Sentences with phrase «teachers work in»

Depending on whether teachers work in primary or secondary schools, they perform different duties.

Drama teachers work in schools where their prime duty is to teach drama and fine arts to students.

Spanish teachers work in schools and colleges that offer language teaching services.

Music teachers work in many environments... Read More»

Drama teachers work in elementary and high schools where their job is to teach students appreciation of drama.

Overview Drama teachers work in schools where their prime duty is to teach drama and fine arts to students.

First year teachers work in elementary schools where they are responsible for teaching preliminary education such as introduction to reading and writing, mathematics concepts, science, arts and music.

Special needs teachers work in facilities that cater to the needs of people with mental or physical disabilities, particularly children and young adults.

Foreign Language Teachers work in various education institutions and non-school settings and are in charge of instructing their students on other languages than their native ones.

4th Grade Teachers work in elementary schools and are responsible for teaching various subjects such as reading, vocabulary, math, science, and arts.

Arts Teachers work in various educational institutions and are responsible for providing instruction to students and encouraging them to create their own art.

Chinese Teachers work in colleges, universities, and language schools.

Health Teachers work in schools or community settings.

Typically, adult literacy teachers work in a classroom setting.

Still, classroom teachers work in a nearly impossibly demanding environment.

Thank you again ATand I really love to see how the AT teachers work in their own environments.

Our teachers work in schools where the majority of pupils come from the country's least advantaged communities.

If a school with fifty classroom teachers has been structured so that those teachers work in isolation, principals will struggle to fulfill their myriad of responsibilities to each educator in his or her isolated classroom.

The workforce is fragmented Some pre-k teachers work in school districts, while others, like Cassie, are employed by community - based providers.

For instance, performance on infrequent statewide assessments does not capture all dimensions of student learning and classroom outcomes.38 Further, the majority of teachers work in grades or subject areas to which state assessments do not apply, which poses a challenge in defining valid and reliable measures of student achievement.

Teachers work in the Learning Centers where students are at their workstations as well as in the classes where the instruction is more traditional.

The researchers did not consider the possibility that high value - added teachers work in schools that are effectively managed, and that attending such an effective school is key to students» future success.

Special education teachers work in conjunction with other school personnel in developing strategies and goals to address each student's strengths and weaknesses in order to help the student make changes in his or her behavior.

For example, it might be that high - value - added teachers work in particularly effective schools, and that students who attend these schools for sustained periods see not only high initial test scores but also favorable long - term effects.

Results indicate that more than 90 % of special education teachers work in regular elementary or secondary schools, though more than 80 % of their instructional time is spent in special education settings.

The goal is that these two teachers work in tandem to manage the entire classroom ecosystem, as well as mentor and support one another.

The field of teaching is the most successful and best advanced when teachers work in collaboration not competition.

Nearly two - thirds of U.S. middle - school teachers work in schools where more than 30 percent of students are economically disadvantaged.

U.S. researchers have also found that school achievement is much stronger where teachers work in collaborative teams that plan and learn together.

I guess what bothered me about the teacher powered school is that so many teachers work in schools today that have no say over the curriculum.

From the beginning of their programs at a teachers college, pre-service teachers work in schools, and they apprentice with master teachers as they enter the profession.

The general posture of education schools, they concluded, was countercultural, instilling mistrust of the system that teachers work in.

Teachers work in an endless cycle.

All elementary teachers work in a co-teaching classroom where both educators share an equal load of responsibility and accountability.

Because many teachers work in isolation, they can get entrenched in a certain way of doing things and resistant to outside ideas.

Because they teach human beings, teachers work in a dynamic environment and must be able to adjust their lessons and behavior to each class.

For many teachers, adequate data points to plug into the formula aren't available; about 60 percent of Florida teachers work in subjects not presently tested by the FCAT, which only covers reading, science and some math.

At the Julia Richman Educational Complex in New York City, teachers work in teams and have collaborative planning time in which they can work together to understand why certain students aren't doing their work.

Too often these teachers work in isolation in their buildings and have very few opportunities to learn from each other.

In the United States, for example, 65 percent of teachers work in middle schools where the principals surveyed said that more than 30 percent of their students come from socieconomically disadvantaged homes, the highest perception - of - poverty rate among the 30 countries analyzed by Schleicher.

Why wouldn't these teachers work in Norwich itself?

Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning.

Educators for Excellence teachers work in Los Angeles and throughout Southern California to elevate the teaching profession and improve student outcomes.

Teachers work in collaborative teams for 90 minutes daily to clarify the essential outcomes of their grade levels and courses and to align those outcomes with state standards.

This channel takes an in - depth look at the way three teachers work in partnership with their administrator and instructional coach to make use of Hall and Simeral's Reflective Cycle and the Continuum of Self - Reflection tools.

A new report from the Organization for Economic Cooperation and Development, released June 25, found an average of 64 percent of U.S. teachers work in schools where more than 30 percent of the students come from poor households and they have far less time for daily preparation and collaboration.

This is plausible because our calculations in Florida suggest that most teachers work in multiple tracks.

When teachers work in teams, students also will learn the importance and value of working in teams.

In addition, the state recommends that prospective teachers work in the field as early in their programs as possible.

Most special education teachers work in public schools, teaching students from preschool to high school.