Sentences with phrase «which value their teachers»

A spokesman for the Department for Education said: «The countries which give their children the best education in the world are those which value their teachers most highly and where the profession attracts the brightest graduates.

As Arizona's policymakers wrestle with tough budget decisions, they have expressed concern about how these decisions reflect the ways in which we value our teachers and support teacher pay.

Not exact matches

A student and a teacher all his life, he lived by solid family values, which he extended to his employees, his friends, and to the community he served.

The teacher - student and student - student relationships are transmission lines along which attitudes and values are communicated.

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

In many ways, the school chaplain or the religion teacher is doing much of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their questioning.

Depending on which figures one adopts, some 40 per cent of the population is below the poverty line (defined here as the inability to get access to 2,200 calories per day) Once the facts are acknowledged, teachers say, the appropriate value responses must still be discussed.

Responsible theological teachers did not take at their face value the pictures of heaven which were found in hymnody, nor did they regard the somewhat extraordinary set of images in Revelation as being an exact representation — indeed, these images, laden with Jewish eschatological conceptions of the nature of the Kingdom of God when there should be «a new heaven and a new earth» were sometimes felt to be slightly embarrassing.

Join a faith community in which women are valued as teachers and leaders.

@Tindan2 the word decline according to my english teacher has 3 diff meanings one of which is «a gradual and continous loss of strenghs, numbers, quality or value» and to me arsenal fits here in every aspect... plus am not english of which i doubt you're (must be a pathetic one if indeed you're).

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

Teachers, students, parents, school nutrition professionals, custodians, and administrators saw the value in the program, which delivered on its promise to increase participation at breakfast.

«The number of women saying they feel pessimistic about their future in the profession and the number saying their priority is to leave teaching must give employers and Government pause for thought about the urgency of the need to create a teaching profession which genuinely values and supports all women teachers.

We need to bring common sense to Common Core because New York is wasting too much time and money stressing children out to prepare for these tests which are of questionable educational value instead of focusing on supporting teachers so they can do their job and teach children what's really important,» said Assemblyman Jim Tedisco, a former public school special education teacher and guidance counselor.

If it makes students more demanding and less tolerant of courses which are poor value, and if it increases pressure on universities to weed out underperforming academics and lousy teachers, that's to the good.

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.

«Legislators are going to have to weigh which they value more: advice from hedge fund billionaires that come with checks or the concerns of students, parents and teachers about what's needed to truly improve public education.»

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

The school has been facilitating Pure Edge mindfulness - based practices, such as «brain breaks,» which offer an oasis for kids and teachers, allowing them to foster self - value and resilience.

The idea of big picture is moving from general to specific, the value of which science teachers like E.O. Realizes.

Your (employees — now Teachers) can join hands with us for CSR activities which are the core value of every organization today.

Hi Thank you for that great direction on transition in and out forward bend, I value the wisdom of my fellow teachers with such high regard, I am aware that the message for yoga which we delivery must be made with utmost respect and care.

For many purposes, such as tenure or retention decisions, it is not the «year to year» correlation that matters, but the «year - to - career» — that is, the degree to which a single year's value - added measure would provide information about a teacher's likely impact on students over their future careers.

Among the fruits of those efforts was an update to the component weighting in the teacher - evaluation system, which now caps value - added at 35 percent and weights classroom observations at 40 percent.

The New York Times reported that the study is the largest to address the controversial «value - added ratings,» which measure the impact individual teachers have on student test scores.

Hanushek makes the case in writing in «The Value of Releasing Value - Added Ratings of Teachers,» which appeared on the Ed Next blog earlier this week.

... But I prefer to think of it as simply that we now have choices that our teachers didn't have, and the idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

Teacher practice is a core area to focus on, but without naming and valuing the structural conditions which support teachers to develop these pedagogical skills, the promise of deeper learning can't be realized.

The most sophisticated approach uses a statistical technique known as a value - added model, which attempts to filter out sources of bias in the test - score growth so as to arrive at an estimate of how much each teacher contributed to student learning.

