Sentences with phrase «teachers serving particular»

Using the NY State Assessments in evaluations allows us to meaningfully compare teacher performance statewide, which helps policymakers know which students need help or which teachers serving particular student subgroups may need additional support.

Not exact matches

The teacher, working with colleagues and parents, must determine if any particular child can be well served.

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 particular, they will be looking to support teachers in schools serving communities with the highest levels of social and economic disadvantage.

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.

It is plausible, however, that these teachers were serving as models or coaches who brought particular areas of expertise to interactions with their colleagues.

In particular, TIN was designed to provide support for teachers who have completed a high - quality teacher preparation program, serving as a bridge to professional practice and building upon knowledge and practices from their preservice program.

Nearly 100 years ago, states created teacher pension plans that were designed to serve a particular group of educators, especially women, who never married or had children.

Moreover, if researchers can identify, in particular, why some teachers are more effective with under - served populations, school reform efforts might greatly benefit.

Compensation for Prior Work Experience: Supporting Research Of particular concern for the teaching profession are the quality and number of teachers available in math, science and special education and of those serving high - poverty students.

I've observed many participants talk about a particular child that wasn't served well, someone the teacher wanted to help but couldn't in the traditional system.

Currently, there is a lot of media attention to actual and projected teacher shortages in particular fields, such as special education, and in particular geographical locations, such as rural and urban schools, serving students living in poverty.

To get some variety, there should be incentives at the teacher and principal level, at the schoolhouse level, to create schools which clearly appear to serve the particular needs of an affected community.

In particular, Catholic schools need teachers with the talent, imagination, and zeal worthy of the children whom they serve - teachers who are willing to do whatever it takes to help change the future and unlock the full potential of every child in their care.

These schools in particular need to be staffed by great teachers who have an affirmative desire to serve on these campuses.

Districts need quality teachers who are trained (or ready to be trained) to serve their particular student demographic and who can quickly understand and implement the district curriculum.

In particular, teachers in schools serving more poor, minority, and previously low - scoring students have less persistence than other teachers with the same value - added scores.