Sentences with phrase «what accomplished teachers»

«We work daily to maintain high and rigorous standards for what accomplished teachers should know and be able to do and we work to increase the number of National Board Certified Teachers — teachers meeting those high standards,» she added.

Based on the Five Core Propositions, National Board Standards define what accomplished teachers should know and be able to do in 25 certificate areas.

For educators unfamiliar with it, the mission of the National Board for Professional Teaching Standards is to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do; provide a national voluntary system certifying teachers who meet these standards; and to advocate for related education reforms that integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers.

Absent any of this, the impression is more of a push poll programmed to elicit a talking point than a gauge of what accomplished teachers would advise.

Since 1987, the National Board for Professional Teaching Standards has sought to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do.

Another report of the mid-1980s, the Carnegie Corporation's A Nation Prepared (see Chester E. Finn Jr., «High Hurdles,» p. 62), sparked a long focus on excellence in teaching in an effort to define what Tom Kean, former governor of New Jersey, termed «what accomplished teachers need to know and be able to do.»

Founded in 1987, the Board develops and maintains high and rigorous standards for what accomplished teachers should know and be able to do and provides a national voluntary system certifying teachers who meet these standards, going beyond licensure.

maintaining high and rigorous standards for what accomplished teachers should know and be able to do,

Not exact matches

If this teacher is fired, I will invite him or her to Boston University, where I now teach, to explain what he or she was trying to accomplish in challenging students with this assignment.

Parents can request a progress report at anytime from their child's teacher outlining student's strengths and weaknesses in order to get a better idea of what their child is learning and how long it might take to accomplish their level.

What my 1st grade teacher accomplished in one year, my second grade teacher destroyed.

To get tenure, you need to be an accomplished teacher — so find out what that means in your department, how it's measured, and the level of attainment expected.

I strongly discourage any concept by teachers or students about what can and can not be accomplished.

When I was a middle school teacher, I used to have my class write down a daily goal: «What are you going to accomplish today?»

Nancy can see exactly what's on the children's minds: They want to get better at their schoolwork, accomplish things without distractions, and have a teacher who honors their choices.

One instance: When there was an attempt in the Kentucky state legislature to «blow up» what had been accomplished and start over, Adkisson appeared before a senate committee with the head of the state teachers union and the state commissioner of education, with all three calling for the state to stay the course on the standards.

Teachers can track what each student on a caseload has accomplished by a given age.

The teachers tell why they decided to become teachers, what they want to accomplish with their students, and how they have learned to cope and thrive in difficult circumstances.

Let teachers talk about their frustration, how difficult the task was, how they finally came together to accomplish the task, what this activity has to «say» about the importance of teamwork

And if this is what you accomplish in year one of a technology initiative, I'd say that's a quality of an exemplary teacher.

At the time, the idea of setting public expectations for what schools ought to accomplish rather than regulating the practices of schools and teachers seemed a goal worth fighting for, but not one that was likely to be achieved very quickly.

Most teachers appreciate the coaching approach and leave the evaluation pleased with what was said and feeling that they've accomplished something good.

Since systemic reform requires big changes in philosophy and policy, these three pieces were particularly welcome: David Osborne applied his steer / row framework to teacher empowerment in charters, Politico showed what D.C.'s robust charter sector is accomplishing, and Fordham offered a terrific taxonomy of state - level school governance.

Once they have determined their target, teachers share their goals with students, so they, too, know what they have to accomplish.

The reason is simple: positive correlations between what teachers expect and what students ultimately accomplish might simply result from teachers being skilled observers.

Its major themes are spot - on: That we in reform need to be more respectful (of reformers who came before us, of the critical role that parents play, and of teachers in the field) and more humble (about what we don't know, what our reforms might reasonably accomplish, or how they might backfire).

Once we got the two groups together, a student led a presentation outlining what they wanted to accomplish and how teachers can help them achieve their goal.

The groups can be built differently, depending on what the teacher is trying to accomplish.

What does a Highly Accomplished teacher look like?

What if we flipped faculty meetings, providing teachers the opportunity to share what and how they've accomplished something with their students in the classrWhat if we flipped faculty meetings, providing teachers the opportunity to share what and how they've accomplished something with their students in the classrwhat and how they've accomplished something with their students in the classroom?

The teachers would point with pride at what some of the Irish poets had accomplished.»

As far as what was they might need to do to accomplish this, I think that schools of education need to have an explicit goal of developing teachers who are savvy consumers of technology.

Preparation that occurs at the outset (i.e., prior to engaging in teacher leader practice) is important to get teacher leaders started, but designers of preparation programs should be purposeful about what this portion of preparation is meant to accomplish.

What is needed now, we believe, is research on ways to help aspiring schools and teachers learn from effective schools and accomplished teachers so they too may «beat the odds» in teaching all children to read.

What distinguished the most accomplished teachers and the majority of teachers in the most effective schools from their peers was their use of coaching to help students learn how to apply word recognition strategies to real reading.

What emerges is a pattern in which the most accomplished teachers demonstrate a more balanced portfolio of approaches to assist in word identification (i.e., more of them do a little of each practice) and are, by and large, the only group of teachers who go the extra mile in helping students apply the alphabetic principle to work in everyday reading tasks.

What it suggests is that a critical mass of highly accomplished teachers, which by our definition means teachers who possess more of the attributes of the canonical profile of culturally sensitive and pedagogically effective teachers, may be sufficient to move a school from the aspiring into the effective camp.

«There are so many beginners in the classroom today not only because of greater demand for teachers, but because so many teachers in existing jobs are leaving before they become accomplished educators,» wrote Carnegie Senior Associate Susan Headden, author of «Beginners in the Classroom: What the Changing Demographics of Teaching Mean for Schools, Students, and Society.»

«I'm so proud of our children and so proud of our teachers because it is a testimony to them - what they have accomplished, what they got done,» said Christel DeHaun.

Teachers should also review the «learned» portion of the KWL chart to show students what was accomplished in the lesson.

The standards implore teachers to maintain the vision and commitment laid out in TWB and advocate in their classrooms, schools, and communities for what is right for young adolescents rather than what might be simply «current practice, expedient, or readily accomplished.»

Embarrassing the schools and teachers trying to help poor students doesn't help and neither does failing to recognize the students who are improving, but that's exactly what the current A-F grading system accomplishes.

To build a stronger profession, we must provide aspiring, new, and professional teachers with a clear picture of what accomplished teaching looks like and how accomplished teachers continue to improve their practice.

On Wednesday, December 14, the week will be anchored by the re-release of the National Board's foundational book, What Teachers Should Know and Be Able to Do, which explicates the National Board's Five Core Propositions for accomplished teaching.

Like other standard teaching approaches, PBL starts with a teacher prompt and has guidelines based in what the teacher hopes to accomplish.

When teachers know what they need to accomplish and how they are going to do it, they have a better opportunity to achieve success with the added benefit of less stress.

Then teachers guided students to what they needed to research, create, and present to accomplish their own goals.

Further, students need positive feedback for what teachers may view as a small accomplishment to prompt the student to put forth continued effort to accomplish the next tasks.

It was an opportunity to celebrate all that had been accomplished, to look for educators» support advancing those areas and to explain to other educators what teachers do through E4E.

National Board Certification is a voluntary assessment program designed to identify, recognize and reward highly accomplished teachers and school counselors who meet the rigorous standards of the National Board for Professional Teaching Standards for what teachers should know and be able to do.