to go further, and recognise that some schools find it harder to recruit the teachers they need, which is why we are expanding the great Teach First and Schools Direct programmes and we are launching the National Teaching Service, which will mean more great teachers in schools in every corner of the country.»

JE: I'm guessing that wasn't too much of a surprise to you, but did you find that the teachers in the schools were quite surprised by what came out of the research?

New teachers in schools where novices and veterans collaborated to develop curriculum reported greater comfort and clarity.

Teaching is still a top destination for graduates and there are more teachers in our schools than ever.

I would think that the state of Maryland's assessment — which is basically problem oriented, performance oriented, and graded by teachers in schools — is driving the right kind of teaching, and is having a good effect on learning.

Out - of - field teaching is more widespread in schools with a low socioeconomic status; 31 per cent of year 7 to 10 teachers in these schools are in out - of - field areas, compared to 22 per cent of teachers in well - off schools.

This is a huge job, but testing is at the center of all this, because we're going to have high - stakes assessments on which the teachers in schools are evaluated.

Similarly, the recent pilot of body camera technology on teachers in schools is a bold, if controversial, attempt to reinforce classroom safety.

It would be interesting to gather similar data about teacher wellbeing & bullying if teachers in schools.

Teachers in these schools may also design occasional projects that focus on literature or applied math, as long as they are still following the guidelines of their literacy model.

[v] In California, Steele et al. found that a $ 20,000 bonus to high achieving teaching candidates to work in high poverty schools increased the probability of their placement in a high - poverty school by 28 percent and their probability of remaining in the high - poverty school at the end of four years was similar to other teachers in those schools.

The first step, looking at just the relationship between achievement and parental education, actually incorporates both the direct effect of parental education on achievement and the indirect effect of the more - experienced teachers in their schools.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.

One important anecdotal explanation for the success of the TAP is that teachers in schools using the program improve significantly because their performance evaluations are related directly to TAP teaching rubrics.

The fact of the matter is, we simply don't have enough — or even remotely close to enough — champion teachers in our schools today.

How do the teachers in these schools handle this shift?

Everyone likes the idea of boosting the number of effective teachers in schools with large numbers of poor and minority students, but in his testimony before the committee, Ed Next executive editor Rick Hess had a few warnings for those who think the obvious course of action is to encourage states and districts to move effective teachers out of schools with affluent kids and into schools with poor kids.

A teacher survey revealed that teachers in those schools were significantly less likely to report that they provided tailored instruction for their students.

Schools Standards Minister Nick Gibb said «There are now a record number of teachers in our schools — 15,500 more than in 2010 — and overall the number of new teachers entering our classrooms outnumbers those who retire or leave.

I also think performance reviews of teachers in some schools, that focus on student results (with a factual basis) and «window dressing» in observed lessons are forcing teachers to compete against each other.

She continues, «Working closely and purposefully with colleagues helped the teachers in these schools do better with their own students, while building a better school.