Sentences with phrase «teachers meet regularly»

Where teachers meet regularly to focus on student learning, teacher retention rates are higher.

Grade level teachers and subject matter teachers meet regularly in their schools, typically once a week.

Teachers meet regularly to monitor and discuss students» academic and social progress.

In one case study, teachers met regularly to develop video clips of their best teaching practices for the National Board Certification application (Brantlinger et al., 2011).

Not exact matches

For the last five years, a group of gifted teachers of philosophy and law has been meeting regularly with friends on the federal bench under the auspices of our James Wilson Institute on Natural Rights and the American Founding.

The group should meet regularly with each other and perhaps quarterly with the school district leader, explains lead author Elizabeth Budd, M.P.H. Tapping into existing committees and resources (like the Parent Teacher Association, physical education teachers, and parents and community members with pertinent knowledge or skills) for help also can be key.

Instead teachers have an ongoing dialogue with their students and meet regularly with parents to talk about the children's progress.

Each year, the district pays the museum $ 35,000 per grade to help support the school, three - fourths of which funds museum education staff, who meet regularly with teachers and a curriculum integration specialist to brainstorm opportunities to tie lessons to collections and exhibits.

Also, if I sit in regularly at school meetings and begin to hear, «testing,» assessment,» «teachers,» «accountability,» and «standards» more than I hear «students, «learning,» «relevance,» and «engaging,» I know this distortion has taken hold.

Finally, Symonds specials teachers are regularly involved in conversations and meetings to ensure student success in learning.

Establish a consistent meeting place: If your group will meet regularly, ask the teacher before your first visit to help you establish a place that you can use every time you visit.

We have a reading coach, and a reading team that meets regularly to go over data and assist teachers,» added Davis.

The most effective advisories meet regularly, stay together for several years, and involve staff development that helps teachers support the academic, social, and emotional needs of their students.

He regularly seeks the advice of community groups, parents, teachers, and principals at closed - door meetings.

The district allocates time for Glandon to meet regularly with Arnold and the teachers, and every four to six weeks, the group reviews the curriculum taught in all 30 of the district's kindergarten classes, identifies unit objectives, discusses skills they should reinforce, and brainstorms activities in which grandmas and grandpas can help students learn.

Here's what this approach looks like: Administrators make frequent short, unannounced classrooms visits (at least once a month), followed promptly by face - to - face listening / coaching conversations; teacher teams meet regularly to discuss planning, pedagogy, and assessment results; and teacher assessment is saved till the end of the school year, pulling together observations, other points of contact, and teachers» self - assessments.

At Success, she meets with her daughters» teachers regularly, reviewing their «action plan.»

This is an argument that draws wide support from educational bodies and providers, as REC Education regularly meets with teaching unions, government departments and local authorities, creating consensus that teacher absence should not lead to a poorer standard of teaching.

Encourage teacher pairs to work closely with one another, and to meet regularly — discussing each other's evaluations, observing each other teach, talking regularly about strategies for improvement.

Savvy administrators can meet the needs of teachers and, at the same time, set the tone for a wonderful school year by visiting classrooms those first days and weeks routinely and regularly, making sure teachers can focus on providing excellent instruction instead of having to hunt down, for example, five additional chairs or a working projector.

Staff willingness to share practice has increased significantly, with class teachers regularly sharing practice via staff meetings, resource sharing, professional development and collaborative planning.

Over his nearly three decades in the district, he had watched as issues like poverty and mental health grew in importance, and he wanted to create a space where teachers could meet regularly to talk about student progress.

Learning Clubs are made up of four to six teachers who meet regularly to discuss the use and refinement of instructional strategies.

The purpose of this additional monthly collaboration time is to allow teams of teachers to meet together regularly to review student progress and to plan more effectively for instruction.

To do so requires ensuring that time is built in for teachers to meet regularly in professional learning communities, and participating in these collaborations as much as possible.

Collaboration gives teachers the time and space to meet regularly in learning teams, which can be organized by grade level or by content - area.

Members of the Brooke team, including teachers, administrators, operations and network staff members, meet regularly to discuss network - wide initiatives related to diversity.

Working in grade - level groups, the Highland teachers continued to meet regularly to look closely at student work samples.

It means the amount of time parents spend with their kids, the ways in which and the effectiveness of how they discipline them, and the time they spend on their sutdies (doing homework with them, meeting with and talking to their teachers and other parents regularly), etc..

Only half of districts allow beginning teachers to attend regularly scheduled meetings with their principal.

Students would meet regularly with their teachers, who would guide them as they build personal portfolios about their topics.

Schools share floors of the building, administrators meet regularly, and teachers often stop to chat while passing in the hallways.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

Ultimately, those teachers who succeed are those who are able to work relentlessly to meet their goals because they find ways to self - monitor and regularly replenish their own energy, motivation, and commitment.

Teachers at the school also meet regularly to assure rigor and quality work.

School - based problem solving is often implemented through one or more teams (e.g., grade level, building level) that meet regularly to support teachers — who, in turn, support students.

Meeting regularly in teacher learning communities is one of the best ways for teachers to develop their skill in using formative assessment.

Whereas Japanese teachers regularly meet to plan, observe, and debrief on lessons, U.S. teachers generally do not.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Teachers, who must apply to participate, conduct a yearlong research project into an aspect of student learning and meet regularly with a team of fellow teacher scholars at their school or at Mills College to discuss their research.

ILDs also led regional networks of principals, who met regularly to learn to use protocols and other tools to help teachers refine their instructional practices.

Do you regularly ask teachers to share their grade books along with their plan books when you meet with them to discuss student performances?

After we introduce teachers to the basic principles of assessment for learning, we encourage them to try out two or three techniques in their own classrooms and to meet with other colleagues regularly — ideally every month — to discuss their experiences and see what the other teachers are doing (see Black, Harrison, Lee, Marshall, & Wiliam, 2003, 2004).

Teachers and specialists meet regularly with classes during snack time.

Rick DuFour and colleagues1 have promoted professional learning communities as a way for teachers to meet regularly to catalyze one another's learning.

As Michael J. Schmoker notes in his 2006 analysis of the American educational system, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning, providing teachers with time to meet regularly to carefully examine assessment data, set goals, share and create lessons, develop common formative assessments, and review student work will ultimately lead to a better end result.

Interdisciplinary planning begins with an opportunity for arts and non-arts classroom teachers across content areas to meet regularly to create a plan for instruction that centers around a theme, concept, issue, problem or topic and allows each discipline to bring their curricular goals to the planning process.

She is the school's lead fourth grade teacher, which enables her to meet regularly with school leadership and her colleagues to discuss strategies that have been successful, as well as ways they can work collaboratively to improve every student's educational experience.

Teachers and administrators meet regularly to discuss student progress and work with each individual student to achieve success.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and pRegularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and pregularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.