Sentences with phrase «with urban teachers»

She began her teaching career with Urban Teachers in 2012.

This past summer, Kayla served as a Language Development and Foundations of Urban Education graduate assistant with Urban Teachers, as well as an Ongoing Communications Fellow with the Flamboyan Foundation.

Not exact matches

Starting salaries for a full - time teacher with 5 years of university preparation (a 4 - year undergraduate degree plus a 1 - year diploma of education) range from $ 28,000 to $ 50,000 annually, depending on experience, location (for example, urban / suburban / rural), and province.

The researchers focused on data from 1,680 teachers in 200 urban schools, along with their more than 50,000 students in grades six through nine.

It takes two years to attain a master degree in Urban Design with specialisation in Urban Architecture, and during this time you will meet a wide range of teachers who will present you with new knowledge in key areas.

With Donna Karan and her husband, superstar yoga teacher Rodney Yee, Colleen created and runs the Urban Zen Integrative Therapy Program, utilized in healthcare facilities around the country.

She created and leads Urban Breath Yoga's 85 - hour Prenatal Yoga Teacher Training program, which offers yoga teachers, OB / GYNs, midwives, doulas, and others who work with pregnancy and birth an opportunity to bring yoga techniques into their work in a meaningful and valuable way.

Along with teaching in Urban Breath's 200 - hour and 300 - hour yoga teacher training programs, she brings her yin yoga teachings back home to Seoul each year.

In addition to my foundational training, I twice completed Leslie Howard's Pelvic Revolution: Teacher Training for Yoga for the Pelvic Floor, the Intensive Urban Zen Integrative Therapy Training, and advanced teacher trainings with Colleen and Teacher Training for Yoga for the Pelvic Floor, the Intensive Urban Zen Integrative Therapy Training, and advanced teacher trainings with Colleen and teacher trainings with Colleen and Rodney.

Jen completed her adult yoga teacher training at Willow Street Yoga in Takoma Park, MD and her prenatal training with Janet Caulfield of Urban Yoga.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

I recently conducted research in three high schools — one urban, one suburban, and one rural — to determine how they developed collective leadership, with teachers and administrators leading together.

Graham attracted future practitioners to the School with programs such as the Undergraduate Teacher Education Program (UTEP), Urban Superintendents Program, and the MidCareer Math and Sciences Program.

The program was developed by the Urban Land Institute (ULI), based in Washington, DC, and the Fisher Center for Real Estate and Urban Economics, at the University of California, Berkeley, with input from high school government and economics teachers.

Mission's Kimberly Campisano, one of the teacher - advisers involved in the project, says, «Working with the San Francisco Museum of Modern Art has given me the opportunity to share what I know firsthand about the urban teaching experience, and the importance of art in activist education.»

✔ ☛ Teacher script ✔ ☞ Strategic stopping points for questioning and close reading ✔ ☛ Sentence stems / frames for oracy and vocabulary development ✔ ☞ Great for bilingual classrooms ✔ ☛ Social studies focus for integrating with literacy ✔ ☞ Posters and picture sort for rural, suburban, and urban geography focus ✔ If you enjoy this resource, please review it!

Districts rich or poor and urban or rural, teachers and administrators, equipment suppliers, consultants, building contractors, pension funds — along with the advocacy organizations that everywhere push for more school spending — can detect such opportunities for gain and join forces, at least up to the point at which remedies are specified and the bigger pie begins to be sliced.

Seidel knew he had similarly reached other students, but by the time he departed eight years later after funding was cut, South Boston High School was left with one visual arts teacher for an urban school comprising about 900 students.

Remote instruction: For schools with severely limited numbers of excellent teachers, like many rural and urban areas, bringing in great, live (though not in - person) teachers through videoconferencing, holographic technology, or other means could give students access to great interactive instruction they'd otherwise miss.

Working closely with existing programs at the Harvard Graduate School of Education, such as the Urban Superintendents Program and the Teacher Education Program, the Center will draw on the intellectual resources of other professional schools and faculties at Harvard University.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

All of these things allow for a sense of identification and belonging with others at Urban Prep, fostering a strong community among students and teachers.

