Sentences with phrase «which teachers work»

«[T] he context in which teachers work — most notably, the incoming academic performance of their students — plays a critical role in determining teachers» performance» as measured by teacher observations.

For these reasons, when education leaders are making consequential personnel decisions informed by value added, they would be wise to take into account the different contexts in which teachers work.

When developing an approach to teacher evaluation and its high - stakes consequences, states will need to consider the systems in which teachers work.

This campaign seeks to promote changes that span a teacher's career, starting with recruitment and preparation and continuing on through compensation and career pathways, paying particular attention to the importance of the professional context in which teachers work.

Not only do individual teachers matter, but the school context in which those teachers work also matters... for student learning.

We will simply point out that the conception of teaching effectiveness and teacher training has expanded to include consideration of the context in which teachers work (i.e., the context is also a target for the interventions, not just the teacher), the refinement of teacher training into trainer of trainer models with strict control over and monitoring of performance, ongoing data gathering for program validation and program improvement purposes, and the protection of proprietary rights to the materials and processes used.

But I would point to the fact that many teacher preparation programs don't offer future teachers as much clinical training as they ought to receive — especially training in high - needs schools; that districts are by and large not as effective as they might be at teacher induction and professional development; that teachers are generally under - compensated and specific individual excellence isn't rewarded; and that the policy contexts in which teachers work are being constantly revised in ways that are sometimes contrary to research evidence.

If teachers are to thrive in challenging school environments, then leaders need to be able to influence the ways in which teachers work and learn together.

Likewise, «changing the context in which teachers work could have important benefits for students throughout the school, whereas changing individual teachers without changing the context [as per VAMs] might not [work nearly as well](Lohr, 2012)» (p. 120).

Professors Matthew Kraft and John Papay discuss research showing that the school contexts in which teachers work have a profound influence on their effectiveness.

In spite of the highly bureaucratic schools in which teachers work, they are beginning to break down long - standing barriers of isolation.

The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice.

In turn, our perspectives gave them better insight into the conditions in which teachers work, as well as daily challenges facing students.

«The most durable way to improve schools,» Ms. Ravitch writes, is the one thing that is actually discouraged by the stress on tests: It is «to improve curriculum and instruction and to improve the conditions in which teachers work and children learn.»

Leadership effects on student achievement occur largely because effective leadership strengthens professional community — a special environment within which teachers work together to improve their practice and improve student learning.

In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.

Some studies reported teacher leaders engaged in practices that did not directly address teachers» classroom practice, but were suggested as impacting the school or classroom culture in which teachers work.

Most features of the context in which teachers work are viewed as more positive in rural as compared to urban schools.

Then there's the ongoing day - to - day way in which teachers work.

Carnegie's view of teaching and teachers could coexist with one or two of the Excellence Commission's teacher recommendations, but on the whole it was rooted in dramatically different core beliefs about who should make key education decisions, and it advanced a markedly different view of the organizational and policy framework within which teachers work - or should work.

They may also be appropriate for schools characterized by a high degree of staff cohesion, in which teachers work collaboratively to improve student learning and it is difficult to isolate the performance of a single teacher.

«The staffroom, the school - based spatial arrangement in which teachers work and / or meet, is an important site for influencing curriculum and resource decisions, a site for the constitution of professional subjectivities of the pre-service and experienced teacher,» the paper reads.

Additional data from interviews and observations over the course of the class might have yielded a more robust understanding of how these enhancements impacted the ways in which teachers worked in the course and made it possible to begin to develop hypotheses about ways in which teachers develop content knowledge on geology in online classes and how course design can best support it.

Partnering with another school district and a local university, we created an innovative professional development opportunity in which teachers worked directly with students in a unique three - week summer program called the Mathematicians in Residence (MIR) Academy.

I tried to consistently recognize the hardships under which teachers worked and, in fact, flourished.

The environments in which teachers worked — characterized by school - level polices, routines, type of leadership, district - level expectations, and the broader accountability context — greatly shaped how they used data with students.

Yet, Kahn's pointed concentration on hue and luminescence moves beyond the constraints of abstract expressionism, in which his teacher worked, to a kind of representation that artfully transcends overt description or narrative, even while maintaining a kind of painterly lyricism hinged entirely on color and its unique application.

Not exact matches

Schoology, which has secured a reported $ 57 million in funding, creates a platform for teachers, parents, and students to review work and communicate with one another.

