Sentences with phrase «teachers reported never»

Not exact matches

Volume XVII, Number 1 (Download) The Task of the College of Teachers: Part 2 — Roberto Trostli «Spirit is Never without Matter, Matter Never without Spirit» — Liz Beaven The Artistic Meeting: Creating Space for Spirit — Holly Koteen - Soule Contemplative Practice and Intuition in a Collegial Context — Martyn Rawson Contemplative Work in the College Meeting — Elan Leibner Work of the Research Fellows Review of The Social Animal by David Brooks — Dorit Winter Report on the Online Waldorf Library — Marianne Alsop

Faso was never accused of a crime or personally held liable for the improper pension contact, but the Albany Times Union cited «a source close to the investigation» in reporting that «Faso arranged or tried to arrange meetings between the investment firm Kellner DiLeo & Co. and officials at the state Common Retirement Fund, as well as the teachers, police and firefighter funds.»

Thirty percent of sex education teachers in Illinois never received formal sex education training, compared with the national average of 18 percent, says a University of Chicago report led by a medical doctor.

It can sometimes be tempting for head teachers to go over the top in their language in an investigation report - saying that they have totally lost trust in the employee and can never work with them.

Teachers already allocate time to assigning report card comments but almost never receive summary feedback based on those comments.

A report from the nonprofit TNTP found that evaluations are often neither effective (more than 98 % of teachers are deemed «satisfactory») nor instructive (three out of four evaluated teachers never received feedback to help them improve their practice).

In addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison education.

Both the assessments and subsequent reports allow monitoring of student learning at a level of detail never before practical, so teachers can focus activities much more directly to the specific needs of a single pupil or group of students.

The disconnect between real life and the high school experience and the absence of any real connection to peers and teachers causes many students on the margins to give up: More than 30 percent of U.S. students who enter high school never finish, according to a recent report by Harvard University's Civil Rights Project, the Urban Institute, Advocates for Children of New York, and the Civil Society Institute.

«Most teachers are paying into a system that, most likely, will never fully pay them back,» wrote Chad Aldeman and Kelly Robson, co-authors of the report who both work at Bellwether Education Partners.

Obviously McLaughlin never intended to report on the debate, but rather to deliver a diatribe infused with standard teacher union talking points against any and all who favor reform and dare have an «R» after their names.

«I've never been in a school year where I've had so many kids, kind of on edge,» the report quoted a Utah social studies teacher as saying.

One teacher reported that she «never -LSB-...]

A 2010 report done in conjunction with Michigan Virtual University on virtual schooling found that there were teachers who were being asked to teach in online or in blended courses who had never been a learner in such situations.

Teachers reported that the email (m = 2.61, on a scale of 1 = very useful to 5 = never use), online forum (m = 2.72), and online vote (m = 2.76) components of the EFT were viewed as among the least useful.

One teacher reported that she «never got test scores from April's Idaho Standards Achievement Test last May as she expected.

A new report by the National Research Council (NRC) of the National Academy of Sciences warns that licensing tests should never be used as the sole measure of prospective teachers or their college preparation programs.

A recent report commissioned by the Bill & Melinda Gates Foundation revealed that teachers» learning is being tamped down by evaluators of their practice, administrators, and coaches who have never taught the new student standards.

Hicks, Doolittle, and Lee (2004) reported on a national survey of high school social studies teachers conducted in 2002 that «just over 50 % of teachers indicated they rarely (less than once a month) or never use digital historical resources» (p. 2).

Too many school initiatives provide their chief feedback through annual test score reports — results that are almost never delivered until it's too late to reinforce or modify teachers» or leaders» behavior.

One primary school teacher from Somerset reported they had «never seen my headteacher so stressed about funding», while a teacher in a Sefton primary said the school day had been shortened to save on staffing costs.

I have read over 700 research articles, technical reports, news stories, and other Op - Eds just like this, and never has even one of them (i.e., that is from a pro VAM perspective) ever been written by a teacher or administrator working in America's public schools and living out the realities of these systems in practice.

Just 8 % of members surveyed report participating in a union certification election, indicating that the vast majority of teachers surveyed have never voted to be represented by a union organization in the first place.

However, the report notes that value - added estimates should never be used as the sole basis for informing high - stakes decisions about individual teachers.

However, the three first - grade teachers of the observed children reported that they never looked at the lesson plans during the school year.

As it stands, existing approval and reporting policies make it difficult for schools, potential teachers, and the public to differentiate among programs for quality; 25 states have never identified a single low - performing teacher preparation program.103

Another word regarding Edison Learning (pg 13 of your report): Jeb Bush used the Florida teacher pension money to bail out Edison, a company that never succeeded in what it said it could do: raise student scores for less money: