Sentences with phrase «term teachers in some districts»

A revolving door of short - term teachers in some districts can end up padding the retirement benefits of others.

Not exact matches

«In the short term, I call on the State Department of Education, local school districts and the union leadership to expedite their negotiations on a teacher evaluation system to prevent the loss of hundreds of millions of dollars in federal fundinIn the short term, I call on the State Department of Education, local school districts and the union leadership to expedite their negotiations on a teacher evaluation system to prevent the loss of hundreds of millions of dollars in federal fundinin federal funding.

District 25: Danny Dromm In the three - way race in District 25, voters will choose between the two - term incumbent Councilwoman Helen Sears; Danny Dromm, a school teacher and community activist; and Stanley Kalathara, an immigration lawyer who is a relative newcomer to local politicIn the three - way race in District 25, voters will choose between the two - term incumbent Councilwoman Helen Sears; Danny Dromm, a school teacher and community activist; and Stanley Kalathara, an immigration lawyer who is a relative newcomer to local politicin District 25, voters will choose between the two - term incumbent Councilwoman Helen Sears; Danny Dromm, a school teacher and community activist; and Stanley Kalathara, an immigration lawyer who is a relative newcomer to local politics.

Under the terms of federal School Improvement Grants that the DOE was awarded to help these schools succeed, the school district and the union must jointly develop a teacher evaluation system in low - achieving schools that receive the funds.

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

We have experienced this negative phenomenon first - hand by having had a district - wide contract rescinded before the program even started due to fear caused by media attention generated from a single parent in single school who took offense to a classroom teacher leading mandala coloring and using the term, «Namaste,» with her students.

It is in these districts and subjects, where critics have fretted about the numbers of long - term substitutes and «burned out» veterans, where the wave of new teachers will most likely be recruited and welcomed.

We wanted the study to be realistic in terms of the degree of professional development (PD) support districts might be likely to provide to teachers, so PBL - group teachers received only three hours of initial PD in our approach to PBL and the first PBL unit.

For long - term success, schools and districts need to cultivate a pipeline of competent teacher leaders who are trained to share their on - the - ground experience and play an active role in peer - to - peer learning and support.

What resources are available for teachers within the school and district in terms of materials, books, etc. for the classroom?

Defenders of the defined - benefit structure also argue that it can encourage teachers to enter and remain in the profession over the long term, because to maximize their future pension wealth, they must accrue the maximum years of service and reach the top of their district's pay scale.

As soon as the Report Card is turned into a test in which a teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the classroom is at the 40th percentile on the dimension of student timeliness, the function of the Report Card is lost.

Finally, we find evidence that school districts behave strategically by retaining teachers who have endorsements in multiple areas and therefore provide flexibility in terms of the classes they can teach.

The letter says that the district has never evaluated the teachers using student test scores, and, as a consequence, has never told teachers where they stood and counseled them on how to improve in terms of increasing their students» learning — all of which are required by the law.

Kronholz notes that TFA is sometimes criticized for placing teachers in disadvantaged districts for just a short time (a two - year term is required).

In terms of retirement, the Miami - Dade County Public Schools teachers in voting districts 1 and 2 are particularly vulnerable if they remain in the traditional state pension systeIn terms of retirement, the Miami - Dade County Public Schools teachers in voting districts 1 and 2 are particularly vulnerable if they remain in the traditional state pension systein voting districts 1 and 2 are particularly vulnerable if they remain in the traditional state pension systein the traditional state pension system.

In Minnesota, failing to reach a contract agreement with teachers on time can cost a school district — and not just in terms of labor - management reputatioIn Minnesota, failing to reach a contract agreement with teachers on time can cost a school district — and not just in terms of labor - management reputatioin terms of labor - management reputation.

He explains today there are many types of lesson study activities in terms of the context, focus and size — intra-school (in elementary schools and some secondary schools), within whole school districts or cities, at a prefecture level and national events where thousands of teachers visit a school to observe and discuss.

The information obtained by a mentor through interaction with the new teacher while engaged in the mentoring activities of the program shall not be used for evaluating or disciplining the new teacher, unless withholding such information poses a danger to the life, health, or safety if an individual, including but not limited to students and staff of the school; or unless such information indicates that the new teacher has been convicted of a crime, or has committed an act which raises a reasonable question as to the new teacher's moral character; or unless the school district or BOCES has entered into an agreement, negotiated pursuant to article 14 of the Civil Service Law whose terms are in effect, that provides that the information obtained by the mentor through intervention with the new teacher while engaged in the mentoring activities of the program may be used for evaluating or disciplining the new teacher.

