Sentences with phrase «valuing teachers as professionals»

MPA received funding to provide teachers with materials and supply budgets to cover «the little things» — markers, paper, binder clips, as well as books, equipment for science experiments, and journals — in order to design quality daily lessons for students, while valuing teachers as professionals by providing needed classroom supplies and materials.

KIPP Metro Atlanta Schools values teachers as professionals.

Not exact matches

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.

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).

As well as wanting to be recognised as highly skilled professionals deserving of good terms and conditions, teachers responding to the survey asked that you begin to value, trust and listen to theAs well as wanting to be recognised as highly skilled professionals deserving of good terms and conditions, teachers responding to the survey asked that you begin to value, trust and listen to theas wanting to be recognised as highly skilled professionals deserving of good terms and conditions, teachers responding to the survey asked that you begin to value, trust and listen to theas highly skilled professionals deserving of good terms and conditions, teachers responding to the survey asked that you begin to value, trust and listen to them.

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.

2) Value Teachers» Time: Recognize that unlike most professionals, teachers do not have the same autonomy over their day to day schedule as non-tTeachers» Time: Recognize that unlike most professionals, teachers do not have the same autonomy over their day to day schedule as non-tteachers do not have the same autonomy over their day to day schedule as non-teachersteachers.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

The principles of professional learning and training for teachers and principals that were advocated valued the centrality of dialogical conversations with educators as the core of professional development.

Parents should, through membership of parent teacher associations and as parent governors, hold the governance and management of the school accountable for the appropriate time, resources, facilities and value given to art and design on the curriculum and in the professional development of its teachers and support staff

She also notes the value for teachers in building professional networks — particularly for teachers, such as herself, who are physically isolated from their colleagues.

Estelle's commitment to improving student outcomes and continual professional learning has led to her emerging as a valued teacher leader at BISS.

When these forms of leadership are similarly valued, leadership work will be interpreted as teachers acting as professionals because that means working with others in order to improve one's own practice.

«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 Insteacher as the learning professional for those outside the profession,» says Anna McKenzie, Project Manager with the Standards Implementation Team, ACT Teacher Quality InsTeacher Quality Institute.

Finally, and perhaps most importantly, ensuring that teachers are viewed as professionals who are valued and listened to by policy makers and society as a whole is absolutely essential to the health of the profession and the schools and children it supports.

As a result, we see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready, willing, and able to identify and engage with online professional learning sites while also reaching for innovations afforded by digital technologies to meet their immediate instructional needs.

I value and believe strongly in articulating an identity of a teacher educator as an education professional operating in a «third space» as a boundary spanner working in a territory given little attention in the scholarly literature.

But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.

Join us as CCE and Rhode Island teachers reflect on our Assessment Literacy and Performance Assessment micro-credentials pilot program, examining the value of micro-credentials in educator professional learning.

IDRA's approach to professional learning values the role of teachers, administrators, parents and students as co-creators of a campus culture where student voices are heard and incorporated into the curriculum and other campus activities designed to strengthen both students» academic pursuits and non-cognitive factors that are crucial to their engagement and academic success.

But, as IDRA education associate, Paula Johnson, M.A., explains, IDRA has found that professional development works best when it is ongoing, when it values the teachers themselves and when it is designed for each school's unique context.

Professional development needs to be provided for teachers who may not be comfortable engaging their students using new technologies such as discussion boards in their classrooms, in open discussions of difficult issues (e.g., slavery), or in examining how the video portions of a VFT act as historical sources with values and perspectives from the present as well as the past.

The implementation of good quality professional development will benefit teachers, school leaders and the government (as well as pupils and parents) and as such, all of the above should take responsibility for supporting its implementation and embedding a culture where it is valued and desired.

Just as a good school ensures that all students are valued, it also ensures that all teachers are valued as professionals.

Almost always it is the case when a counterpoint is needed for an article such as this, that a teacher says they see «value» in the system, but almost if not every time it is because of the increased professional observations of teacher practice, not the value - added component or the value - added data derived.

Our teachers feel valued as professionals.

The American Statistical Association — the largest organization in the United States representing statisticians and related professionals — that blasted the high - stakes «value - added method» (VAM) of evaluating teachers that has been increasingly embraced in states as part of school - reform efforts.

