Sentences with phrase «teaching language minority»

According to Wanda Hamilton, who oversees staff development for the district, educating faculty and staff on teaching language minority students «drives everything.»

Not exact matches

Among minorities who do not speak Thai as their first language, the motivation to learn among this group is now very high but our challenge is to find effective ways to reach and teach them.

The Vietnamese project brings books and the know - how to establish libraries to rural communities, while the project in Thailand aims to improve the integration of the Patani Malay minority by providing teaching in their own language.

The Latino and Language Minority Teacher Projects at the University of Southern California aims to help language minorities enter the teaching profession.

One faculty member teaches about issues of power in society (gender and minority status, for example) by asking students to analyze their own cultural perspectives (such as their cultural history, language, and literacy).

Although the average gains of Teach to One students in most demographic sub-groups outperformed national norms — including for language minority, special education, and low - income students — that did not hold true for black students.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

The No Child Left Behind Act in 2001 included language requiring states to «ensure that poor and minority students are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers.»

Read the research brief on Teaching Secondary Language Minority Students (www.crede.ucsc.edu/research/llaa/rb4.shtml) to learn four things teachers should do to support language development in secondary school learners; for example, how to help Tommy, a 7th grader who has not been in school since he completed 5th grade in his native country.

Furthermore, teacher quality especially affects minority and economically disadvantaged students, many of whom are English language learners (National Commission on Teaching and America's Future, 1996; Chauncey, 2005).

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

Meeting the language arts challenge for language minority children: Teaching and reaming in a new key.

Support teaching in minority subjects that state schools struggle to make viable — examples given are further maths, coding and languages such as Mandarin, and classics

The Power of Culture: Teaching Across Language Difference examines the pedagogical and political supports necessary to give language minority students a high - quality education in mainstream classrooms.