Sentences with phrase «teachers in urban school districts»

This isn't to say that there aren't many good teachers in urban school districts.

«Nearly 50 % of new teachers in urban school districts leave the profession within five years».

In the following chapters, I will explain how the CREATE model allowed me to achieve this startling success — and how it can help other teachers in urban school districts see similar results.

With over 50 partner organizations (including Teaching Matters, which works to develop and retain great teachers in urban school districts), the new coalition, known as TeachStrong, offers a nine - point prescription.

We studied the training and ongoing inservice education of Reading Recovery teachers in an urban school district.

Not exact matches

In Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenIn Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country to the one making the biggest gains in student achievemenin student achievement.

Understanding students in the Syracuse City School District is easier said than done, especially if a teacher didn't attend an urban school as a kid, ScottSchool District is easier said than done, especially if a teacher didn't attend an urban school as a kid, Scottschool as a kid, Scott said.

As in virtually all urban school districts, there is substantial turnover of teachers in the D.C. schools, and for a variety of reasons.

It is in the less desirable and more troubled systems, the nation's urban and rural school districts, that administrators currently have tremendous difficulty finding sufficient numbers of certified teachers.

Breaux: New Teacher Induction provides overviews and contact information for more than 30 highly successful, easily replicable induction programs used in rural, urban, and suburban school districts across the United States.

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.

The driving force of this relationship is not teachers» leaving urban districts for suburban ones; on the contrary, most of the difference in leaving rates between these types of schools is caused by teachers moving to new schools within their original district.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

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.

In the Bronx, parent groups teamed up with the local teachers» union and the school district to tackle one of the most challenging issues facing struggling urban schools: supporting and retaining teachers.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

We use the Common Core of Data to identify teachers in urban areas, the grade level of each teacher's school, and the per - pupil expenditure on instruction by each teacher's district.

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.

The typical urban school district's personnel and budgeting systems leave principals without much say in hiring teachers or allocating resources.

Now in its third year of offering bonuses to experienced teachers to transfer to struggling schools, the Hamilton County (Tennessee) school district, which includes urban Chattanooga, has seen student scores soar in their neediest schools.

Usually, the vacancies were in urban schools, and the district had to scramble to fill them in the opening days of school, and often was forced to hire the least experienced teachers.

In a 2011 report for the Providence, Rhode Island, school board, researchers at Brown University's Urban Education and Policy program found that the district's 1,321 teachers took off an average of 21 days each per school year.

Teacher - education directors from top - ranked schools such as Columbia and UCLA report that red tape often discourages their graduates from applying to urban school districts; the procedural delays often result in suburban schools» tendering employment offers earlier.

In Cincinnati, the Cincinnati Federation of Teachers, the University of Cincinnati, and the school district overhauled teacher training based on their analysis of what is required to be an effective teacher in an urban settinIn Cincinnati, the Cincinnati Federation of Teachers, the University of Cincinnati, and the school district overhauled teacher training based on their analysis of what is required to be an effective teacher in an urban settinin an urban setting.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studieIn our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studiein Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studiein the four urban school districts we studied.

Specifically, her dissertation explored the professional learning experience of second - stage teachers (working for four to 10 years) in three urban school districts.

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.

In Houston, as in so many urban districts, the accounting system pretends that every teacher earns the average salary of teachers in the district rather than accounting for the actual costs of the salaries at a particular schooIn Houston, as in so many urban districts, the accounting system pretends that every teacher earns the average salary of teachers in the district rather than accounting for the actual costs of the salaries at a particular schooin so many urban districts, the accounting system pretends that every teacher earns the average salary of teachers in the district rather than accounting for the actual costs of the salaries at a particular schooin the district rather than accounting for the actual costs of the salaries at a particular school.

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).

Because of an editing and production error, a story in the Oct. 29 issue about urban school districts» progress in hiring certified teachers misstated on second reference Carolyn Snowbarger's position.

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).

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

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.

The effort involves collecting and studying videos of more than 13,000 lessons taught by 3,000 elementary school teachers in seven urban school districts.

In addition to being President of the CTU, David is a Vice President of the American Federation of Teachers; past co-chair of Ohio 8, a coalition of the Superintendents and teacher Union Presidents in Ohio's eight urban school districts; and serves on the Executive Board of the North Shore Federation of Labor and the Ohio AFL - CIIn addition to being President of the CTU, David is a Vice President of the American Federation of Teachers; past co-chair of Ohio 8, a coalition of the Superintendents and teacher Union Presidents in Ohio's eight urban school districts; and serves on the Executive Board of the North Shore Federation of Labor and the Ohio AFL - CIin Ohio's eight urban school districts; and serves on the Executive Board of the North Shore Federation of Labor and the Ohio AFL - CIO.

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.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

School districts from coast to coast are launching ambitious initiatives to attract and retain teachers, especially teachers who belong to minority groups and teachers certified in critical - need areas or those willing to teach in urban or rural schools.

Broad, whose nonprofit foundation has pushed for mayoral control in urban districts around the nation, criticized the Los Angeles plan because it would force the mayor to share power with the school board and the teachers union.

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.

Many of the nation's teachers, especially in the poorest urban districts and in the 5,000 school districts classified as rural, had fallen short of that standard.

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.

With behind - the - scenes reporting, observations in classrooms and conversations with teachers, parents, reformers, funders and others with a stake in Newark schools, Russakoff tells the tale of how moneyed outsiders failed in the end to turnaround a failing urban school district.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

Insight in action In an urban district, teacher leaders facilitated grade - level team meetings in elementary schoolin action In an urban district, teacher leaders facilitated grade - level team meetings in elementary schoolIn an urban district, teacher leaders facilitated grade - level team meetings in elementary schoolin elementary schools.

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

Recruitment and retention challenges are once again leading to teacher shortages across the nation, especially in urban and rural school districts.

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

It does not compare with the high rigor and creativity of the programs offered by the teachers in the school district where I work, which is urban and poor.

Regardless of the outcome, he said, the federation — which represents teachers in several urban districts, including Boston — will continue organizing charter schools.