My thinking: To maximize the value of time and resources invested in PLCs, professional development should address the questioning and discussion skills that support teachers as collaborative problem solvers.

Beginning in 1996, the University of Calgary embarked on a course of action to discontinue its teacher education programs formed in the conventional model, and to replace them with a program in which the elements of the professional degree program are integrated, the learners are treated as professionals - in - the - making, the richness of pedagogical knowledge is acknowledged, and cooperative problem - solving is valued.

In this respect, the Ning or other networked, online communities of praxis may resurface as a valued resource over the next few years, as students establish themselves as professional teachers outside the warm embrace of the teacher education program.

What type of professional learning experiences lead to this kind of intense teacher commitment, as seen in this teacher's statement, to value all students even when it challenges established teaching patterns?

Proponents might find it inspiring to portray teachers as «united mind workers» and to extol the lofty professional values that teachers presumably care most about.

As Chad Vignola, Executive Director of LDC notes, «With over twenty years of experience providing high quality professional learning that truly builds teacher expertise, Inspired Teaching is a valued partner and we are looking forward to an exciting collaboration.»

As a service that acknowledges and values difference, we work with schools to secure these principles and to provide high quality continuing professional development and support structures for teachers.

The foundation's «value proposition,» Ferguson says, is as an organizational platform to support communities of teachers engaged in peer - led, participant - driven professional learning.

Professional preparation is drawn into relationship with the need to respect and value interactions with students, as well as examine the moral implications of teacher practices.

As someone familiar with many social practices of Web 2.0, Ed Cator seemed to recognize the value and place of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other teachers across time and space; however, this study, coupled with published and anecdotal evidence in teacher education, suggests that many preservice teachers, practicing teachers, and even doctoral students in teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based teacher education.

Although Harris's assertion that doing this would also help prevent principals from saving truly ineffective teachers (e.g., by countering teachers» value - added scores with artificially inflated or allegedly fake observational scores), on behalf of principals as professionals, I find insulting.

Recall from a prior post that a set of teachers in the Houston Independent School District (HISD), with the support of the Houston Federation of Teachers (HFT) are taking their district to federal court to fight for their rights as professionals, and how their value - added scores, derived via the Education Value - Added Assessment System (EVAAS), have allegedly violatteachers in the Houston Independent School District (HISD), with the support of the Houston Federation of Teachers (HFT) are taking their district to federal court to fight for their rights as professionals, and how their value - added scores, derived via the Education Value - Added Assessment System (EVAAS), have allegedly violatTeachers (HFT) are taking their district to federal court to fight for their rights as professionals, and how their value - added scores, derived via the Education Value - Added Assessment System (EVAAS), have allegedly violated value - added scores, derived via the Education Value - Added Assessment System (EVAAS), have allegedly violated Value - Added Assessment System (EVAAS), have allegedly violated them.

If we don't value ourselves as dedicated, committed, well - educated professionals with deep subject matter expertise and rich pedagogical abilities and understandings, then why be surprised when the reformers suggest that veteran teachers can be replaced with uncertified, unqualified Teach for America recruits bolstered by a mere 5 week summer boot camp's worth of «training»?

What we need is for teachers to be viewed and valued as highly skilled professionals in the same way as are our lawyers and medics.

If the prize is one that's highly valued by a particular community — such as teachers, librarians, professors, or professionals in a specific field — then the prize may help lead to better book sales and distribution or more opportunities to be seen and heard by those audiences.

As a teacher I knew the value of using a professional to help with things I could do but others could do better.

level and type of scholarship activity: the majority of scholarships were awarded to teachers who were pursuing knowledge independently to master's level and beyond, but other highly valued continuing professional development activities were also included within the fund, such as subject specific seminars, where their benefit and impact could be demonstrated

As a Licensed Professional Counselor, Yoga Teacher, and Life Coach, I value research as well as personal experienceAs a Licensed Professional Counselor, Yoga Teacher, and Life Coach, I value research as well as personal experienceas well as personal experienceas personal experiences.

The strengths - based Parents as Teachers approach is infused throughout the curriculum, which helps family support professionals learn about military life and culture while encouraging them to keep in mind that each family brings its own set of values, experiences, and cultures.

I am a lifelong advocate for social justice who found my professional home in 1979 when I discovered Head Start and embraced its values and its goals working as a Head Start teacher.