Sentences with phrase «teachers serving low»

Launched in 2016, the Nashville Teacher Residency (NTR) recruits and trains recent, non-education major college graduates to become high performing middle and high school math and English teachers serving low - income students in Nashville's district and charter schools.

The measures it will use to evaluate and report the progress of school districts with respect to teachers serving low - income and minority students;

Further, studies have found that teachers serving low income and minority students have higher absence rates, on average, which may contribute to the achievement gap.

Not exact matches

Whatever level of the bureaucracy you inhabit, when your success depends on rising scores, it's hard to take steps that will serve only to lower those scores — whether that means blowing the whistle on a fellow teacher or launching an investigation of the whole system.

Prior to joining the Brooklyn faculty in 2016, she was a member of the faculty for nine years at The Waldorf School of Garden City, where she served as a class teacher, mentor, and lower school chair, and where her ability to plan, organize, and maintain a high level of executive functioning skills, within both her personal class preparation and her classes themselves, were highly recognized.

This difficult, but forward - thinking, reorganization, which was completed in January 2010, allowed for a leaner, yet stronger Sunbridge to emerge, one with a highly - keened focus of serving the Waldorf school movement through well - regarded, low - residency teacher education programs and a comprehensive roster of short - term courses and workshops.

Additionally, some low - income respondents expressed concern that a hungry child may prompt neighbors or teachers to report a case of suspected neglect to Child Protective Services, even if was the child was hungry because she herself declined to eat what was served.

Since 2006, Jana has been on the faculty of Green Meadow Waldorf School, where she has been a class teacher, music teacher, and a member of the Teacher Development Committee; she currently teaches music and singing in Green Meadow's Lower School and serves as itsteacher, music teacher, and a member of the Teacher Development Committee; she currently teaches music and singing in Green Meadow's Lower School and serves as itsteacher, and a member of the Teacher Development Committee; she currently teaches music and singing in Green Meadow's Lower School and serves as itsTeacher Development Committee; she currently teaches music and singing in Green Meadow's Lower School and serves as its Chair.

In addition to being on the Sunbridge faculty since 2002, since 2006 Jana has also been on the faculty of Green Meadow Waldorf School, where she has served as a class teacher, music teacher, and a member of the Teacher Development Committee; she currently teaches singing in Green Meadow's Lower School and serves as Lower School Chair and a member of the Collegium Comteacher, music teacher, and a member of the Teacher Development Committee; she currently teaches singing in Green Meadow's Lower School and serves as Lower School Chair and a member of the Collegium Comteacher, and a member of the Teacher Development Committee; she currently teaches singing in Green Meadow's Lower School and serves as Lower School Chair and a member of the Collegium ComTeacher Development Committee; she currently teaches singing in Green Meadow's Lower School and serves as Lower School Chair and a member of the Collegium Committee.

But Bloomberg drew glares from United Federation of Teachers President Michael Mulgrew when he suggested that the city could save money by firing higher paid, longer - serving teachers and keeping on lower paid, newer tTeachers President Michael Mulgrew when he suggested that the city could save money by firing higher paid, longer - serving teachers and keeping on lower paid, newer tteachers and keeping on lower paid, newer teachersteachers.

In particular, it is not known whether teachers leave schools with high concentrations of disadvantaged and low - achieving populations for financial reasons or because of the working conditions associated with serving these students.

In addition, the working conditions in urban schools serving low - income children are likely to be rigid, rule - bound, and unpleasant, none of which facilitates enthusiasm among teachers or fosters academic learning.

Because test scores will be used to penalize low - scoring schools, they will act as high - stakes tests for teachers and administrators especially in schools serving high proportions of poor and minority students.

We're certainly not a mass route into teaching, but while we account for just six per cent of all new teachers each year, we now supply over 25 per cent for schools serving low income communities.

«This programme further demonstrates the University's commitment to social responsibility and initial teacher education, through providing highly capable teachers to support schools serving low - income communities.»

Each year we train and support new teachers to work in primary and secondary schools serving low - income communities across the UK.

In particular, because schools that serve difficult populations are likely to have higher student / teacher turnover, higher remediation rates, and lower attendance, these measures are likely to be biased if the goal of the system is to gauge school performance fairly.

Moreimportantly, such visits can help build a relationship between home andschool, bridging the gulf that often separates teachers from the low - incomepopulation many serve.

• Teachers in low - income schools were absent more often than those serving higher - income families

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

This is not surprising in some ways, given problems in current educational practice: we tend to provide less funding, have fewer outstanding teachers and principals, and require less rigorous coursework in schools that serve lower - income students.

