Sentences with phrase «time academic teacher»

Not exact matches

Teach full - time as a highly - qualified teacher in a high - need field at an eligible low - income elementary school, secondary school, or educational service agency for at least 4 academic years.

She was an academic - turned stay - at - home - mom writing a dissertation, and I was a full - time teacher - mom driving 45 minutes to and from work with 2 young kids, one who puked regularly out of carsickness.

A true pastor - teacher is one who knows the primary way of feeding and caring for his flock is through faithful and systematic teaching of Scripture, while at the same time, the teaching of Scripture is not an end in itself which is solely an academic pursuit, but is for the purpose of loving and caring for other people.

«What's ended up happening is: money talks,» Gardner, the former Academic Institute teacher, told The Times.

At the same time, Turnaround's staff works to improve the classroom environment as a whole, coaching teachers on strategies to improve students» academic outcomes by improving their experience in class.

We aimed to do two to three hours of academic work each morning; in addition both boys have music lessons at various times with other teachers, and an art class on Saturday mornings.

If your child is showing some of the following signs of trouble, it's time to speak with her teacher, guidance counselor, or pediatrician about some extra support in the academic or social arena.

Students will also receive more academic time with the core subjects, and teachers will have the opportunity to teach students, in special classes, something different about their passions.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

The Teacher Trainees Association of Ghana (TTAG), has petitioned the Education Ministry for an extension of the semester's academic calendar to enable them make up for the time lost following the ongoing strike by their teachers.

Children who started school a year later did not perform better in teacher ratings of their academic attainment than children who had started at an age appropriate time.

She has received the faculty «Teacher of the Year» award three times and has been featured in several documentaries, in national academic nutrition conferences, and on popular nutrition - related websites and podcasts.

The school takes those cost savings and plows them back into the school, paying teachers more and extending academic time for students.

Teachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiTeachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiteachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master thiteachers need time to learn about, practice, and master this craft.

In summary, although teachers in the U.S. are more likely to be drawn from the lower end of the academic achievement distribution than are teachers in selected high - performing countries, the picture is a bit more nuanced than the rhetoric suggests, and as we illustrate, it has in fact changed over time in an encouraging direction.

Ask any teacher what their students spend most of their time doing in the halls, not to mention during class, and they will tell you that their kids are always on their smartphones — for academic as well as social reasons.

Research in many countries over the past 40 years has shown that high noise levels and poor acoustics (i.e. long reverberation times) cause health problems for teachers and reduce pupils» academic performance.

«Essential to my [academic] success were the teachers who invested their time and talent in me,» Juneau told the audience at the DNC.

The Massachusetts Expanded Learning Time (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectivenTime (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiventime to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiveness.

«The number one issue that came up, and that I saw as a teacher as well, is when kids are learning the language, at the same time, they're also learning the academic content, and that's really difficult,» says Yassine.

Among the more salient conclusions are: 1) that what children bring to school is vastly more important than what happens thereafter, as the Coleman Report found; 2) in examining all of the variables that impinge on student academic performance (teacher effectiveness, socio - economic advantage, appropriate evaluation criteria, etc.), none is demonstrably more significant than time spent learning «one - on - one»; and 3) that only an individualized computer program can address all these issues effectively and simultaneously.

Several principals who use PBIS told Education World that they were elated to see that when student behavior improved under the system and teachers had more time to focus on instruction, academic performance shot up as well.

He told me his time as a student - teacher helped him realize that he was more passionate about research and academics.

Illustrative of this, when we divided teachers into five equal - sized groups based on the average prior academic achievement of their incoming students, we found that roughly three times as many (29 %) of the teachers with the least prepared incoming students were identified as low performing based on classroom observations relative to teachers with the most prepared students incoming students (11 %).

(The law is named for its sponsor, now - deceased Republican Assemblyman John Stull of San Diego, who received bipartisan support at the time for this statutory requirement that teachers be held accountable for the academic achievement of their pupils.)

