Sentences with phrase «what teachers and principals»

Peiser, who worked alongside King at Uncommon Schools, said King's grounding in the classroom means that he understands what teachers and principals need to be successful.

But early adopters say they have at least begun to pinpoint what hasn't worked, and what teachers and principals find most useful.

Organized by the topics important to educators, EFHS provides concise summaries of existing resources, highlighting exactly what teachers and principals need to know.

The pain and frustration they describe are hard to take — but in some school districts, what the students are experiencing is very different from what their teachers and principals think is going on.

It's a great opportunity to step back and reflect on how students have been growing and what teachers and principals can do to continue to support them.

The new website says that PAR «challenges» most people's expectations about what teachers and principals should do.

«It was a great experience for me; it gave me more appreciation for what teachers and principals go through,» added Mrva.

Further, it is imperative that the education sector will need to collaborate in a unified manner through ongoing consultations to ensure that the standards truly reflect what teachers and principals desire of the profession, in terms of teacher preparation, professional learning and training, and professional recognition.

Not exact matches

I also want to thank the teachers, principals, and other practitioners who let me watch them work and then offered me their insights into why they do what they do, including Brett Kimmel, Margarita Prensa, Tara Goulet, Molly Brady, Ann Szekely, Jessica Sager, Janna Wagner, Brandon Bailys, Michelle Navarre, Roel Vivit, and John Wolf.

We like to document what we do, and asked principals if we could use testimonials from the kids; we got testimonials from teachers as well.

Part of what the successful teachers or principals are doing is developing a strong sense of community, attachment, and connection among the students themselves and between the students and teachers or other educators.

Whether you work as a teacher, a principal, or a health professional, the Knowledge Guide supports members of the school community to understand what has become an internationally recognized approach to health that has been demonstrated to improve students» health and academic success.

* Positive Discipline * Positive Discipline for Developing Capable People * Building Self - Esteem through Positive Discipline * Keys to Developing Self - Reliance: A Gift to Our Children * The Significant Seven: Life Skills for Adults and Youth * Positive Discipline: Practical Application * Why Children Misbehave and What to Do About It * Parenting Teenagers: · Empowering Teenagers — and Yourself in the Process * Teaching Parenting the Positive Discipline Way: * Classroom Management: Shared Responsibility through Class Meetings: Eliminating your Role as a disciplinarian (The Kids Can Do It Better Anyway) * Positive Discipline in the Classroom (two - day training on class meetings) * We've Got to Keep Meeting Like This (teacher in - service on class meetings) * School Administrators: Positive Discipline in the Classroom (two - day training with Bill Scott, principal of Birney Elementary School)

The obvious solution is to build nutrition and sustainability into food contracts, give principals more autonomy to make smart decisions, and extend the school day so that our fine, fine teachers have enough time to give our kids what they need.

«Successful meal programs have made continuous innovation and collaboration with students their guiding principles, and they've worked to improve not just cafeteria menus but what schoolchildren are taught about food, with help from principals, teachers, and parents.»

If you do find out that your child does not want to go to school because he is being bullied, let his teacher and principal know what is going on, and work side by side with them to make sure the bullying stops.

«While public policy and legal approaches are important, what's especially exciting to me is that individual schools, principals, teachers and community members are in many cases taking this problem into their own hands and saying, «What we can do to solve it?»&rawhat's especially exciting to me is that individual schools, principals, teachers and community members are in many cases taking this problem into their own hands and saying, «What we can do to solve it?»&raWhat we can do to solve it?»»

She spoke with parents, students, teachers, and school and district leaders to hear what they had to say about the State's learning standards, curriculum, assessments, and teacher and principal evaluations.

Edutopia: What would you say to principals and teachers at more traditional schools who are trying to reach the so - called bad kids, the at - risk students?

«In these places, the principals and teachers are creating and anticipating what the future of learning environments will be.»

What will it take to prepare teachers, principals, and superintendents to respond to the complexities of the 21st - century classroom?

Principals should ask students, teachers, parents, and community members what they want teaching and learning to be for students in their schools.

In order to address a variety of student needs, teachers must have access to resources, and principals must know what's going on in the classroom.

