Sentences with phrase «urban school district teachers»

Not exact matches

In Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievement.

Understanding students in the Syracuse City School District is easier said than done, especially if a teacher didn't attend an urban school as a kid, ScottSchool District is easier said than done, especially if a teacher didn't attend an urban school as a kid, Scottschool as a kid, Scott said.

SUNY Buffalo State and the Buffalo Public School District announced the launch the Urban Teacher Academy to be located at McKinley High School Monday at a news conference.

The Buffalo Public School District and SUNY Buffalo State have launched the city's first - ever Urban Teacher Academy for high school stuSchool District and SUNY Buffalo State have launched the city's first - ever Urban Teacher Academy for high school stuschool students.

WBFO's Eileen Buckley says the Buffalo Public School District and Buffalo State have launched the city's first - ever Urban Teachers Academy for high school stuSchool District and Buffalo State have launched the city's first - ever Urban Teachers Academy for high school stuschool students.

As in virtually all urban school districts, there is substantial turnover of teachers in the D.C. schools, and for a variety of reasons.

It is in the less desirable and more troubled systems, the nation's urban and rural school districts, that administrators currently have tremendous difficulty finding sufficient numbers of certified teachers.

Breaux: New Teacher Induction provides overviews and contact information for more than 30 highly successful, easily replicable induction programs used in rural, urban, and suburban school districts across the United States.

Female teachers in large urban school districts would require a 25 percent initial increase in compensation, rising to more than 40 percent when they reach three to five years of experience.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

As one former school - board member from a large urban district noted, «Too often school boards and superintendents complain that they can not do something because of the teachers union contract.

The driving force of this relationship is not teachers» leaving urban districts for suburban ones; on the contrary, most of the difference in leaving rates between these types of schools is caused by teachers moving to new schools within their original district.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

The urban school districts of California have a well - publicized shortage of teachers.

Throughout the spring, VOISE designers have been up to their laptops in the typical challenges of opening a new school in a large urban district: community outreach, teacher recruitment, student enrollment, fundraising, and a bit of bureaucracy, to boot.

Districts rich or poor and urban or rural, teachers and administrators, equipment suppliers, consultants, building contractors, pension funds — along with the advocacy organizations that everywhere push for more school spending — can detect such opportunities for gain and join forces, at least up to the point at which remedies are specified and the bigger pie begins to be sliced.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

In the Bronx, parent groups teamed up with the local teachers» union and the school district to tackle one of the most challenging issues facing struggling urban schools: supporting and retaining teachers.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Her stormy tenure is being closely watched by school reformers, the teacher unions, urban educators and Congressional Democrats, who variously believe that the chancellor is either the troubled district's last hope — or worst nightmare.)

We use the Common Core of Data to identify teachers in urban areas, the grade level of each teacher's school, and the per - pupil expenditure on instruction by each teacher's district.

Advocating at school meetings several days per week at one of the largest urban school districts in the country, invariably I see tremendously frustrated teachers, mind - numbing paperwork and by definition dissatisfied parents.

The typical urban school district's personnel and budgeting systems leave principals without much say in hiring teachers or allocating resources.

Now in its third year of offering bonuses to experienced teachers to transfer to struggling schools, the Hamilton County (Tennessee) school district, which includes urban Chattanooga, has seen student scores soar in their neediest schools.

Usually, the vacancies were in urban schools, and the district had to scramble to fill them in the opening days of school, and often was forced to hire the least experienced teachers.

The NEA also plans to work with the Community Teachers Institute, a privately funded organization whose goal is to recruit and retain teachers for urban school diTeachers Institute, a privately funded organization whose goal is to recruit and retain teachers for urban school diteachers for urban school districts.

In a 2011 report for the Providence, Rhode Island, school board, researchers at Brown University's Urban Education and Policy program found that the district's 1,321 teachers took off an average of 21 days each per school year.

Teacher - education directors from top - ranked schools such as Columbia and UCLA report that red tape often discourages their graduates from applying to urban school districts; the procedural delays often result in suburban schools» tendering employment offers earlier.

In Cincinnati, the Cincinnati Federation of Teachers, the University of Cincinnati, and the school district overhauled teacher training based on their analysis of what is required to be an effective teacher in an urban setting.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

Specifically, her dissertation explored the professional learning experience of second - stage teachers (working for four to 10 years) in three urban school districts.

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban dTeachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban dteachers and administrators in six high - poverty, high - minority schools in a large, urban district.

Common Core, teacher - evaluation reform, new CBAs, technology, schools within schools — the list goes on endlessly — all of these do nothing to alter the urban district's role as dominant - default school operator.

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.

In Houston, as in so many urban districts, the accounting system pretends that every teacher earns the average salary of teachers in the district rather than accounting for the actual costs of the salaries at a particular school.

The interviews suggest that the teacher unions are typically the most powerful participants in school - board elections and that their power is common across districts of all sizes (and not restricted to large urban districts).

Because of an editing and production error, a story in the Oct. 29 issue about urban school districts» progress in hiring certified teachers misstated on second reference Carolyn Snowbarger's position.

Even if 1 in every 10 of these graduates entered teaching for two years (average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school syschools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school sySchools (the nations 66 largest urban public - school systems).

These include large urban school districts like Atlanta, Boston, Chicago, Denver, Philadelphia, and New York, and nonprofit education - focused groups such as Achieve, Jobs for the Future, KIPP, the New Teacher Project, the New Schools Venture Fund, and Teach For America.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Funded by: Smith Richardson Foundation via subcontract w / Brown University Amount: $ 10,843 Dates: 1/1/17 — 7/1/20 Summary: In collaboration with researchers from Brown University Dr. Jones will examine the effects of Boston Public School's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distSchool's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distschool outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distschool districts.

The effort involves collecting and studying videos of more than 13,000 lessons taught by 3,000 elementary school teachers in seven urban school districts.

Second, after two years of work on campus, each student enters a mandatory field placement, at venues ranging from large urban school districts (Atlanta, Boston, Chicago, Denver, New York, etc.) to nonprofit organizations such as the New Teacher Project, the New Schools Venture Fund, and Teach For America.

In addition to being President of the CTU, David is a Vice President of the American Federation of Teachers; past co-chair of Ohio 8, a coalition of the Superintendents and teacher Union Presidents in Ohio's eight urban school districts; and serves on the Executive Board of the North Shore Federation of Labor and the Ohio AFL - CIO.

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

School districts from coast to coast are launching ambitious initiatives to attract and retain teachers, especially teachers who belong to minority groups and teachers certified in critical - need areas or those willing to teach in urban or rural schools.

Broad, whose nonprofit foundation has pushed for mayoral control in urban districts around the nation, criticized the Los Angeles plan because it would force the mayor to share power with the school board and the teachers union.

Even in large urban school districts, where the student body is largely minority, only about 18 percent of teachers are black and 9 percent Hispanic.