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmetime and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmeTime (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Natasha Patterson School Leadership Program Current City: Chicago Current job: Assistant principal, Chicago Public Schools Career highlights: Serving as school director / principal of UCSN — Rogers Park for the 2013 - 2014 academic year and earning a Level 1 + on the SQRP; securing a partnership with the David Lynch Foundation and the University of Chicago Crime Lab to bring Transcendental Meditation and the Quiet Time program to the students and staff of Gage Park High School, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credentials.

«Teachers are already pushed for time in the day so we developed a program that is practical to implement, requires no extra helpers, and costs nothing,» the academic adds.

Personal best goals were correlated with a range of positive variables at Time 1; however, at Time 2 the effects of personal best goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time 1 factors, suggesting that students with personal best goals show sustained resilience in academic and social development.

When it comes to schooling, most teachers have been successful learners themselves, but, over time, many of the study skills, habits, and academic foundations became invisible to them.

Academics claim extra training is necessary to allow teachers more time to develop their theoretical and practical understanding of pedagogy before becoming fully qualified.

Getting a master's degree is frequently something done concurrently with a full time teaching job, so the last thing these teachers want is a challenging academic program that requires real work.

Joining a professional organisation such as the Schools Music Association can provide practical ideas and a network of colleagues for a teacher who is delivering a full academic programme, managing an instrumental tuition programme, purchasing and maintaining a range of equipment, and spending hours of out of school time rehearsing groups, practising with individuals for school events, taking groups out into the community, and so on.

The beauty of this craft is that as teachers, we can keep academic standards high and at the same time have our students engage in topics of interest, expertise, and concern.

Instead, give students in - class time to write a «Dear Teacher» letter to tell you about their family, their academic background, and their hobbies.

While observing a teacher several times during the academic year is better than once, I think teachers would be better served if evaluation decisions are based on long - term data that more accurately captures their performance.

Because they're already above the «proficient bar» in academic achievement at a time when most federal and state policies are fixed on boosting low achievers over that bar, schools and teachers have little incentive to focus on their educational needs or to devote resources to their schooling.

With all of the high - stakes testing in our schools, and the resulting judgments and consequences for students and teachers, it is no wonder that schools are taking time away from activities like recess, breaks, art, music... to spend more time on academics.

Even allowing for the technological lag time between the corporate and academic worlds, the day is rapidly approaching when the same statement will be made about schools and teachers; when limited school sites or non-existent teacher sites will be seen as clear signs of educational incompetence.

As research linking physical fitness to academic success continues to emerge, teachers such as Mitsui are coming up with creative ways to keep kids active during teaching time, instead of relying on recess and those ever - dwindling PE hours.

After a meandering academic path, Assistant Professor Karen Brennan finally found her calling: helping students and teachers become coders, creators, and learners, one Scratch at a time.

They're scrapping the bell schedule and implementing more flexible systems that can better address students» academic and personal needs and provide time for meaningful dialogue and work among teachers.

For that, says Fine and others, schools need to think about restructuring the school day, creating longer classes, and allowing time for sessions in which students and their teachers get to know one another and tackle academic and personal issues.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

Two decades of surveys by the National Center for Education Statistics (NCES) suggest that the typical teacher spends only about 68 percent of classroom time on instruction related to core academic subjects, with the remainder consumed by administrative tasks, fund - raising, assemblies, socialization, and so forth.

Speaking at the National Association of Head Teachers (NAHT) conference, she said: «Time and time again over recent years, young people - and the people who teach them - have spoken out about how a rigorous culture of testing and academic pressure is detrimental to their mental heaTime and time again over recent years, young people - and the people who teach them - have spoken out about how a rigorous culture of testing and academic pressure is detrimental to their mental heatime again over recent years, young people - and the people who teach them - have spoken out about how a rigorous culture of testing and academic pressure is detrimental to their mental health.

Advocates on one side believe teachers should prepare for their classroom careers in the traditional way: attending schools of education where they learn a lot about teaching technique (but often spend too little time learning academic content).

And it didn't make sense to me that every time I met a teacher, I met an academic that could tell me what the answer was.

With the heavy emphasis on academic standards, teachers don't usually have time to focus on a student's emotional state or family situation.

Whether your sights are set on more rigorous academic standards, foolproof reading instruction, greater teacher effectiveness, expanded school choice, overhauled governance, or almost anything else that would benefit from big - time change, the challenge is huge.