Monkey Music founder, Angie Coates, herself a teacher of music, values her own experience of working with children and teachers in a school environment and this is testament to Monkey Music's pioneering curriculum and teaching style which has become the template and standard for pre-school music education across the UK.

But for most of the nation's teachers, who do not teach subjects or grades in which value - added data are available, that debate is also largely irrelevant.

The authors address three criticisms of value - added (VA) measures of teacher effectiveness that Stanford University education professor Linda Darling - Hammond and her colleagues present in a recent article: that VA estimates are inconsistent because they fluctuate over time; that teachers» value - added performance is skewed by student assignment, which is non-random; and that value - added ratings can't disentangle the many influences on student progress.

Like all public workers, teachers should be paid at a level commensurate with the market value of their skills, which represents the compensation needed to attract and retain a given set of workers.

Try this thought experiment with another observed practice to illustrate my point about how the results are being mis - reported... The correlation between student observations that «My teacher seems to know if something is bothering me» and value added was.153, which was less than the.195 correlation for «We spend a lot of time in this class practicing for [the state test].»

Student surveys: Many teacher evaluation systems already incorporate the results of student surveys, which research suggests can also predict school and principal value - added.

Andrew Douch:... The idea to me of the Flipped Classroom is that by automating the things that are able to be automated, we free up time for the things that can't be automated, and those things that can't be automated tend to be the things I think in which teachers bring the most value to their students in the classroom.

Teachers are not on «the side» of anything; they are smack in the middle of effective learning, which is why a MOOC may radically increase the volume of knowledge transfer but will never replace face - to - face interaction with equal value for the individual student.

The authors next look at what would happen if the existing seniority - driven system of layoffs were replaced by an effectiveness - based layoff policy, in which teachers are ranked according to their value - added scores and districts lay off their least effective teachers.

He investigated the relationship between teacher value - added data and dismissal in a subsample of 803 elementary school teachers and 1,134 high school teachers for which value - added measures are available.

For the past three years, I have worked as a sixth - and seventh - grade math teacher in Brooklyn, N.Y. I have had two value - added scores published on the New York Times SchoolBook website which received the scores from the New York City Department of Education through a Freedom of Information Act request.

In addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second prediction.

As teachers, you will appreciate the time, research and creativity which has gone into the 38 slides of the Introduction to British Values 2016 ppt.

So, you would expect to see for any project a scoring guideline, a rubric, in which there are clear links to the project, to some criteria and standards that we value that relate to some overarching objective — quite explicitly, that we're aiming for as teachers.

This is reinforced by the results of the Teaching and Learning International Survey (TALIS) which show that, in countries where teachers believe their profession is valued, there are higher levels of student achievement.

Thus, researchers using VAM models claim to both isolate the value of an individual teacher and show which teachers add more value over time as compared to similar peers (for a more in - depth discussion, see Vamboozled, and Sean Corcoran and Dan Goldhaber's Value Added and Its Uses: Where You Stand Depends on Where You value of an individual teacher and show which teachers add more value over time as compared to similar peers (for a more in - depth discussion, see Vamboozled, and Sean Corcoran and Dan Goldhaber's Value Added and Its Uses: Where You Stand Depends on Where You value over time as compared to similar peers (for a more in - depth discussion, see Vamboozled, and Sean Corcoran and Dan Goldhaber's Value Added and Its Uses: Where You Stand Depends on Where You Value Added and Its Uses: Where You Stand Depends on Where You Sit).

The commission model for teachers, variants of which have been proposed for many years, would involve compensating them for the value they provide to their school's operation, that is, the degree to which they educate their students.

This bundle provides teachers with a progression for the learning of place value and practice games and activities to gain a strong foundational understanding of the number system upon which all else is built.

And there were just a lot of things that resonated with educators so we talked about that and then I asked the teachers to work on developing their own teacher oath, which is a commitment, it's basically an articulation of their core values as an educator.

Chelsea Dale is the founder and president of On Giants» Shoulders, a not - for - profit organization which advocates a strategy for repetitively motivating under - performing elementary and middle school students to respect their teachers, peers, schools, and the learning process using 15 - minute, once - per - week online chats with academically accomplished high school students who appreciate the value of education.