Sentences with phrase «teachers much needed support»

Not exact matches

«The NASUWT is continuing to support its members in challenging these injustices, but much more action is needed by Government to affect the systemic change which is needed to ensure that no pupil or teacher is held back because of their ethnicity or faith.

We need to bring common sense to Common Core because New York is wasting too much time and money stressing children out to prepare for these tests which are of questionable educational value instead of focusing on supporting teachers so they can do their job and teach children what's really important,» said Assemblyman Jim Tedisco, a former public school special education teacher and guidance counselor.

The Society awarded $ 120,000 in grants to science research teachers to purchase much - needed equipment and $ 55,000 to 13 innovative organizations supporting community - based science, technology, engineering and mathematics (STEM) projects through our STEM Action & Research Grant Program.

Most of us have a few poses where some extra support from our yoga teacher is much needed and appreciated.

Yoga For HOPE was established in 2009 by yoga teacher and dedicated supporter of HOPE, Mella Murphy, to help raise much needed funds to support HOPE's projects with the street and slum children of Kolkata.

Much like teachers choose a teaching process that best suits their content area, students need to identify the app, or features of an app, that best supports their learning.

«This is an area which does need much greater focus, so while budgetary pressures are the main driver to an ICT support service, freeing up much - needed time to help develop teachers» skills and give them more confidence with technology in the classroom is also becoming a priority.»

They were strongly supported for PD, but what they found was that many of them said that although they felt they needed PD in their out - of - field areas, they felt uncomfortable going to a designated PD in their out - of - field areas because they felt that they knew so much less than the other teachers that were there...

Your support is much appreciated as I try to develop a range of materials to cover the specific needs of teachers and students across all exam boards.

So much of the school was new, and creating (and then recreating) fresh practices took time, intense concentration, coordination, and a level of imagination that rarely emerges for overworked people at 2 A.M. Young teachers needed support.

When teachers don't have to spend as much of their time on these activities, they can focus their expertise on engaging students with content and providing needed social and emotional support that computers are unable to replicate.

While we know that a balance is important, that young people want to be supported and that they want to feel connected to their school and to their teacher, there's much more that needs to be understood about this and we can do this both through administering questionnaires but probably better yet actually talking to teachers and young people and asking them specifically, in specific schools, in specific neighbourhoods: «What would make for a better relationship and a better environment where you would want to spend time, learn and also learn some good, positive behaviour skills?»

Support for teachers: It may not be realistic for every teacher to meet Indigenous students» needs relating to language, culture and identity, but there is much that can be done to help teachers to feel confident and competent in establishing positive relationships with their Indigenous students.

We believe that high quality e-learning provides the much - needed investment injection to equip individual teachers, nurses, GPs, care workers and voluntary sector staff with the knowledge, skills and confidence to identify and support young girls at risk.

We know that mentors provide new teachers with much - needed support and guidance in their crucial first years, but there's a strong pass - through effect as well: Students of mentored teachers gained the equivalent of 3 to 3.5 months of additional learning in reading and math over the course of a year, a new study found.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

When teachers engage kids in talking about their particular strengths, weaknesses, interests, and ways of learning — and in developing a classroom where everyone gets the help and support they need to grow as much as possible — I see kids who are very enthusiastic about that approach to teaching and learning.

As budget discussions move forward, we're hopeful the legislature will follow the Governor's lead to fund what works, give teachers a much needed pay raise and support schools that get results.»

This relationship — which includes such factors as setting clear expectations, providing support and encouragement, and recognizing staff for a job well done — is much larger in high - need schools, and, for the most effective principals, can even close the teacher turnover gap with schools serving more advantaged students.Grissom, J. A. (2011).

Beyond improving students» performance in the classroom performance, strong student - teacher relationships provide students with a much - needed support system, someone to talk to who is not their parent, not their peer, and not a stranger.

While MAPLE has focused on offering support to district - level leaders in setting the stage for a systemic transition to personalized learning, Klau said much of the emphasis is on what teachers need to make that happen.

And we need a higher bar for entry into the profession, along with much better support and mentoring for new teachers than most now receive.

She committed to supporting the teachers in building collaborative teams, developing a stronger understanding of effective instructional planning and she explained to them that they would become much more evidence - based in their ability to meet the needs of their students.

So how do we create teacher support in ways that teachers and secondary schools, particularly those working in high need schools, and with traditionally underserved students, have high levels of teacher professionalism that promotes their knowledge, that provides opportunities to participate in the peer networks that we've heard so much about and also creates opportunities for them to have this autonomy?

To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target professional learning to individual teachers» needs.61 When professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these systems can become essential components of evaluation systems that support teacher growth.62

But I can tell you, I don't see students learning any more or any better... Crucial resources and support - staff are tied up on «other matters» and not being used for what we need... Too much of our time lately is dedicated to studying the new teacher evaluation!

In turn, that brings us to perhaps the most powerful lesson to emerge from our focus group discussions: While we learned much about the strengths and ideals that black teachers tend to bring to their work, we were struck mainly by the urgent need to support those teachers professionally and help them build long, productive, and satisfying careers in the public schools.

Not every student learns at the same pace as another student in a class, so teachers from every content area need to get creative in order to meet the needs of all students, some of whom may need just a little support or others who may need much more.

Test scores can tell you some things about what the students need, but they don't give you much useful information about the strengths and weaknesses of your teachers and other staff you might seek to support.

The Teaching Channel website creates a much - needed resource for time - strapped teachers in all stages of education and all types of schools, helping them find useful examples of teaching methods along with the support materials they need to implement these methods into their own classrooms.

The results of new AFT survey on well - being, working conditions and stressors for teachers and school support staff across the country provide much - needed information about sources of stress on the job.

Such flexibility can encourage innovation, support system learning, and give much needed fiscal and strategic support to students, teachers, and school districts and their families to support student learning.

In the quest for round - two grants, the debate over how much support from districts and teachers» unions is needed to win has taken on a life of its own in various states.

The vignette follows Principal Flores as he visits a first - grade, dual - language classroom and gives teachers the much - needed support in their effort to instruct students in two languages.

Meeting the needs of learners worldwide means so much more than producing high - quality resources — we are here to support teachers and students at all stages to get the most from education.

Teachers provide as much support as needed.

As California's student population has grown and become much more diverse, teachers need support from parents, community members and lawmakers to ensure all students get the public education they deserve.

Committed to providing religious educators, catechists and teachers with timely yet affordable materials to supplement and enrich curriculum and support all types of ministries, Visual Dynamics Publishing has earned the reputation as the go - to catechetical publisher for unique yet much needed titles.

Derek, a former teacher and drama coach, had an empty building in downtown Cameron, and could see how much the foster and adoptive families in Northwest Missouri needed the support that was widely available thanks to the FosterAdopt Connect resources located in the Kansas City area.

A much - needed book that provides the knowledge and guidance itinerant teachers need to integrate learning opportunities into daily routines and activities in order to support children's inclusion in community - based programs.