Sentences with phrase «value of teachers in»

«Standards recognise the professional value of teachers in schools and establish the teacher as the learning professional for those outside the profession,» says Anna McKenzie, Project Manager with the Standards Implementation Team, ACT Teacher Quality Institute.

Now is the time to rethink the added value of a teacher in the age of the internet and to redesign our hiring practices to match this new role.

Not exact matches

Thanks to sports» increasing value over the past two decades, Teachers» was able to parlay a $ 50 - million investment in 1994 for a 49 % stake in the Maple Leafs and Maple Leaf Gardens, one of the biggest, most profitable sports companies in the world, selling its stake for $ 1.32 billion.

Ares Management LLC and the Ontario Teachers» Pension Plan bought GNC in 2007 from Apollo Management LP in a deal with a total enterprise value of $ 1.65 billion.

In this edited volume, McClosky has included a vast number of case studies written by teachers of their experiences using drama, simulation techniques, filmmaking, literature related to social values and ethnic issues, and so forth.

First, in every domain of teaching the following essentials of religious faith should be emphasized and demonstrated in the teacher's own outlook: That the world, man, and his culture are neither self - sufficient nor self - explanatory but are derived from given sources of being, meaning, and value.

A school in a democracy of worth is founded on the premise that there are values of truth and right, not of human determination, to be sought and served, and that teachers, though never fully in possession of these values, are the appointed custodians and mediators of them to the young.

Vocational advisement, if it is to be of real educational value, should consist not in one or a few interviews on entering or leaving school, but in a continuing dialogue between the student and his parents and teachers in all fields as well as with professional guidance officers.

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

This principle of value in and for itself is violated when what are termed liberal studies (and what may be so for other students) are pursued for the purpose of becoming a professional in liberal learning (as scholar and teacher).

Jesus is uncompromising in his criticism of hypocrisy and the false values of the leadership «How terrible for you, teachers of the Law and Pharisees!

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioninIn many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioninin which to deal with their pain, their hopes, their questioning.

Several of the teachers of values education believe that only a Christian perspective can renew the foundations of public morality — even in a Hindu context — just as it was the encounter with Christianity that prompted Gandhi (and many of his generation) to revise the dominant understanding of Hinduism.

This decision was reasonable at the time, de Man being a brilliant and charismatic teacher, but in hindsight it seems like another betrayal of Yale's values.

Responsible theological teachers did not take at their face value the pictures of heaven which were found in hymnody, nor did they regard the somewhat extraordinary set of images in Revelation as being an exact representation — indeed, these images, laden with Jewish eschatological conceptions of the nature of the Kingdom of God when there should be «a new heaven and a new earth» were sometimes felt to be slightly embarrassing.

In the context of trust and meaning, it becomes our «teacher» who challenges us to face ourselves, our trivial values, our meaning - starved life - styles.

But in a time when value confusion reinforced by growth - strangling faith systems often is at the center of the problems that bring people for help, it is essential that counselors, therapists, and teachers be competent and free to deal with these issues explicitly whenever appropriate.

They would have paid their bloodtax, done their own part in the immemorial human warfare against nature; they would tread the earth more proudly, the women would value them more highly, they would be better fathers and teachers of the following generation.»

The creole cooks, imbued with principles of French thrift, and adroit as their teachers, quickly discovered the intrinsical value of small essentials to proper food - seasoning, and to the judicious employment of these they have become indebted, in no small degree, for acknowledged proficiency in the attainment of most gratifying results.

@Tindan2 the word decline according to my english teacher has 3 diff meanings one of which is «a gradual and continous loss of strenghs, numbers, quality or value» and to me arsenal fits here in every aspect... plus am not english of which i doubt you're (must be a pathetic one if indeed you're).

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

I spoke with several other students that I personally trained at the Honor Council's first ever Integrity Day about defining success in qualitative rather than quantitative ways, organized presentations for parents in the local community, wrote brochures explaining of the program for the teachers, and held discussions about how Challenge Success ties into Jewish values at my Hebrew School.

This is the basic measure of value - added assessment in use today; teachers in many states across the country are evaluated (and sometimes compensated or fired) based on similar measures.

