Sentences with phrase «trained content area teachers»

Programs provide services with highly qualified ESL teachers, Specialized Assistants / Bilingual Educators, SIOP trained content area teachers and referrals to available community services.

Not exact matches

TEACHER TRAINING: Though all teachers should attend, content - area teachers will take a lead role in solving the nonfiction literacy and readiness problem, precisely because of their expertise.

With the recent launch of four new lesson plans, in addition to a professional development training video and an archived webinar focusing on project - based learning and 21st century skills, TGR EDU: Explore is rapidly expanding its library of transformative content for teachers, students and families in the areas of STEM (science, technology, engineering and mathematics) and college - access.

She believes it is critical that teachers be trained «to introduce and model for students how to transfer the maps across content areas,» so that students can consciously use them, both independently and in cooperative groups.

Content area - specific training is important for teacher growth and student learning.

Help facilitate teacher training workshops on topics such as classroom management, lesson planning, and teaching practices specific to content area

Content - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content leContent - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content lecontent learning.

The purpose of this training is for secondary teachers to learn and practice impactful strategies that increase academic engagement and achievement across content areas.

This project is designed to create a new TESOL certification and training program for in - service, content - area teachers in NYC high schools.

Mentors should be required to be trained in a content area or grade level similar to that of new teachers, and the state should also offer specifics on release time or reducing teaching responsibilities.

The state should require that mentors be trained in a content area or grade level similar to that of the new teacher, and the state should mandate a method of performance evaluation.

With an expertise in providing training and support for administrators, instructional leaders, and teachers, Dr. Gertler is responsible for the development of materials that help all content - area teachers support the literacy growth needed for life - long learning.

A well - trained and experienced ELL teacher, Sarah provided high - quality instruction in her own ELD classroom as well as providing support to ELLs in their content - area classes.

It should also require mentors to be trained in a content area or grade level similar to that of the new teacher.

Mentors should be required to be trained in a content area or grade level similar to that of the new teacher, and the state should mandate a method for performance evaluation.

The article discusses how place - based inquiry and essays can be used to help train preservice secondary teachers to teach content area literacy.

Traditionally, content - area focused teachers, particularly in middle or high school, have not been trained to teach students how to access rigorous texts, including which disciplinary - specific strategies to use, how to break down and think about disciplinary text, or how to grapple with difficult questions while reading closely.

Better preparing new teachers and training existing teachers to understand second language acquisition and how to incorporate language instruction in all content areas.

Teachers may also need training in more advanced or broader content within specialty areas.

Teachers» learning opportunities, in turn, are predominantly skill - based when schools offer short - term technology skill workshops (McKenzie, 2001; Zhao, Pugh, & Sheldon, 2002) and SCDEs offer a single course in information technology (Moursund & Bielefeldt, 1999), and this implementation of short - term skill training is not increasing the effectiveness of technology - supported content area teaching, a goal in our nation (Riley, Holleman, & Roberts, 2000).

Our faculty are deeply engaged in outreach efforts, training pre-service teachers, and conducting research across a range of grades and content areas.

And you can believe that graduates of traditional teacher education programs (who spend 4 to 5 years studying their content area, pedagogy, learning theories, child development, and gaining experience in school classrooms working with actual students and practicing teachers) aren't as «good» as the graduates of elite colleges and universities (who didn't major in education and only get a few weeks of training before entering the classroom.)