Teach Away Inc., which ranks 37th on this year's PROFIT 500, recruits English - speaking teachers to work abroad.

Frances, At least in Canada, the ability to arrange for deferred compensation schemes is limited by various provisions of the Tax Act which prevent the deferral of income into future years in most circumstances (there are exceptions, for example, for teachers who take, for example 3 years of salary over 4 years and take a year's sabatical or for various incentive compensation schemes, although I doubt those would work for athletes).

One of the ways in which industry and academia gap can be closed is by giving teacher breaks to work in industry and come back with the knowledge to share with the students.This way, the students will get both the academic and industry knowledge from the teachers.

Monday, Sept. 18, was originally on the school calendar as a non-student, teacher work day, which can be used as makeup days for situations like Hurricane Irma.

The definite doctrine which this King and teacher Christ is to urge and exercise is this: not to teach the law or our works, but Christ, the Son of God, that one may look to him....

What Jefferson couldn't foresee, but which Spalding knows well, is that such mandates can only work if the teachers charged with teaching the principles reject reigning dogmas which reject the very possibility of truth.

It should be the work of Christian teachers in every generation, first, to understand the Scriptures, to distinguish what gives unity to the message of the Bible from what is peculiar to this or that writer, what is central from what is peripheral, what is essential from what is accidental; and then, on the basis of such understanding, to develop a doctrine of the act of God in Christ which will be intelligible, or at least not meaningless, to the contemporary mind.

His work The True Word largely survives because the 3rd century teacher Origen made a very longwinded response to it, Against Celsus (which definitely falls into the category of books I have read so that you don't have to).

And this appreciation grows out of the teachers» own loyalty and enthusiasm for the work to which they are called.

I say allow the holidays, which I do not mind including but I am sure the teachers union will have a fit that they have to work two more days out of the year.

Teachers are explicitly discouraged from having major assessments on those days, which makes sense even for selfish reasons; I, as a teacher, don't want to have to schedule all that make - up work.

As I have come to know hundreds of spiritual teachers and thousands of spiritual practitioners through my work and travels, I have been struck by the way in which our spiritual views, perspectives, and experiences become similarly «infected» by «conceptual contaminants» — comprising a confused and immature relationship to complex spiritual principles — that are as invisible, yet as insidious, as sexually transmitted disease.

Using some of the writings of selected early teachers of the faith, mainly from the second century, I attempt to raise questions regarding the way in which the person and work of Christ has been responded to and understood.

The response of the teachers of the early church to the person and work of Jesus, both in the period which saw the emergence of the New Testament and in the decades following, was by no means uniform or standardized.

Has the Church taken Ephesians 4:11 - 16 which reads, «So Christ himself gave the apostles, the prophets, the evangelists, the pastors and teachers, to equip his people for works of service, so that the body of Christ may be built up» too far?

I have now found a new lens, Judaism, through which to carry on this work, but I am finding Karl Barth once more to be a superbly stimulating and helpful teacher, especially at the points at which I must disagree with him.

Though it is difficult to raise children in what might be called a «gender - neutral environment», part of the antidote to the current gender - laden environments in which children tend now to be raised is this view of the work of the Spirit in giving gifts as the Spirit chooses, which encourages those who are the teachers and guides of the young to observe the emerging qualities of spirit in each child and to bring those qualities to full flower rather than trying to redirect any «alpha» qualities in women or «beta» qualities in men towards any «norm.»

These led me to his earlier works, which consistently vindicated Kass's self - description in his justly acclaimed Towards a More Natural Science: «The author of this book is by reading a moralist, by education a generalist, by training a physician and biochemist, by vocation a teacher» and student» of philosophical texts, and by choice a lover of serious conversations, who thinks best when sharing thoughts and speeches with another.»

The teacher and student have something in common on which they work together and which unites them.

The teacher and student, united through a bond of work on a common task, form a series of links in which the student in his own proper time will also become a teacher.

We've also made these cards for teachers and friends saying: Thank You for Bee - ing My Teacher / Friend which also seemed to work well.

At the very moment when a student might be gearing up to react to the teacher's comments as a threat, a sign of the teacher's personal disapproval or bias, the Post-it gave the student an alternative frame through which to view those comments — not as an attack, in other words, but as a vote of confidence that the student was capable of high - quality work.