Sentences with phrase «valued by their classroom»

Not exact matches

Redirects were reverse - coded (multiplied by − 1.0) so that higher values would correspond to better classroom engagement, in line with the other components of the Composite Index.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Girls in the classroom need to recognize that their voice matters, that their voice needs to be heard not just by the teacher but by the boys in the room, and that they deserve a seat at the table, that they deserve to have value.

That the stupid cookie or candy included, or the extra bag of cheetos is going to make them banshees in the classroom where your and my child are trying to focus... I would say that even in most districts that the nutritional value on a reimbursable tray is probably better than the brown bag that is being brought to school by most!

Another candidate stressed the core value of «relentless pursuit of results» by saying he «demonstrated impressive results as a classroom teacher, with his students tripling the average state science scores expected.»

After establishing a classroom where collaboration, communication and critical thinking skills are valued and used by students, the atmosphere of that classroom changes.

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.

Just by asking these kinds of questions teachers can create a classroom culture where student voice is valued, where students feel their needs will be attended to, and where students begin to trust their teacher.

By testing and analyzing unique ideas, the classroom can grow students» attentional capacity and show them the value of and methods for thinking independently.

... But I prefer to think of it as simply that we now have choices that our teachers didn't have, and the idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

The valuing of multiple strategies can benefit the classroom culture by communicating that there are multiple ways to think about scenarios and that discussing those ways is beneficial to the learning of others.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

Teachers can follow up by building reflection time into their classroom practices, having students journal about or talk in circle about tough situations they face, and encouraging students to think deeply about their values and life goals, for example.

Kathryn, a maths teacher at Comberton Village College, explains that any classroom management issues this activity might raise, through pupils moving around the room, are outweighed by its value as a practical and effective lesson that they'll easily remember when they're thinking about graphs and gradients.

These classroom activities give students a flavour of this colourful country, show them how working together can bring big rewards and help them to value people's differences by learning about other faiths.

In particular, the report described the relationship between classroom practices, as observed by students, and value - added on the standardized tests.

If important ideas in a classroom only come from a teacher, or if ideas are evaluated only by a teacher, opportunities for amplifying and valuing student voice are limited.

Andrew Douch:... The idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated, and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

And, in fact, a signature value of the Core is its potential to bolster both skills and knowledge by encouraging sequenced, spiraled, content - rich curricula in the classroom.

Technology - use disagreements have at their heart two very different set of values, resulting in two sets of priorities — one set held by the technical staff and one by the classroom educators.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

Candidates must learn to develop «a classroom and school climate that values diversity... [an awareness] of different teaching and learning styles shaped by cultural influences... dispositions that respect and value differences» and «skills for working in diverse settings.»

All educators will find value in a worldwide connection to other classrooms, and the projects they start will be limited only by their own creativity.

So I considered a framing question from the first edition of Grant Wiggins and Jay McTighe's Understanding by Design: «To what extent does the idea, topic, or process represent a «big idea» having enduring value beyond the classroom?»

Last year, some 21 states and the District of Columbia opted to rank teacher - preparation programs by measures of their graduates» effectiveness in the classroom, such as their value - added scores.

But as education departs the classroom and the lecture theatre, and arrives at laptops, tablets and smartphones, certain skills and qualities are disappearing — and those qualities are highly valued by potential employers.

But for all its importance, play, like every other human capacity, is found in relative amounts and runs in diverse directions among individuals, and while we appreciate its value to every preschool classroom, we must also begin the labor of distinguishing it by the circumstances of all the budding minds passing through.

We hoped that by modeling ways to respond to student voice, we would give our teachers new ideas about how they could bring that into their classrooms — for example, how they could model discussions about goal - setting and standards while making room for students to express what works for them in a way that is valued and respected.

Recent research by McKinsey on what makes successful school systems has shown that innovation makes a large impact on moving schools from «good» to «great» — so the question is, will schools remember the value of ICT in the classroom — we certainly hope so?

Our estimates imply that replacing a teacher whose value added is in the bottom 5 percent with an average teacher would increase students» cumulative lifetime income by a total of $ 1.4 million per classroom taught.

In a paper published by Columbia University in 2015, The Economic Value of Social and Emotional Learning (PDF, 324KB), evidence suggests that classroom efforts to improve sociability are well worth the costs.

Though the federal rule was repealed, last year some 21 states and the District of Columbia opted to rank teacher - preparation programs by measures of their graduates» effectiveness in the classroom, such as their value - added scores.

These are all skills that employers highly value — and all methods that have been employed by effective classroom teachers for centuries.

Success in the classroom has been closely linked to emotional well - being, so values and social and emotional education should be a responsibility shared by both parents and schools.

One of the five variables valued by the MET report was «student perceptions of the classroom instructional environment» in which a field - tested instrument (i.e., Tripod Survey) was used.

«We think that there's going to be a value that they'll bring to kids in the classroom by being of similar backgrounds,» Shed said.»

The question should instead be, «If scales from a testing regime are used within a value - added process, is there evidence that measures of student progress are influenced by the distribution of student achievement levels in schools or classrooms because of a lack of equal - interval scales?»

The critique was written by Jesse Rothstein, a highly respected Berkeley economist and author of an elegant and oft - cited paper demonstrating how non-random classroom assignment biases value - added estimates (also see the follow - up analysis).

We have found some success by starting with teachers who volunteer to participate, creating some success in these classrooms which we then try to make public, and then using data as well as actual classroom visits to make a compelling case for the value of the work.

As the researchers report, studies have shown that social integration in the classroom «appears to be promoted by (1) the intelligent use of valued activities that (2) require the involvement of all students who (3) interact more or less as co-equals.»

The Measures of Effective Teaching (MET) study, a much - cited study funded by the Gates Foundation, [2] finds correlations of +0.12 to +0.34 between value - added measures and classroom observation rubrics such as the Danielson Framework.

Unhappy with those findings, they then exaggerated the value of teacher compensation by comparing the retirement benefits of the small minority of teachers who stay in the classroom for 30 years, rather than comparing the pension benefits for the typical teacher to their peers in other professions.

[17] We illustrate this in Figure 2, which shows the relationship between teachers» future classroom effectiveness (at the elementary level) as measured by value - added and their initial performance on licensure tests.

Student Development Schools should strive to educate the total child by providing basic classroom instruction and by offering other experiences and activities that are rich in educational value and contribute to the positive development of the child.

Several authors in this issue discuss the value of having teachers take charge of their own learning by visiting one another's classrooms and discussing what they see.

As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.

One of the core values of Defined STEM is to bring relevancy in the classroom by allowing students to apply their real world personal skills and knowledge.

By working with parents to examine their privilege and understand that their impact matters more than their intentions, Integrated Schools prepares parents to support meaningfully integrated classrooms that reflect the diversity of their district as well as school communities that respect ALL families and are galvanized around supporting ALL children Through national organizing to promote local action, we support, educate, develop and mobilize families to «live their values,» disrupt segregation, and leverage their choices for the well - being and futures for their own children, for all children, and for our democracy.

· Teacher compensation should be restructured to provide more incentives tied to performance, first by significantly reducing the number of steps on the salary scale, and then by phasing in a performance based system as the value - added assessment model evolves to the individual classroom level.

«Most school mission statements proclaim the intention of educating every child to the level of his or her potential, yet many times those words have no translation value for the gifted as they sit bored in classrooms where their instructional level exceeds by years their age - peers sitting in the next seat.