Sentences with phrase «weak teachers with»

Do school board members need to peruse Education Next's reader - friendly version of this econometric study, then take appropriate steps to replace weak teachers with high performers?

Not exact matches

If the teacher really wants to know the truth of the boy's situation, he must share the boy's place, must be weak enough to suffer the fullness of the boy's experience of living with the drunken father.

In addition to being academically weak, these teachers are dissatisfied with their job and will use more effort on searching for another job than on their actual teaching.

«Teachers are standing up for their students and themselves against largely red states with weak labor laws and where governors and legislators have opted for tax -LSB-...]

This British drama represents the second screen version of Terence Ratigan's play about a school teacher with a weak heart facing forced retirement.

After visiting the schools, Gustafson reported that all four — each an independent «mom - and - pop» operation with no links to national groups — faced a host of challenges, including strained budgets, low enrollments, curriculum problems, inexperienced staff, weak professional development for teachers, and board members ignorant of testing and other academic essentials.

This is a subtle process in which the teacher pairs strong with weak, while avoiding best friends, worst enemies, and other combinations that just won't work.

A teacher who has poor management is a teacher who has weak relationships with students.

They can spend time effectively on learning, access online platforms for essay service and assignment help and work on his weak areas with expert guidance from scholars and teachers.

The teacher you remember from your youth is not the easy grader who let you get away with a weak performance; it is the tough one who gave you a challenge and was not easy to please.

In addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison education.

[iii] Experienced teachers with better track records find it easier to find jobs elsewhere and the weakest teachers accumulate in the employers of last resort — low - income schools and districts.

In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.

Everyone else, he adds with regret in his voice, was often left with a «lifetime of bad memories and demeaning experiences,» like being picked last for basketball scrimmage or being ridiculed by teachers and fellow students for being too weak or too slow.

Aside from recognizing the importance of talent and accumulated skill, another advantage of a longer term perspective is that it frees up teachers with a strong track record to separate their own interests from those of their weakest colleagues.

Teaching children to read is central to a teacher's calling, but a large body of evidence shows that teachers get weak training in individual learning differences and in teaching reading to students with diverse backgrounds and abilities.

Parents and teachers complained — with some legitimacy — that the No Child Left Behind (NCLB) era set loose an avalanche of weak fill - in - the - bubble tests to assess student mastery of watered - down state academic standards.

Systemic inequality is certainly a factor as well, given that children of color are more likely to attend schools with lower funding levels and weaker teachers.

On the other hand, it is disappointing to observe that weak undergraduate teachers do not make up for their limitations in the classroom with disproportionate research excellence.

They are places where authorizers can see with their own eyes that weak instruction, mediocre curricula, poorly prepared or demoralized teachers, and often well - meaning but ineffective leaders add up to poor educational experiences for their charges.

Using data captured by that state's intensive teacher evaluation protocol, researchers identified teachers who were weak in one (or more) of a constellation of assessed characteristics, and then matched them with teachers who were strong in corresponding areas.

Schools in poor neighborhoods have to pay as much for a teacher with weak preparation and no experience as schools in more upscale neighborhoods pay for a teacher with a doctorate and twenty years» experience.

And we haven't fully admitted how schools with weak or dysfunctional cultures drive away talented teachers.

Similarly, initially low - achieving students are challenged more to get a good grade with tough teachers, but particularly when they are among the weakest members of a class.

In fact, the weak relationship between pupil - teacher ratio and school ratings is in the opposite of the expected direction: schools with larger classes receive somewhat higher grades, perhaps because effective schools attract more families to the neighborhood.

On their own, teachers are in a weak and sometimes risky position with the incoming principal, to argue for continuing attention to the initiatives they have been working on with the outgoing principal and that are showing signs of progress.

Like North Carolina, those are right - to - work states with weak or no official teachers unions and Republican majorities in the statehouse.

Priorities there have shifted from providing assistance to schools with weak performance (primarily using retired professionals and teachers on loan) to targeting districts in distress.