[From the parent point of view] if something went wrong, bang «I'm going to see the principal and I'm going to tell them what I think», bang «I'm going to demand to see the teacher now, I don't care if it's nine o'clock in the morning, I want to see them now»; yet [that staff member has] got 25 kids in front of them that they're trying to teach.

Principals, curriculum leaders and teachers, please let us know what you're doing and thinking about assessment by filling in our online survey.»

Principals must guide their stakeholders — students, parents, teachers, and community members — in thinking about what they want teaching and learning to be for their students.

Education director - general Sharyn O'Neill said the Australian Curriculum set out what all students should be taught, so it was essential principals and teachers knew its requirements.

AITSL's evidence - informed recommendations and advice describe what teachers need to develop their leadership skills, and the specific preparation of those who aspire to become principals.

The other teachers liked what they saw of Kate, Naomi and Natalie's new, more systematic approach, and the principal rolled the model out across the whole school.

When I ask great high school principals what makes a great teacher and a great school — once their door is closed — they'll invariably say that it's all about love and high expectations.

When principals were asked what they would use extra funding for, 82 per cent said assistance for teachers in the classroom, 56 per cent said specialist support and 56 per cent said funding for professional development for teachers.

But what if the camera was actually controlled not by Big Brother (or Big Principal) but by the teacher, and what if it was turned on only when she wanted to record a lesson to submit for her performance review?

So next year, I will look for all the shiny bright spots in our public schools and I will do what I can to make them visible (including documenting my discoveries on this blog) and I will guide principals and teachers to do the same.

What is at issue is that the definition for «student growth» dictates that for teachers in tested grades and subjects (and for principals), student growth on statewide assessments must be included.

Teachers and principals didn't manage to make the improvements in education that the policymakers claimed, but they did precisely what was demanded of them: They raised scores.

Smart principals know better and will do what they've always done, which is find a way to play the «dance of the lemons,» sending their bad teachers to another school.

And these evaluation systems are strikingly better than what they replaced: slapdash approaches involving a couple of classroom visits by a building principal for some teachers in some years that resulted in virtually all teachers being classified as high performing.

«I think the most important thing is for principals and teachers to empower themselves by learning what's in the law and best practices for students with disabilities.»

«If you really follow the Data Wise model,» City says, «the principal begins to allow teachers to take leadership roles in helping to frame what the instructional challenges are and how the school is going to address them.

But one thing is clear: new teachers are depending on their principal to let them know what their expectations are and to support them in getting there.

What really makes it all come together are the communities of practice we have established among principals, deans, teachers, and college advisors.

What's needed, he says, are policy changes, giving the best teachers incentives to go into the most demanding schools and allowing principals to have more control over hiring and evaluating teachers and more flexibility and control over their budgets.

Now the teachers and principals are part of a network where they can discuss what they saw and learned.»

«What the Common Instructional Framework has done for teachers is given them a framework so that they can strategize with other teachers about content, interventions, and student success,» explains Dr. Janice Lombardi, Trinidad Garza's principal.

«What this process is about is recognising professionalism, respecting the role that teachers play and it will be a negotiated process between teachers and principals that will outline a set of goals for professional learning and practice that teachers will embrace over the course of 12 months.»

However, for policymakers there are three major questions to answer with the adoption of any change or new program: how effective will the change be; how much will it cost; and what are the problems of implementation, including the support or opposition of the stakeholders — in this case principals, teachers and parents — and those who implement it.

Principal Dawn Odean, instructional coach Anne DiCola, and the teachers discussed what departmentalization would look like in other grade levels and how they might facilitate that.

During the 30 - to 60 - minute lesson that followed, the principal was to take detailed notes about what the teacher and students were doing.

Nor has the compensation of school principals much improved; indeed, the annual average salary difference in 2011 — 12 between what veteran high - school teachers (eleven to twenty years) and their principals get paid was roughly $ 40,000.

The new report did not capture a precise measure on what proportion of tests were required by teacher evaluation, but it does point out that many states have put in place new assessments «to satisfy state regulations and laws for teacher and principal evaluation driven by and approved by U.S. Department of Education policies.»