Sentences with phrase «while valuing teachers»

MPA received funding to provide teachers with materials and supply budgets to cover «the little things» — markers, paper, binder clips, as well as books, equipment for science experiments, and journals — in order to design quality daily lessons for students, while valuing teachers as professionals by providing needed classroom supplies and materials.

Not exact matches

While pensions are not nearly as common as they once were, they are a very important part of the retirement plans for many of society's most valued workers: teachers, police officers, fire fighters and more!

Such a college, while allowing teachers to express dissenting views and freely to exchange ideas, would insist that they be committed to the biblical faith and distinctively Christian values and lifestyle.

The great value of Freeborn's book is that it illustrates its analysis with a wide variety of pre -(and post --RRB- Reformation texts, thereby providing the Catholic teacher with a genuine opportunity to teach the English Catholic literary heritage while also teaching spelling, punctuation and grammar.

Teachers who do this well set aside time for revision, offer specific comments for improvement while conveying the belief that the student is capable, and then value the revision effort.

While targeting postures towards specific issues has obvious value, yoga, as any teacher knows, works its true magic holistically, multi-dimensionally, and unpredictably.

While teachers agree about the value of welcoming parents to their children's new classroom, this event can also feel like one more hoop to jump through.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

While value - added calculations are useful, the results are rough and proximate; they do not provide clear or stable guidance for large - scale efforts to reassign teachers.

While I have come to recognize the value of such schools for some students, parents, and teachers, I continue to subscribe to the ideal of a humanistic liberal arts education that is highly prescriptive and, while global in scope, grounded in the intellectual, aesthetic, and moral traditions of western civilizaWhile I have come to recognize the value of such schools for some students, parents, and teachers, I continue to subscribe to the ideal of a humanistic liberal arts education that is highly prescriptive and, while global in scope, grounded in the intellectual, aesthetic, and moral traditions of western civilizawhile global in scope, grounded in the intellectual, aesthetic, and moral traditions of western civilization.

While I have consistently explained that value - added data systems have real limitations, they do provide a systematic way to identify teachers whose students are at least improving in math and reading at better - than - average rates.

Similarly, while teachers report that developing students» capacity for care is more important than their achievements, youth are much more likely to view their teachers as valuing their achievement over their caring.

While there are many ways to link teacher instruction to student achievement, one family of methods — Value - Added Measures (VAMs)-- has generated national headlines (such as this article about Los Angeles teachers).

While I certainly recognize the value of one common book, I also know that their will be greater by - in from your teachers when they can choose the direction of their summer reading (I would also say the same for those students who are facing their own summer reading requirements).

And while it took a little while for teachers to acclimate to walk - throughs, now most seem to see the value in them.

But the relationship is actually the opposite of what one might expect: while all parents place a high value on teacher quality, low - income parents are more likely to emphasize the importance of school safety, test scores, and discipline.

Review: While teachers may not want to use these materials in early elementary classes, everything here has tremendous academic value, along with the «wow» factor of seeing sharks in action.

Teachers and principals report that the stronger specialists help them analyze lesson plans and student work in the context of the new standards, while the weaker ones add little value at best and misinformation at worst.

However, we must be careful not to penalize those of us working with the highest - needs student populations, and we recommend using a two - step value - added model in order to ensure that there are no incentives against teaching at - risk students, while identifying and rewarding those teachers that are most successful with such students.

While he sees great value in «teachers having voice,» the «dilemma» is that when teachers organize to make their voice heard, it becomes «about job interests and not just voice anymore.»

While teachers» priorities and values largely reflect those of the general public, their efforts to convey that knowledge to students are falling short of their own expectations.

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

We hoped that by modeling ways to respond to student voice, we would give our teachers new ideas about how they could bring that into their classrooms — for example, how they could model discussions about goal - setting and standards while making room for students to express what works for them in a way that is valued and respected.

While values are too general to enforce and therefore not the same as rules, they are necessary for teachers and students to understand why rules exist.

