Sentences with phrase «teaching in a district where»

If a teacher is teaching in a district where 35 % of the students are at goal, is a 5 % increase in test scores better or worse than a 1 % increase in test scores where 85 percent of the students are at goal.

Not exact matches

Nobody can name one school district in the entire United States where creationists have their agenda taught in the public schools.

Chris has his own blog, as he describes below, and I asked him if he would be willing to share here his efforts to try to improve this situation in his Iowa City school district, where he is now the parent of three children and teaches legal writing and analysis at the University of Iowa College of Law (but the opinions he expresses here are entirely his own).

Ms. Teachout, who recently told Politico New York she was «thinking about» running for the seat being vacated by Republican Chris Gibson, lives primarily in Brooklyn, but said she kept a residence in the district to facilitate a train commute to Fordham University, where she teaches.

She visited an art studio in her district where the owner had painted the Beatles, and asked him to teach her to draw John Lennon.

«I was probably one of only five or six Republicans in a staff of nearly 100» at Williams Intermediate School, where she taught seventh grade biology for the past 13 years before moving last month to another district school, Blue Grass Elementary.

The charity VSO (Voluntary Service Overseas) took Jaime to the district of Kitui in rural Kenya, where he worked in a secondary school teaching chemistry to African pupils.

«It is very important for us to participate in these types of activities because they teach people, entertain them, and bring them together around a common purpose, which is to write their sincere wishes, in a district where astronomy is really important.

In full disclosure; I have a strong interest in P.T. Barnum, having read several books about his life and researching him for a unit of study for the school district where I taughIn full disclosure; I have a strong interest in P.T. Barnum, having read several books about his life and researching him for a unit of study for the school district where I taughin P.T. Barnum, having read several books about his life and researching him for a unit of study for the school district where I taught.

But Education Elements is smart to understand both how steep the design challenges can be for districts in moving to blended - learning models — and consequently where the action is today — as well as the opportunities blended learning presents to rethink the use of time in school, such that it can create schools that transform teaching and learning for both teachers and students and rack up some wins in the process.

I just haven't seen the kind of drive for continuous improvement in traditional districts that I've witnessed in charter networks like KIPP and Achievement First, where the very organizational DNA is obsessed with excellence and continuous improvement, always looking for more effective approaches to teaching and learning.

I can't tell you how many times I've had students who find out that the district they taught in was not following the law, or that they had felt like things weren't going well in the classroom, but they didn't know where to turn to find helpful information.

He boasts that the home is located not only in the school district where he teaches but in one of the nicest neighborhoods in the city.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Elmore's efforts to change this began during his work in a New York City school district, where professional development for principals included spending time every day inside classrooms to re-familiarize themselves with the teaching environment.

Principals act as their school's instructional leader, in stark contrast to district schools, where principals, though accountable for school outcomes, have limited control over what's being taught and how.

All students in grades 6 through 12 have the option to take one or more online courses, and district teachers teach all the courses with the exception of those, like Mandarin, where there is no certified teacher available within the district.

Some districts, like the nation's largest, in New York City, have found that it helps to pair general education teachers with special education teachers in a co-teaching model, where teachers share classroom responsibilities and both receive specialized training in teaching students with autism.

Teacher buy - in, and ultimately the success of educators to support their curriculum and teaching with technology, rests with district leaders who must meet teachers where they are and not promote some idealized version of what 1:1 really looks like.

You will learn so much from just talking with colleagues about what projects and lessons they are using with their students.I teach at a summer program for gifted and advanced students, where I work with other teachers of gifted in the school district, and I always pick up new ideas and methods from hanging around them.

In this webinar, Daniel Weisberg, CEO, The New Teacher Project, will be interviewed by Joanne Weiss, former chief of staff to former U.S. Secretary of Education Arne Duncan, about the key insights of The Mirage report, where the field of educator professional learning is headed, and what it means for districts to ask fundamentally different questions about what great teaching means and how to achieve it.

They're more willing to teach in urban environments, and they're more likely to stay in the districts where they've been trained.

Before joining the KIPP Team and Family, Ashley was a teacher in the Houston Independent School District (HISD) for 6 years where she taught 2nd and 4th grade.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

He began his teaching career in the Philadelphia Public School District, where he taught for nearly ten years.

Unsurprisingly, Han's analysis finds teachers in districts where collective bargaining is allowed are more likely to remain in teaching than teachers in districts where bargaining is prohibited.