«My analysis looks at two high school English teachers — one at an elite private school serving mostly economically advantaged white students, and one at a public charter school serving largely low - SES students of color.

And teachers in low - income schools were absent more often than those serving higher - income families.

They thought they could employ low - paid and poorly trained teachers who would follow their manuals or stand aside while children's interests were supposedly being served.

Even if local personnel policies might partially buffer the impact on low - income children by re-assigning ineffective teachers and paying effective teachers to take their place, such salary incentives are expensive (with the costs being borne disproportionately by schools serving low - income children) and have been only partially effective where they have been tried.

These teacher absences fall disproportionately to students at schools serving low - income minority populations.

Rather, their deep - seated incentive structures focus them on either increasing their prestige by doing more academic research or on serving as cash cows for their parent institutions by enrolling large numbers of teachers and then serving them at a very low cost.

Wentworth, who served in both the U.S. Army and U.S. Air Force before becoming a teacher, also is NASA's low - vision consultant for the NASA Braille Book of Hubble images, Touch the Universe.

Researcher Marguerite Roza and others have produced considerable evidence that teachers in schools serving the most - disadvantaged students have lower average salaries... [and] there is also evidence that these schools tend to have more teachers with emergency credentials and without regular certification... The problem is that these readily measured attributes of teachers have virtually nothing to do with teacher effectiveness.»

Lawmakers could tailor the tax credit in various ways, such as limiting the number of years teachers could claim it, or limiting eligibility to teachers in schools serving predominantly low - income students.

Were looking into serving kids who have (a) failed a requirement, rather than re-enrolling them in an on - campus course, (b) selected electives, and (c) Advanced Placement offerings where the local enrollment is too low to warrant an on - campus teacher.

For the families we serve, whose children are more apt to attend low - performing schools and have less - effective teachers than their privileged peers, the time taken for standardized tests is a reasonable cost for receiving vital information about how their children are doing academically.

Furthermore, schools serving students from neighborhoods with the highest crime rates and the fewest social resources predominantly serve African American students; thus, most of the schools in Chicago where students and teachers report the lowest levels of safety serve a majority African American student population.

As Congress considers the reauthorization of the Elementary and Secondary Education Act, families and teachers in school districts that serve low - income students and students of color struggle to understand how to address the highly punitive, push - out climate of overtesting brought on by the No Child Left Behind Act, the ESEA's last reauthorization.

Similarly, there could be unobserved differences between students whose teachers rely more and less heavily on lecturing if, for example, teachers in schools serving low - income students adopt different practices than teachers in other types of schools.

However, many countries, particularly the developing countries, are facing an acute shortage of qualified teachers, while serving teachers are paid poorly (and sometimes irregularly) and, because of the scant qualifications needed to enter, suffer from low social and professional status.

Three areas are pivotal to achieving that end: (i) early access to programs that serve children age 0 - 3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher - child interactions that promote higher - order thinking skills, low teacher to child ratios, and ongoing job - embedded professional development.

In this way, districts can pay highly effective teachers more, particularly those working in schools serving high concentrations of low - income students.

Maintaining and updating the requirement that State title I plans describe how low - income and minority children enrolled in title I schools are not served at disproportionate rates by ineffective (this term was «unqualified» in the prior version of the ESEA), out - of - field, or inexperienced teachers.

The authors suggest that new teachers be exposed to «low - stakes» opportunities in schools, like tutoring or serving as a co-teacher under the watch of a mentor.

Cincinnati teachers who receive special training to serve as «lead teachers» will no longer be able to return to their home schools, but will be reassigned by the district to low - performing schools.

The performance - based rewards are greater for teachers who work in schools that serve students from low - income families.

For school - age children, Krueger would begin by reducing class size and increasing teachers» salaries, especially in schools serving low - income communities.

A high - need LEA is defined as one that: (1) either serves at least 10,000 children from low - income families or serves a community in which at least 20 percent of children are from low - income families; and (2) has a high percentage of teachers teaching either outside of their certification or with emergency, provisional, or temporary certification.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

A team of a dozen or so educators, including teachers at KIPP and Achievement First, are working on our product to ensure that it meets the needs of our targeted end - users: teachers who work in schools in impoverished neighborhoods and the low - income students they serve.

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

Bridget comes from Girls Prep Lower East Side Elementary School where she worked for over 10 years — serving as a general education teacher, a special education teacher and administrator, and most recently as the Director of Inclusive Learning.

The most experienced teachers, and thus the highest paid, are much more likely to work in low - poverty schools and serve a lower percentage of students of color.

We found that spending on teacher pensions is yet another way that states invest fewer resources into schools serving the highest concentrations of low - income students and students of color.