In the Bronx, parent groups teamed up with the local teachers» union and the school district to tackle one of the most challenging issues facing struggling urban schools: supporting and retaining teachers.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Her work has been used for Hunter College's Urban Teacher Residency initiative, New York City's collaboration with Teaching Matters, the United Federation of Teacher's Teacher Center, City College of New York, and many public schools throughout New York City.

The report's authors, Matthew Kraft of Brown University and Allison Gilmour of Vanderbilt, studied teacher ratings in roughly half of the more than three dozen states with new evaluation systems and found that a median of 2.7 percent of teachers were rated unsatisfactory, even though principals they surveyed in one large urban school system suggested that there were more low performing teachers than that in their schools.

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

According to the Urban Institute's Matthew Chingos, «the fact that teachers with master's degrees are no more effective in the classroom, on average, than their colleagues without advanced degrees is one of the most consistent findings in education research.»

Wendy Kopp, the founder of Teach for America and a personal hero of mine, speaks of the ingredients (frequent assessment, high energy, vision, etc) teachers need to achieve great success with poor, urban students, yet there is nary a mention of special ed in her latest book.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Educators across the country are faced with ethical dilemmas every day and, as one teacher shares in her first year teaching at a large urban school, they don't always know how to respond.

The NEA also plans to work with the Community Teachers Institute, a privately funded organization whose goal is to recruit and retain teachers for urban school diTeachers Institute, a privately funded organization whose goal is to recruit and retain teachers for urban school diteachers for urban school districts.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Finally, it may be that pay gaps between urban and suburban teachers in part reflect an hours gap, with suburban (and rural) teachers putting in longer workdays than their urban counterparts.

Among the approaches planned by that organization are working with teacher education programs, developing professional development programs to help teachers deal with issues in urban school systems, and establishing a clearinghouse for organizations that are «home - growing» teachers, Community Teachers Institute executive director Segun Eubanks told Educatioteachers deal with issues in urban school systems, and establishing a clearinghouse for organizations that are «home - growing» teachers, Community Teachers Institute executive director Segun Eubanks told Educatioteachers, Community Teachers Institute executive director Segun Eubanks told EducatioTeachers Institute executive director Segun Eubanks told Education World.

After 13 years away from the position of program director, Merseth is back this year, and already revamping the T.E.P.'s curriculum to equip teachers with the tools essential to the needs of urban education today.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

Armed with data looking at some 20,000 high school students in urban, rural, and suburban communities, he first examined a survey question asking teachers to identify students in their class that they perceived as having disabilities.

As a former teacher with a deep passion for education, Charner - Laird knew she wanted to study early - career teachers in urban settings.

«As a teacher who educates students who have not been outside of an urban area, I believe it would by highly beneficial for them to see the ongoing close relationship that Central Australia's Indigenous people have with the land,» explained David.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers — urban educators often teach large numbers of at - risk students.

Drawing on research with teachers, principals and superintendents in three urban districts, the Rennie Center's brief recommends that policymakers at both the state and district levels provide teachers with more time and support for the integration of data into their instructional planning.

The Quality Education for Minorities Network, a Washington - based advocacy group, announced the program this month; it was planned in partnership with several organizations, including the American Federation of Teachers and the National Urban League.

At a time when charter schools account for 10, 25, even 45 percent of public school enrollment in urban areas, this represents thousands of students across the country who won't start the school year with the teachers they need.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

For example, at Chicago's Academy for Urban School Leadership, two interns are assigned to team - teach with a master teacher, and graduate - level teacher - education coursework is integrated with their daily teaching so they can immediately apply their new knowledge and skills.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Reporter Kathleen Cushman teamed up with 40 teenagers from four urban areas (New York City, Providence, Rhode Island, and San Francisco) to write a book about what high school students say they need from their teachers in order to succeed.

In programs that prepare teachers to work in urban schools or in communities with linguistic and cultural diversity, community experiences tend to be emphasized.