Sentences with phrase «teachers meet the needs of all students»

Assessments are used to help teachers meet the needs of students.

Personalized learning helps teachers meet the needs of all students.

Professional development in most schools today doesn't help teachers meet the needs of their students nor does it help them grow and develop in their profession.

Instructional practices vary, ensuring that teachers meet the needs of students with diverse learning styles.

«Using a single platform like Epiphany Learning will help our teachers meet the needs of our students.»

Not exact matches

With such a view, the function of the teacher is to help the students solve their problems and meet their needs.

Waldorf is dedicated to providing its middle school students with an academic curriculum with rigor and purpose — one that is creatively designed to meet the particular needs of middle school students — along with exceptional teachers, regular class travel, a no - cut athletic program, and fine arts and performing arts courses.

On Tuesday, CPS officials said an Illinois teacher survey found 69 percent of teachers believe they do not have sufficient instructional time to meet the needs of all of their students.

Organizational assistance (including teacher / school representative meeting with student at the end of each class or end day to check that homework assignments are written completely in homework notebook and needed books are in back pack, providing organizational folders and planners, color coding)

Ultimately, the needs of the student are met by the Waldorf curriculum itself; in addition to the class teacher, the students experience continuity and expertise through involvement with subject teachers who teach handwork, movement and games, a world language, eurythmy, sculptural arts, gardening, music, and fine arts.

Two - thirds of students are still not receiving an arts education that meets state guidelines, according to a recent audit by State Comptroller diNapoli, and half of our teachers citywide told us in a recent UFT survey that their schools did not have the curriculum and materials they need to teach lessons aligned to the Common Core Learning Standards.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Teachers reported they felt they were meeting the needs of students and findings suggest a need for more professional development and additional planning time as these networks take root.

Eight weeks after the first review of the students» needs and again in the second half of the school year, site coordinators met with teachers to evaluate the plan and the children's progress.

Amanda Gurung, BTI's Education Lab Coordinator recently traveled to classrooms in Seneca Falls, Fillmore, Fredonia, and Long Island, NY to support trained teachers and engage students in discussions about the importance of plants in meeting human needs.

The teacher designs a practice that meets the needs of the student helping them progress towards a particular goal.

In the past, limited access placed a hardship on teachers to meet the diverse needs of their students, especially when school resources were limited.

She claims that «if we really cared about improving the education of all students, we would give teachers the autonomy to tailor instruction to meet the needs of the children.»

Of course, what is «right» can seem relative, and figuring out if there is a more just approach to a routine or system (especially among a group of teachers) is complicated; however, meetings like we had this week are an imperative as schools figure out the sort of learning environment they want to be, need to be for their students — the human beings with whom we are entrusteOf course, what is «right» can seem relative, and figuring out if there is a more just approach to a routine or system (especially among a group of teachers) is complicated; however, meetings like we had this week are an imperative as schools figure out the sort of learning environment they want to be, need to be for their students — the human beings with whom we are entrusteof teachers) is complicated; however, meetings like we had this week are an imperative as schools figure out the sort of learning environment they want to be, need to be for their students — the human beings with whom we are entrusteof learning environment they want to be, need to be for their students — the human beings with whom we are entrusted.

Consensus needs to be reached on the focus of the observation (teacher, students or both), the frequency and duration of observations, the structure of pre - and post-observation meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the classroom observation guide to be used.

Challenges included: Measures for exemption needed; There is a significant challenge in selecting an appropriate test at the outset; A single test measuring a single skill will not be valuable or productive, not flexible enough to meet the needs of teachers or students; Don't want to overtest students; Parents / teachers may be sceptical or unhappy with additional testing.

But the great challenge for such a teacher has forever been the difficulty of meeting the needs of every student because of circumstances beyond his or her control.

As K — 12 education and technology continue to evolve, teachers who keep an open mind and embrace new modes of instruction will find they can better meet the needs of all their students.

Have you become that fully wired teacher who can use all this technology seamlessly and creatively to meet the diverse needs of your students?

Teachers need support in reaching beyond the classroom to see that the individual emotional needs of all students are met.

To achieve all of this though, and to support the wider education sector in meeting the challenges it faces, they need to explore ways of enhancing the experience and usability of the app for students and teachers.

When a team of teachers operates effectively, there is one group leader and usually five to six committed educators who are all working together to meet student needs.

Reports published by the Neag Center for Gifted Education and Talent Development at the University of Connecticut have shown that most general education classroom teachers are poorly equipped to meet the needs of the gifted, and that gifted students can spend as much as half the school repeating curriculum and waiting for classmates to catch up.

Do teachers / administrators take the lead in meeting the needs of LGBT students or wait until there is a district policy or law enforcing it?

In the book, Becoming One Community: Reading & Writing with English Language Learners, teachers Kathleen Fay and Suzanne Whaley describe ways classroom teachers can meet the needs of students learning English, and help them practice their skills in all subject areas.

During the training, we provided a grid of benchmarks to be met for each grade, projects and activities they might do with their classes to meet those benchmarks, and evaluation sheets to ensure that teachers can show parents and administrators what skills students have successfully implemented and what deficiencies still need to be addressed.

The report demonstrates the need for teachers to be given further advice and information on apprenticeships and for students to have the opportunity to meet employers (including former or current apprentices) in school, to mitigate the lack of reliable information available.

However, some of the teachers in Portland are saying, «Obviously the special education students are going to fail and they are going to act out because we are not meeting their needs... If there's not the right support there, that's not acceptable, not only for the child, but for the general education teacher as well.»

Projects are designed to be flexible so that teachers can adapt curriculum and instruction to meet the needs of their students.

Consider that effective teachers have a wealth of tools that they use to meet student needs.

By design, it is student - centered, student - driven, and gives space for teachers to meet the needs of students in a variety of ways.

This team — consisting of teachers, counselors, administrators, a nurse, an instructional coach, and the campus testing coordinator — meets weekly to discuss students» social, behavioral, and academic needs.

Those who believe their schools are «doing it right» told me that adapting the curriculum to meet the needs of individual special education students also forces them to adapt the curriculum to more closely meet the individual needs of each student in the class — and that the ongoing support of special education teachers and paraprofessionals provides them with the time and resources they need to do it successfully.

Teachers are also empowered to make the right decisions in meeting their needs of their students.

In high school, teachers need to use varied strategies to meet the needs of the varied learning styles of students.

Think about the needs of each stakeholder (students, parents, teachers) and then consider how you can meet those needs.

The Internet and new technologies can be a catalyst for rethinking the way we organize learning, provide instruction, and meet the needs of students, teachers and parents.

But by training future educators to continuously inspire students to succeed, helping prospective teachers view curriculum from students» perspectives, and assisting students as they negotiate critical points in various disciplines, the teacher training methods in Finland continue to meet the needs of the next generation of students.

Not only does it help the classroom teachers and us meet the curricular needs of the students, but also it lends credibility when the kids see that we're not making presentations just to make presentations.»

«Good teachers are able to meet the needs of individual students and meet the needs of the larger group,» Greene contended.

Can be modified to meet needs of students» / teachers»

Without the pressures of engaging an entire classroom, the teacher can provide undivided attention where needed to ensure all students are meeting the high expectations that have been set.

For example, for Standard 3, we want to know how the teacher works with a group of 25 students, with a range of needs, and adapts instruction to meet their individual needs.

This under the sea package provides teachers with different options to meet the diverse learning needs of students.

A statement in the Australian Professional Standards for Teachers now specifies that teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSLTeachers now specifies that teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSLteachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSL, 2014).