This will recruit a pool of 1,500 high - achieving teachers over five years who would be deployed to schools in areas with weak results.

As a result, principals may be less inclined to dismiss their weak teachers or even to risk offending them with low evaluation scores.

Also, it seems highly unlikely that a teacher with high value - added and apparently weak classroom practice is really equally effective as one with low value - added and strong classroom practice.

Some online programs involve «little more than kids progressing through electronic worksheets» with minimal teacher interaction and a weak curriculum.

And so, in just the meeting a little bit a go, strong administrators will work with teacher leaders and weaker administrators will be threatened by them.

Bring in independent consultants, such as retired educators, to evaluate teachers at work and work with them to build on weak areas and exchange innovative ideas with other classrooms.

Sure, Supt. John Deasy has managed to at least talk the talk on systemically reforming the district (even as he makes rather weak moves as striking a deal with the AFT's City of Angels local on a teacher evaluation plan that does little to actually measure the performance of teachers based on their success with the students they instruct in classrooms) and has even allowed for families at 24th Street Elementary to exercise the district's own Parent Trigger policy and take over the school.

In my position as Head Teacher, I was very excited about this project, but felt a certain amount of trepidation over, in what some may see, as handing the reins for school improvement over to the teachers, with what could be seen as quite a weak system of accountability.

Louisiana officials requested the analysis more than a decade ago partly with the hope that it would weed out the state's weakest teacher training programs.

Effective, rigorous teacher - evaluation systems provide substantive, tailored feedback to individual teachers that could be coupled with targeted professional development in teachers» weakest areas in order to improve teachers» practice and, by extension, student achievement.

Larger institutions can be left with a false sense of superiority if they post high value - added scores in states where the overall quality of teacher preparation programs is weak, said Walsh.

To ensure that my students learn, I work closely with other teachers (in and out of my school district) who are getting the job done (students perform well on standardized assessments), I research constantly in areas I feel weakest, and I invest in my own professional development.

- support staff (if you are stuck with a horrible aid, a weak teaching team, or even worse, a horrible sped teacher as a partner your scores will vary)

First, changing classes and having multiple teachers with diverse expectations place a great deal of stress on already weak organizational systems.

According to «The Myth of Unions» Overprotection of Bad Teachers,» a well - designed study by Eunice S. Han, an economist at the University of Utah, school districts with strong unions actually do a better job of weeding out bad teachers and retaining good ones than do those with weakTeachers,» a well - designed study by Eunice S. Han, an economist at the University of Utah, school districts with strong unions actually do a better job of weeding out bad teachers and retaining good ones than do those with weakteachers and retaining good ones than do those with weak unions.

Although the use of some of these successful models has spread, the broad landscape for teacher evaluation has changed little, and impatience with the results of weak systems has grown.

Build custom quizzes and work with your expert teacher (s) to create a study plan that helps you focus on your weak areas.

Effective classrooms were found to be warm, democratic, and cooperative, with more teacher instruction devoted to weaker students, who were also given more time to complete tasks.

Bridge's Measurement and Evaluation team work closely with government bodies to understand which teacher training and support techniques are most effective, and which teacher demographics may indicate a stronger or weaker efficacy in the classroom.

- Data from the Gary Income Maintenance Experiment shoes that, in a single year, students with the weakest 5 % of teachers made a half - year's worth of reading gains on standardized tests, while those with the top 5 % of teachers gained a year and a half.

But to suggest that because these observational indicators (artificially) correlate with teachers» value - added scores at «weak» and «very weak» levels (see Notes 1 and 2 below), that this means that these observational systems might «add» more «value» to the summative sides of teacher evaluations (i.e., their predictive value) is premature, not to mention a bit absurd.

However, we consider six possible reasons for the weak correspondence between value - added calculated with two different tests: 1) the timing of the tests; 2) statistical imprecision; 3) test content; 4) the cognitive demands of the tests; 5) test format; and 6) the consequences of the test for students, teachers, or schools.