It gathered most of the Relay students working in New York City schools (mostly in charters, but a few in district schools where Teach For America has assigned them), divided them into subject specialties, and then again by elementary - and middle - school levels.

The largest drop took place in the District, where between 2003 and 2011, the portion of the D.C. teaching force that was white more than doubled from 16 percent to 39 percent while the share of teachers who were black shrank from 77 percent to 49 percent.

There are school districts in America where the superintendent, assisted only by a secretary, is also the principal of the school and teaches fifth grade.

This view was not universally shared among school personnel, who pointed to a track record of good results on the old state test and rankings, where Tortuga Shoals was always in the top 10 percent of the districts in the region.303 To legitimate these directions for improvement, the superintendent commissioned a curriculum audit by outside consultants, with the expectation that results from this audit would provide direction and legitimacy to a new plan for improving teaching and learning in the district.

He started teaching in 1998 in district # 129 where he taught for two years after receiving his Bachelor's degree in early childhood education from Illinois State University.

A: Both authors were engaged in the MIST study, where we partnered with several large urban districts between 2007 and 2015 to investigate what it takes to improve the quality of mathematics teaching and student learning on a large scale.

http://www.interdys.org/index.htm Core Knowledge Preschool vs. Traditional Preschool This website is about A School Reform Movement taking shape in hundreds of schools where educators have committed themselves to teaching important skills and the Core Knowledge content they share within grade levels, across districts, and with other Core Knowledge schools across the country.

We have observed time and again where in an effort to meet Adequate Yearly Progress under No Child Left Behind requirements, states have watered down standards and school districts have taken a narrow «teach to the test» view of curricular implementation.

Prior to that, Seth served as Teach For America's vice president of school systems talent matching, where he coached and supported district leaders in their pursuit of cabinet - level school systems opportunities.

It is imperative that we prepare teachers to begin teaching responsibly with children who attend school in districts where there is no special support for new teachers.

Janis has previously held roles with New Leaders, where she oversaw program implementation in partnership with district leadership across the country, and with NewSchools Venture Fund, engaging in investment strategy, due diligence, and management assistance for the organization's Learning to Teach Fund.

In urban districts, where many are assigned to teach children with some of the greatest challenges, the national burnout rate is astonishing.

Our teacher members work in districts where people of color represent the majority and the children they teach are too often forgotten about in the creation of public policy, particularly in education decisions.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

The MTEA teaching and learning department annually has three times more participants in its professional development programs than the district where members are paid to attend.

These included a strong vision of and value for public education in which almost Finnish children participate as the creator of Finland's future society; resulting high status for the country's teaching profession whose members are stringently selected through rigorous university - based teacher education programs that confer Masters degrees on all of them; a widespread culture of collaboration in curriculum development among teachers in each school district; an equally robust culture of collaboration among all partners in strong local municipalities where most curriculum and other policy decisions are made; and a system of widespread cooperation and trust instead of US - style test - based accountability.

So here's my prediction: since districts have a year and a half, roughly, to get their staff to even understand the CCSS, develop aligned curriculum, secure materials for, and create, lessons and assessments, while simultaneously teaching under the Connecticut standards, by the time the new testing comes along in the lower grades (you know, K - 2, where there IS no testing at present?)

With regard to teacher retention, district leaders in interviews with APA noted that they face a consistent trend where, after several years of teaching in the district, new teachers gain valuable training, coaching, and experience but then many leave SAISD for teaching jobs in surrounding, more affluent school districts.

More new California teachers are also earning their degree through district - run programs where education students start teaching in classrooms almost right away, and take classes at a local university in the evening.

After teaching middle school for 13 years in the Fort Mill, SCSchool District, where she taught middle school science, socials studies, and computer technology, she left the K - 12 environment and began to work full time at Winthrop University.

Since she was once a special education student in the district where she teaches, she feels that she can not only relate to the challenges within the population, yet also has added insight into the community where her students reside.

Two of these years were in the Clark County School District about ten years ago, where I taught a 4th / 5th grade combination class with over 30 students each year.

She began her teaching journey at Scott Elementary in the Belton School District in 1999, where she was passionate about giving back to the community where she was raised.

Jane began her teaching career in first grade in Winooski before moving to Burlington in 1980, where she taught Title I reading, and later directed the district's Reading First Program.