The plan shall also ensure that holders of level III teaching assistants certificates and that substitute teachers who work on a long - term basis, as defined in section 80 - 5.4 of this Title, are provided the opportunity to participate in the professional development program of the district or BOCES.

In acting on more than 1,900 appeals on Oct. 7, the first day of its new term, the court rejected a request from a Kentucky school district to uphold its right to fire a 5th grade teacher for giving lessons about industrial hemp.

At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director and NSTA Executive Board member (prior to the Board and Council restructuring in 1997).

This innovative maneuver enables all teachers in the district to be a member of the local organization and to be participants in the decisions that affect their wages and terms of employment without having to pay costly dues to state and national teacher unions in order to have that right.

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive pDistrict support (aligning programs district wide and developing responsive pdistrict wide and developing responsive programs)

Jon, AF pays its teachers about 10 % more than their host district pays its teachers on average, spends slightly less total $ $ on a per pupil basis, and academically outperforms its host districts by wide margins in terms of standardized tests in reading, writing, and math, graduation rates, and college entrance.

Next, a school district in Illinois just awarded its teachers a 10 - year contract that includes a 40 percent salary increase over its term, preserves a pre-retirement, 6 percent yearly pay spike to boost teachers» pensions, an increase in sick - days from 15 to 24 per year, and a freeze on health insurance and prescription drug costs for district employees for the 10 - year period.

She crafted and administered a survey to determine what teachers wanted and needed from their district in terms of classroom support and professional development.

The U.S. Department of Education will give points to districts that have a plan to increase the number of students who receive instruction from highly effective and effective teachers and to districts that offer flexibility in terms of schedules, staffing models and budgets.

Artificial inflation is a term I recently coined to represent what is / was happening in Houston, and elsewhere (e.g., Tennessee), when district leaders (e.g., superintendents) mandate or force principals and other teacher effectiveness appraisers or evaluators to align their observational ratings of teachers» effectiveness with teachers» value - added scores, with the latter being (sometimes relentlessly) considered the «objective measure» around which all other measures (e.g., subjective observational measures) should revolve, or align.

That second finding, in particular, will have a positive impact if it prompts school districts to clearly define what teacher effectiveness looks like and to measure professional development programs in terms of how they help teachers get closer to that goal.

Many parents, teachers, and students in wealthy school districts think nothing of throwing the terms «failing school,» «low - performing», etc. at anyone from Windham, Hartford, Bridgeport, New Haven — any child from these districts is deemed to be inferior and second - class... it is very hard for the targeted students to overcome these prejudices and for students in wealthy districts to let go of their pre-conceptions.

And I think, on the basis of equity and the civil rights of these students, Congress and the State of California needs to dig deeper to find ways to support districts like Oakland so they can stabilize and build a more long term solution to the problems we face in retaining and developing strong teachers.

Districts often fail to meet the long - term needs of their substitute teachers because substitutes are seen as temporary or fill - in teachers.

These include the number of days each substitute teacher is working in your district, long - term substitute position fill rates and the increase in active substitute teachers within the substitute pool for your district.

LMU's teacher preparation programs serve approximately 250 schools across 20 school districts.139 In the fall 2015 term, LMU placed 330 students in clinical residencies in the Los Angeles Unified School District alone, 140 one of the most diverse school districts in the country.141 LMU also serves as an exclusive partner with TFA in Los Angeles and San FranciscIn the fall 2015 term, LMU placed 330 students in clinical residencies in the Los Angeles Unified School District alone, 140 one of the most diverse school districts in the country.141 LMU also serves as an exclusive partner with TFA in Los Angeles and San Franciscin clinical residencies in the Los Angeles Unified School District alone, 140 one of the most diverse school districts in the country.141 LMU also serves as an exclusive partner with TFA in Los Angeles and San Franciscin the Los Angeles Unified School District alone, 140 one of the most diverse school districts in the country.141 LMU also serves as an exclusive partner with TFA in Los Angeles and San Franciscin the country.141 LMU also serves as an exclusive partner with TFA in Los Angeles and San Franciscin Los Angeles and San Francisco.

«In terms of equity — when you look at what is happening in our urban districts, we're getting an extremely narrow curriculum because of the pressure on teachers to focus on tested subjects.&raquIn terms of equity — when you look at what is happening in our urban districts, we're getting an extremely narrow curriculum because of the pressure on teachers to focus on tested subjects.&raquin our urban districts, we're getting an extremely narrow curriculum because of the pressure on teachers to focus on tested subjects.»

The law was amended in 1999 under Gov. Gray Davis, requiring school boards to evaluate teachers based on state test scores as they «reasonably relate» to a teacher's classroom performance, a vague term that effectively made it easy for districts to avoid the law.

