Sentences with phrase «view teachers as the professionals»

«It's clear the system will have to view teachers as the professionals doing the work that matters most.»

Not exact matches

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.

In 2002, a group of Seattle film professionals, enthusiasts, teachers, and critics formed Parallax View, a small film society whose goal was to champion the cause of film literacy, foster public discussion of the place of movies in society, and promote the serious, sometimes delirious cause of film as art.

Nor, as Frederick Hess explains, is there any scientific evidence that requiring teachers to have certain views about «sexuality or social class» ensures that they teach all students: «Screening on «dispositions» serves primarily to cloak academia's biases in the garb of professional necessity.»

Teachers are viewed as professionals with academic expertise.

First, allowing uncertified individuals to become teachers does not mean that they must be viewed as «completed» professionals.

The growth mindset approach stands in stark contrast to a traditional view that some people enter the professional as natural - born teachers endowed with a high level of innate talent while many others do not.

We heard how teacher development must be viewed in terms of lifelong learning, with initial teacher education conceived as providing the foundation for ongoing learning, rather than producing ready - made professionals.

Today, American teachers want to be viewed as professionals, but their experience tells them they need their membership in the union and the clout that they have in the state legislature, even in states that do not allow them to organize.

However, teachers were reluctant to request professional development sessions, for fear that senior managers would view the appeal «as a sign of weakness» that could be «used against them».

More and more, administrators and teachers are viewing peer observation as a form of collaborative professional development.

The seminar and Teacher Learning Community approach tends towards a view of teachers as independent, informed professionals, who are very capable of making sensible enquiries and considered decisions.

Instead, teachers view leadership as a collaborative effort, a «banding together» with other teachers to promote professional development and growth and the improvement of educational services (Troen & Boles, 1992).

«We have to view ourselves as professionals with a practice,» National Teacher of the Year Dr. Betsy Rogers told Simsbury (Connecticut) public school district faculty and staff at their 20th beginning - of - the - year convocation.»

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.

This study found that teachers had not yet received much professional development regarding the assessment and that they viewed the portfolio as a «test of their competence.»

Teachers viewed participation in professional development as critical to their success.

Check out views from teachers and advocates who want to see teacher tenure preserved and elevated as an important professional milestone.

Schools should be professional learning communities where principals and teachers are viewed as «lifelong learners» in their profession.

Given the unique needs of this population, we are conducting a study to determine the training needs of teachers when working with students who are deafblind, and to identify the professional competencies these educators view as necessary to provide appropriate educational services.

Now that he has left ASCL and the constraints of representing an Association I would love to hear Brian's views on how Headteacher professional associations such as ASCL are partly responsible for the declining professional status of teachers.

In order for postsecondary schools to effectively make systemic reform, professional educators must view PK - 12 teachers as active learners, who are willing to question and make needed changes in teaching and school - wide practices.

As part of the Professional Growth and Effectiveness System, teachers already administer a student voice survey that provides data about the classroom environment from the students» point of view.

Furthermore, teachers from these schools who were surveyed were, on average, significantly more likely than teachers in a national sample to view their school leaders as encouraging professional collaboration, facilitating professional development for teachers, and encouraging staff to use evaluation results in planning curriculum and instruction.

Our research examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club participation.

It is small wonder that many find it easy to view their students as the «problem,» rather than taking steps to address the real issues: lack of appropriate professional learning that can assist them to become competent and confident teachers of all learners, and implementation of policies that are ill - informed and hurtful.

They might view this specific challenge as the impetus for initiating something they had long intended to do, such as restructure the instructional coaching positions to ensure that new teachers are provided needed professional development, initiate a peer - mentoring program, or kick - start the new year by asking a local organization to provide funds for a team - building retreat for the newly constituted faculty.

Thinking about your school culture, do you and your colleagues — administrators, coaches, and teachers — currently view your daily practice as an important source for collaborative inquiry and professional learning?

Do you know any teachers who view professional development as externally imposed interventions that they were expected to «buy in» to trying in their classrooms?

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.

Teachers» Intellectual Identity in the Study Group Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club particTeachers» Intellectual Identity in the Study Group Experience Our research on the study group examined participants» views of their own learning and professional growth, drawing primarily on analysis of interview data and personal writing done by the teachers as part of course and club particteachers as part of course and club participation.

The cultural contexts at play here are personal for both Mr. Lorenzo and Ms. Flores; professional child care provider for Mrs. Flores; and possible community context for Mr. Lorenzo (e.g. acceptable activities for boys and how others view him), as well as the child care setting and expectations of parent / teacher interaction for both.