It might be possible to alter the scope of collective bargaining or the process itself to protect aspects that teachers value while reducing or eliminating the deleterious effects on students.

While Poland has The Teachers» Charter, which guarantees special status to the teaching profession, a lower - than - average proportion of educators consider that the «teaching profession is valued in society», when compared to other countries participating in the OECD Teaching and Learning International Survey (TALIS).

Salaries and property values in some pockets of the US have seen such rapid growth that the salaries for public employees and teachers, while also growing, have not nearly kept pace with the increased costs.

By developing empathy in children, teachers help them feel valued and understood while impacting social change and innovation for decades to come.

While state education policy makers differed by party in their responsiveness to teacher voices, they did not discriminate between the value of individual and organized voices of school leaders.

While elements such as state standards, accountability measures, and value added measures are gaining acceptance, other important components, especially performance - based pay and increased choice options, are opposed by powerful forces — such as the politically connected teachers unions — with vested interests in the current system.

The result is that teachers spend less time on trivia while adding more value.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.

* The value - added model that the MET project employs, while common in the literature, is also not designed to address how the distribution of teacher effects varies between high - and low - performing classrooms (e.g., teachers of ELL classes are assumed to be of the same average effectiveness as teachers of gifted / talented classes).

Not one supporter of value added analysis would accept stop trying to teach students that have failed with an effective teacher while the logic indicates this follows from the idea of firing teachers based upon value added analysis.

While less scientific, we also receive unsolicited feedback from students and teachers and the value of our work in teacher preparation is highlighted in the media.

While academics is a focus, this kindergarten teacher sees the value in letting «kids be kids.»

, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.

So, while the MET finding — that high value - added teachers «tend to» promote conceptual understanding — is technically true, the modest size of these correlations makes this characterization somewhat misleading.

While the parents and teachers Miretzky studied did not espouse the value of democratic communities per se, the values they did espouse — investment in the school community, direct and honest communication, trust, mutual respect and mutual goals — «all reflect the «communication requirements «of such communities» (2004, p. 814).

While Kraft and Gilmour assert that «systems that place greater weight on normative measures such as value - added scores rather than... [just]... observations have fewer teachers rated proficient» (p. 19; see also Steinberg & Kraft, forthcoming; a related article about how this has occurred in New Mexico here; and New Mexico's 2014 - 2016 data below and here, as also illustrative of the desired normal curve distributions discussed above), I highly doubt this purely reflects New Mexico's «commitment to putting students first.»

As a result, we see great value in supporting teachers to develop the critically aware dispositions that enable them to be ready, willing, and able to identify and engage with online professional learning sites while also reaching for innovations afforded by digital technologies to meet their immediate instructional needs.

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.

While Kahne and Westheimer (2004) broke down what these values look like in practice, teacher educators need to build up models to support students for learning within these ideological contexts.

«At the Science Leadership Academy, the framework is universal, but its design allows individual teachers at the school to bring their personal touch to the curriculum they implement, while staying true to the five cove values.»

This occurred in large part due to Sanders's (and others») lobbying efforts when the federal government ultimately choose to incentivize and de facto require that all states hold their teachers accountable for their value - added, or lack thereof, while attaching high - stakes consequences (e.g., teacher termination) to teachers» value - added estimates.

In Knowledge Brief 2, Daniel F. McCaffrey analyzes the research on this crucial subject and finds that while value - added models do partially level the field, they can't fully adjust for all the factors outside a teacher's influence and which differ among classrooms.

Teachers are change agents and care takers in a society that sometimes values neither while lending lip service to the contrary.

So while he was arguing that VAM showed unbiased results, and VAM results tell you a lot about a teacher's long - term outcomes, I concluded that what his approach really showed was that value - added scores are moderately biased, and that they don't really tell us one way or another about a teacher's long - term outcomes» (see more about this debate here).

In addition, while many have noted that the statistical methods employed to generate value - added estimates will force a distribution of «teacher effectiveness» scores, it is not clear that the distinctions generated and measured have educational (or clinical) meaning.