As I chronicled here, the district was caught flat - footed earlier this year when a scandal involving a teacher sexually abusing students revealed that, under the terms of a contract negotiated with United Teachers Los Angeles (the local union), complaints against educators that don't result in disciplinary action are disregarded after only a few years (unsurprisingly, the teacher in question had a long paper trail).

RESOLVED, that the School Reform Commission authorizes The School District of Philadelphia, through the Superintendent or his designee, to execute, deliver and perform an amendment of Contract No. 0344 / F18, originally entered in to with Carnegie Learning, Inc., pursuant to Resolution B - 9, approved by the School Reform Commission on March 15, 2017, by increasing the amount of the contract by an additional $ 3,160,000.00 from $ 6,326,174.00, approved by Resolution B - 16, to an amount not to exceed $ 9,486,174.00, and by extending the term of the contract from its original scheduled expiration date of June 30, 2018, through June 30, 2019, to provide professional development services to K - 8 and Algebra I teachers in support of the District's math initiative.

Similarly, districts in major urban, suburban, and rural areas had the largest differences in terms of inexperienced teachers and unqualified teachers.»

The Demonstration School also serves as a partner site for the Inspired Teacher Certification Program, a 24 - month, state accredited residency program that selects, prepares, supports, and certifies exceptional individuals for long term teaching careers in the District of Columbia.

LONG BEACH, Ca — July 11, 2017 — A new report released by Californians Together shows that many school districts across the state are currently facing a growing bilingual teacher shortage, and that in the near term, there is a pool of at least 7,000 bilingual teachers who are well positioned to begin to address this shortage, and need to be supported with professional development.

As related to Arizona's teacher accountability system in particular, so far, the state department of education has at least tried to maintain some sanity in terms of its teacher accountability and related VAM - based policies, leaving much of this to be determined by and in the hands of districts and schools who still very much honor and appreciate their local control.

While H.R. 2218 is a step in the right direction in terms of charters, we are hopeful that we will see movement in giving states and local districts the room they need to create systems that works for students and teachers alike.»

Thus, district - hired coaches worked most often with new or struggling teachers, but principals worried that even this work was too inconsistent to support teachers in a long - term or substantial way.

The so - called «Mangan Report,» presented to Illinois Vision 20/20, stated that «Illinois ranks second to last in the nation for state share of public school budget revenue; as a result, significant discrepancies across the state's nearly 900 school districts exist in terms of teacher quality, building infrastructure, and educational materials, such as technology.»

In terms of progress, our Alliance has in the the last year: pushed SAISD to pass a resolution in support of our undocumented community members; pushed the district, with our friends at SA RISE, to provide know - your - rights information to all students and teachers; and asked repeatedly, with requests repeatedly denied, for time to train all teachers on their responsibilities to undocumented students and their familieIn terms of progress, our Alliance has in the the last year: pushed SAISD to pass a resolution in support of our undocumented community members; pushed the district, with our friends at SA RISE, to provide know - your - rights information to all students and teachers; and asked repeatedly, with requests repeatedly denied, for time to train all teachers on their responsibilities to undocumented students and their familiein the the last year: pushed SAISD to pass a resolution in support of our undocumented community members; pushed the district, with our friends at SA RISE, to provide know - your - rights information to all students and teachers; and asked repeatedly, with requests repeatedly denied, for time to train all teachers on their responsibilities to undocumented students and their familiein support of our undocumented community members; pushed the district, with our friends at SA RISE, to provide know - your - rights information to all students and teachers; and asked repeatedly, with requests repeatedly denied, for time to train all teachers on their responsibilities to undocumented students and their families.

Teachers indicated that over the past 6 years, more technology resources and technology PD support had become available in their school districts, so more teachers are willing to try to use technology and know what they need in terms of Teachers indicated that over the past 6 years, more technology resources and technology PD support had become available in their school districts, so more teachers are willing to try to use technology and know what they need in terms of teachers are willing to try to use technology and know what they need in terms of support.

[1] A recent study [2] showed that more than 99 percent of teachers in a number of districts were rated «satisfactory,» [3] which does not comport with empirical evidence that teachers differ substantially from each other in terms of their effectiveness.

Key features include course units aligned to common core and state standards together with local district frameworks, interactive media - driven lessons focused on core concepts and skills, closed captioning and definitions of key academic terms, embedded subject specific Tier 2 vocabulary, on - going formative assessments, summative unit tests, teacher support materials, and at - home parental involvement learning tools — all designed to be used in concert with the district's instructional program.