Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers —
urban educators often teach large numbers of at - risk students.
Not exact matches
While I have thoroughly enjoyed my experience here,
often times I found myself realizing that certain teaching and learning frameworks presented in class were the very same ones espoused and developed for teaching artists and community - based
educators, especially those using culturally responsive arts in their practice in
urban settings.
Urban districts like mine are often training grounds for talented, beginning educators who leave urban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school suc
Urban districts like mine are
often training grounds for talented, beginning
educators who leave
urban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school suc
urban schools for jobs in the suburbs, where resources and learning conditions are more conductive to school success.
In many districts, especially large
urban districts, the psychologists carry such huge case loads that the special
educator may be expected to write the report — a report that is
often returned multiple times because the special
educator has failed to read the mind of the psychologist.
Educators in remote, rural schools
often have limited access to the same professional development opportunities that their
urban and suburban counterparts receive, and they consistently find themselves having to do more with less.
But, when I listen to families, in Philly or Chicago or any other
urban city, I hear about the shoes that
educators often don't slip on.