Sentences with phrase «teaching staff meet»

Not exact matches

But his solution is not «more science and better science» as the Head of Physics at a school where I once taught averred during a staff meeting.

For example, if you are applying for a role in education you could list that you chaired weekly meetings with staff, worked closely with parents and located high quality teaching resources for the classroom.

«the care and dedication of individual teachers»...» the loving approach of the teachers»...» the personal attention my child receives in the classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are well - acquainted with my child and every concern I've had about my child has been met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each child and class»...» mindfulness toward the children's needs»... «love that the teacher stays with the child through 8th grade»

Ask to have a meeting with the teachers / staff to come up with a plan and discuss how they are addressing it and teaching him.

Drumlin Farm's education staff is committed to an inquiry - based integrated teaching approach, customized to meet your curricular needs and the needs of your students.

In addition to meeting the students where they already are — in the hallway — it allows school nutrition staff to take back the responsibility of handing out food from teaching staff, who can then focus all of their attention on starting the school day as students eat breakfast.

Besides directing theater productions and dances at St. Viator High School in Arlington Heights, JoAnn Calzaretta, a longtime theater arts teacher, could also be found moderating student council meetings, serving on staff committees or teaching English.

At 5:45, parents will leave their children with our teaching staff to meet the program supervisors in the multi-purpose room for a thirty - minute informational question and answer period.

Staff of the Tamale Teaching Hospital Laboratory have put on hold their intended strike pending the outcome of a meeting between them and management Tuesday.

At the same time, meetings present scheduled times to guide staff members on their next steps and teach them how to carefully analyze their primary data.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

Staff meetings can replace lectures, and lab skills are taught in the context of production runs, applying a spectrum of industry competencies, including GLP [Good Laboratory Practices] or GMP [Good Manufacturing Practices] and compliance with OSHA [Occupational Safety and Health Administration] standards.»

We tailor these offerings to meet the needs of the students being served and this can be anything from an hour class to a full year program or teaching a workshop to staff.

While there are dozens of ways to stimulate the vagus nerve that I teach, I like gargling because anyone can do it anywhere at anytime — though I don't recommend right in the middle of staff meeting!

In addition, weekly staff meetings — for at least the first six to eight weeks of school — will be used to reinforce newly - acquired teaching skills, discuss their value to the learning process, and get buy - in from the staff members who didn't attend the conference.

All TSAT staff are set objectives around pupil progress, teaching standards and professional development, and this is checked against the performance management cycle of meetings that happen throughout the year.

With the use of technology, staff meetings should not be the old «stand and deliver type» but a sharing of new knowledge / ideas, teaching...

With the use of technology, staff meetings should not be the old «stand and deliver type» but a sharing of new knowledge / ideas, teaching strategies, learning communities, etc..

I use the skills audit to establish what skills the teaching staff have and where they might be able to assist others, areas of training required - which helps me plan our area meeting.

I circulated a daily newsletter (dubbed the «Mather Memo») and tried to focus staff meetings on curriculum and effective teaching strategies.

Circulating administrative updates, holding an interactive parent - teacher meeting, training sessions for teaching and non-teaching staffs without the requisition of the physical presence of the attendees, are some added advantages of the video conferencing solutions for the education industry.

But in a subsequent meeting, the staff actually took portions of the MCAS and came to these conclusions: Although the test is hard, it really does measure the kinds of skills and knowledge students need to be successful in the 21st century; because the MCAS is a curriculum - referenced test whose items are released every year, it is possible to align the curriculum and study for the test; and finally, our students have a long way to go, but most can reach proficiency if the whole school teaches effectively over time.

This tool will be a lifeline when you begin ARD meetings, parent conferences, staff development meetings and all of the other appointments that will fill your time when you're not teaching.

This is a whole school staff meeting / INSET that teaches staff key aspects of knowledge, skills and understanding needed to teach computing at primary school.

The PB Coordinator drives the program through regular updates at staff meetings, ensuring teaching resources are maintained.

Strictly Education works uniquely in the education sector and possesses a deep knowledge and understanding of the environment within which schools, academies and MATs operate, giving clients the expert support they need to confidently meet their statutory obligations, reduce their administrative burden and enable their staff to focus on the students, teaching and learning.

Of course students with any kind of unique needs must have them met, be it through different materials, modifications in the learning environment, specialized tools or devices, or alternative teaching strategies, but such services are possible within inclusive classrooms that are adequately staffed and supported.

Staff were paired with a colleague (outside their department) to meet on a regular basis, set professional teaching goals, embed actions in their classrooms and record outcomes.

Pastoral care is not merely a complementary practice; it is policy and practices fully integrated throughout the teaching and learning and structural organisation of a school to effectively meet the personal, social (wellbeing) and academic needs of students and staff.

Have staff year group meetings to share what is being taught in different subjects this year so that discussion can be held to ascertain if other subjects have already engaged in these topics.

As an educational psychologist I used to be involved in «cause for concern» meetings in a high school where staff who taught particular students would discuss needs and strategies.

The responsibility of bringing children into a new environment, not only new to the children but often to the teaching staff as well, can be a significant deterrent and that is before paperwork strikes, with risk assessments, county council requirements, and making sure that the destination itself can meet all the school's needs, both educational and social.

Since Ofsted is holding to account how schools spend their additional, ring - fenced funding, it is worth reviewing how your school meets the Premium's objectives: engaging pupils in regular physical activity — kick - starting healthy and active lifestyles; raising the profile of PE and sport in school as a means of whole school improvement; Increasing the confidence, knowledge and skills of all staff in teaching PE and sport; offering a broad range of sports and activities to all pupils; and increasing participation in competitive sport.

With the use of technology, staff meetings should not be the old «stand and deliver type» but a sharing of new knowledge / ideas, teaching strategies,...

The staff and pupils now have an excellent teaching and learning environment designed and built to meet the particular needs of the very special children that the school serves.

«We have invested considerable time and resource into ensuring our pupils» needs are being met through the development of staff and new teaching approaches.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

• Both qualitative and quantitative data show that «20 in 10» schools are increasing the size of their teaching staffs, but many still struggle to meet their staffing needs.

Each staff member leads a «Little Family,» a multi-age group of students who meet once each month to learn about values, mentor each other, and embrace multiple perspectives of teaching and learning.

Staff time, teaching staff will meet from time to time to share good pracStaff time, teaching staff will meet from time to time to share good pracstaff will meet from time to time to share good practice.

Teaching Fellows will be required to attend all staff meetings and any training required of Teachers.

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

We provide the same social opportunities in - person schooling provides, including the opportunity to meet and interact with fellow students & an education provided by a fully licensed teaching staff.

Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The planning and teaching time, as well as any tools and equipment needed for each project, will be funded by Stormont School — all partnership schools need to provide are the materials, and a classroom; we travel to them and, working with them, we can devise a tailor - made project / scheme of work that meets their needs and the national curriculum, which their staff can adapt and use — making this is a virtually free CPD opportunity as well.

Their focus groups revealed how Black teachers were reduced to disciplinarians instead of being respected for their ability to manage their classrooms; teachers who had a penchant for teaching and serving Black students well found themselves restricted to only teaching Black students; and teachers who put in extra time and effort still weren't heard in staff meetings.

During the entire time I was involved with discussions about cuts at staff meetings and informal discussions around the lunch room, not once had I heard any teacher or staff member desiring the cutting the Art, Music, PE, or Science teaching positions.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteaching faculty, support and intervention staff members, and board members

The lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.