In addition to the value of providing a stable teacher - child relationship, less time is spent adjusting to a new classroom situation each year.

Join a growing team of teachers who are working in their chosen field for a company that values professional development, encourages open communication and provides the highest - quality early development program in the country.

One is that we should be thinking about value - added in a different way, and that there's maybe an innovative way to measure more broadly the effectiveness of teachers.

Do avoid the temptation to produce more workbooks or worksheets — these are of limited value, and mainly used in the classroom so that the teacher can ensure that all the students have understood.

Through constructive endeavour we have agreed a package of measures that values the professionalism of teachers and supports their continued commitment to as they to deliver the highest standards of education for children and young people in Jersey.»

«The number of women saying they feel pessimistic about their future in the profession and the number saying their priority is to leave teaching must give employers and Government pause for thought about the urgency of the need to create a teaching profession which genuinely values and supports all women teachers.

A real - time electronic poll of BME teachers attending the seminar found that: 78 % do not think the work and contribution of BME teachers is recognised and valued by schools; 58 % do not think treatment of BME teachers has improved in the last decade; Only 36 % feel outcomes for BME pupils have improved in the last decade; 98 % feel that racism continues to be a serious problem in the UK today; 53 % do not see themselves still being in the teaching profession in the next five years, with 31 % saying they are planning to change career and the rest saying they plan to retire or take a break from the profession.

Previous recipients of the International Solidarity Award are: Aung San Suu Kyi (2012) Jalila al Salman (2013) The National Executive has adopted seven guiding principles for conferring the Award to individuals whose contribution is to: (i) Defending human rights (ii) Defending trade union rights of teachers (iii) Working for quality education (iv) Demonstrating values of solidarity, equality and democracy (v) Educator / teacher (vi) Challenging violence, injustice, bigotry and hatred (vii) Working in countries outside the UK.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness.

Despite the Government extolling the virtues of people working longer, older teachers, particularly women, feel under - valued and are often pressurised to leave their jobs well before their pension age, the Annual Conference of the NASUWT, the largest teachers» union in the UK, has heard today.

Value - added methods and measurements are also being utilized in education as part of a national movement towards teacher evaluation and accountability in the United States.

We give thanks for our troops and our veterans — and their families — who give of themselves to protect the values we cherish; for the first responders, teachers and engaged Americans who serve their communities; and for the chance to live in a country founded on the belief that all of us are created equal. . . .

But teachers in community schools frequently have these too, and the values and successes of community schools are too often underestimated.

Richard C. Iannuzzi, president of New York State United Teachers, said Mr. Cuomo had failed to acknowledge the value of unions in his convention speech.

«For most teachers, the value of Focal Points lies in organizing and prioritizing what they are already doing,» says Bonnie Hagelberger, a veteran first - grade teacher in Minnesota and NCTM board member.

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.

Sadanand has been a teacher of the «Values in World Thought» program at Mount Madonna School for 28 years.

Hi Thank you for that great direction on transition in and out forward bend, I value the wisdom of my fellow teachers with such high regard, I am aware that the message for yoga which we delivery must be made with utmost respect and care.

There's a good chance that you have someone — such as a pastor or teacher — whose opinions and perspectives you place a lot of value in.

History teachers will find value in the section of this segment that details the life of Bobby Kennedy, and music teachers will appreciate the information and visuals detailing the creation of the film's score.

Some school leaders and classroom teachers may not believe in the value of independent, for - pleasure reading, or that kids can read for as long as they truly can.

The issue raised by the release of value - added information is simply how quickly and how assuredly we get to a more rational system of evaluations — for both teachers and administrators — and to a more rational personnel system that guarantees an effective teacher in every classroom.

To create a culture of respect, teachers must respect students, faculty should model respect in how they communicate with each other, and the classroom pedagogy has to value everyone's ideas, adds Louis.

In a world where students are often still assessed based on their right and wrong answers, I wonder: how are teachers meeting the challenge of communicating other critically important academic values to developing thinkers?

Among the fruits of those efforts was an update to the component weighting in the teacher - evaluation system, which now caps value - added at 35 percent and weights classroom observations at 40 percent.