Sentences with phrase «teaching knowledge areas»

Your resume should be able to highlight your experiences, expertise, teaching knowledge areas and your background in the processes executed in the field of education.

Not exact matches

The deficiency in Christian teaching in the area of sex is analogous to the theological reaction to the development of scientific knowledge.

And speaking as a Catholic parent, I certainly do want to know and be assured that the ones who teach my children in this important area of their spiritual and moral development are those whose personal character, knowledge and teaching skills are adequate for the task.

You will gain expert knowledge into all areas of teaching massage and yoga to parents and children.

Taught by practicing doulas, classes integrate core knowledge with practical information based on our extensive experience attending births and supporting new families in the Los Angeles area.

But today, people with subject - area knowledge can begin teaching full - time in just a few weeks.

The new system, called U-Multirank, provides a more sophisticated alternative to cruder rankings by letting users select rating criteria out of 30 indicators in five areas: research, teaching, regional engagement, knowledge transfer, and international orientation.

He is an excellent teacher that has large breadth of knowledge in multiple areas and teaches them with wisdom and compassion.

The teacher will have a thorough material on marketing, that will let him or her achieve a significant improvement of the student's knowledge on this area, and additionally is a material cumulated during my last 8 years teaching the subject, fundamental on achieving classes with high grades as per our IB international standards.

Teachers should have a stronger base to draw knowledge from, such as a specialist degree in their teaching area.

Pearse says the college hasn't had a big problem with teachers teaching out of their subject area, but it's been great to have recruits with specialist knowledge in their fields.

Significant effects of professional - development programs were found when programs focused on content knowledge in the math and science subject areas plus pedagogical training in teaching the subject matter.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

While subject - area knowledge is privileged in the standards — INTASC has developed specific standards for science, mathematics, English language arts, and special education, and will soon release those for the elementary - school level, social studies, and foreign language — the standards also make clear that knowledge of child development, learning theory, and teaching approaches is essential.

«Susan's knowledge of pedagogical developments in the area of library research, teaching, and learning is prodigious, and her contagious enthusiasm for developing innovative services has won her fans across campus.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

That means teachers being able to work together in teams, people who are teaching in the same subject area or at the same grade level, sharing their knowledge, getting out and about to conferences, participating in professional learning to really build in each school a genuine professional learning community.

The aim of each teaching and learning CPD session is to develop the knowledge, skills, and strategies needed in order to utilise in practice in each key area, and as an aid in achieving these aims, the trainer is supported with: - Colourful, engaging, and comprehensive PowerPoint presentations; - Videos for analysis of key techniques; - A wide range of interactive resources for CPD activities; - Instructions and plans to assist delivery.

For example, many of the middle - school teachers who hold only elementary multiple - subject licenses do not have sufficient depth of knowledge in the content areas they teach.

The subject - matter portion was a test of a teacher's knowledge of the subject area that he or she was going to teach.

Certainly in high schools, where teachers often specialise into one or two subject areas, there is a real emphasis on the subject matter knowledge of the teacher - which is why, the claim goes, that if you want to teach history, you should first learn a lot about history, and if you want to teach mathematics, then you should get a degree in mathematics.

Recent advancements in education research have brought a new lens to these two areas and suggest that in many cases, teacher preparation programs are not currently designed to provide adequate content knowledge or to teach pedagogical practices that are supported by research evidence.

The «Maths Hubs» in Central Lancashire and Cheshire will initially be led by three schools in each region and will help to ensure more teachers in the area have the knowledge and skills to provide high quality maths teaching.

To be considered highly qualified as an elementary school teacher who is new to the profession, you must also have demonstrated subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum by passing a rigorous state test.

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

We'll identify areas of effectiveness and help you set priorities for areas that most need improvement, while keeping in mind the critical importance of developing curricula that can be reasonably taught in the time allotted, allowing teachers to help students develop deep knowledge of what they're learning.

The Usable Knowledge website is organized around five topic areas that align with high priorities for educators: leadership and policy; learning and development; decisions through data; community and family; and teaching and curriculum.

Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

Efforts to Improve Teacher Quality: Instead of requiring its teachers to complete minimum degrees or coursework in the subjects they plan to teach, Oregon requires its high school teachers to demonstrate subject - matter knowledge by passing tests in their areas of endorsement prior to certification.

The results, which were generalized across subject areas, indicated that though educators knew about ASAP, their responses to it varied depending on how they understood it and how it fit with their underlying beliefs and the local conditions (material and knowledge resources, existing beliefs and ideologies about teaching, culture of accountability and authority).

Like all other successful school systems, the Harford County Public School System must continually ensure through curriculum that what is taught continues to reflect the very best knowledge and practice in all subject areas.

They also must cover a list of topics such as teaching practices and knowledge of subject areas.

Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.

During the 2013 AACTE Annual Meeting (February 28 - March 2, 2013, Orlando FL), the Preparing Teachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those problems.

Learning in depth would transform students» understanding of the nature of knowledge, teach them the difference between opinion and fact, transfer to students» learning in other areas of the curriculum, encourage learning for its own sake, and stimulate the imagination.

With this knowledge, graduate programs in education need to become more focused on offering specialty graduate programs that address these needs, promote these teaching areas and recruit teachers in other content areas to these areas.

Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement.

Elementary teacher candidates who were licensed as a teacher in any state after July 1, 2006, are required to produce evidence of passing an accepted content knowledge exam in the content area he / she will teach.

Those holding a bachelor's degree can work towards state licensure gained through passing the American Board's Professional Teaching Knowledge (PTK) pedagogy exam, and subject area exam, covering the core content and grade range in which they'll be tTeaching Knowledge (PTK) pedagogy exam, and subject area exam, covering the core content and grade range in which they'll be teachingteaching.

Such labs are best taught by veteran content - area teachers who have strong knowledge of the material.

Knowledge of the international and global issues found within the disciplinary fields / subject areas they teach

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

In determining what teachers need to know, Shulman (1987) describes four areas as essential: general pedagogical knowledge (how to teach), content knowledge (science), pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).

Her second reason was to prepare students for the next grade level by teaching them specific content area knowledge and skills in social studies, as she expressed concerns about preventing students from falling behind.

The authors also question how far subject area knowledge alone can take teachers who have to teach students 21st Century skills such as critical thinking, collaboration, decision - making and creativity.

But REPA II supporters say the new rules place greater importance on teachers having robust knowledge of the content areas they're teaching.

His understanding of teaching and learning, the content areas, and the general universe of knowledge is incredibly deep and broad.

Arts integration took off as an approach to teaching and learning because it taps artistic processes not only as subjects in and of themselves but also as tools for processing knowledge in other subject areas.

Our teachers bring passion and depth of knowledge to their subject area and take an entrepreneurial approach to teaching and learning that sparks students» curiosity and desires to learn perpetually.

The theory invites a great deal of creativity in teaching and learning and over the last 35 years, arts educators, in particular, have used the theory to develop arts - integrated curricula that acknowledge the power of artistic processes to produce and share knowledge across core subject areas.