Sentences with phrase «with teachers of all grade levels»

Since retiring from the classroom, she has worked with teachers of all grade levels throughout the United States and Canada to help them improve their mathematics instruction.

We realize the benefits, both financial and from a pedagogical stand point of «going open» and plan to curate OER resources with teachers of all grade levels and content areas over the next few years.

Not exact matches

Says teacher Nancy Bonne: «The system makes efficient use of space and resources, and it has solved the shortage of teaching staff, since formerly each church had to recruit teachers for every grade level, even with only three or four in a group.

If your child is spending a great deal of time on their homework each night, more than 10 minutes per grade level, talk with your child's teacher to see if the work needs to be reduced or if there is a different approach to doing the work that your child needs to try.

Designed by Chicago Children's Museum's education experts, PWN provides teachers with engaging instructional strategies to introduce, reinforce and deepen the understanding of grade - level math concepts through innovative classroom activities, math work stations, and children's literature.

While each program may have its own method for tracking this, some suggestions are to develop relationships with the staff at the schools you serve, to speak with teachers or counselors about your youth, to request youth participants to bring in a copy of their report cards, a call home to parents, or having youth self - report if they have successfully moved on to the next grade level.

In fact, compared with elementary schools, middle grade schools often have more students per grade, lower levels of student autonomy, less positive teacher - student relationships, and more competition and less cooperation among students.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europe.

This purchase is for one teacher only: This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses.

To help teachers integrate media analysis across the curriculum and across grade levels, Project Look Sharp has curated hundreds of resources for decoding, along with protocols and other tools to support teachers» confidence for teaching this way.

This is a great way to connect with your coach and with other teachers, often from a variety of grade levels.

Teachers also plan to use a tool designed to assess the reading fluency of primary students with below - level readers in grades 4 - 6 to see how their needs can be addressed, said Poplar.

«Unfortunately, without the level of training and support they need, many teachers do not use technology to their advantage — for grading, organizing lessons, searching for information, communicating with the education community, or in the classroom with their students.

Schools need to have a well - stocked library or reading resource room with many levels of texts so that teachers of all grades have access to books that are appropriate for the age and reading level of their students.

In the practice of looping, a single graded class of children stays with the same teacher for two or more years or grade levels.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

Early in the 20th century, opposition to overt discrimination and demand for greater teacher skills led to the current single - salary schedule, which pays the same salary to teachers with the same qualifications regardless of grade level taught, gender, or race.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom...

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

Learning Without Tears ™ is now revealing brand new editions of all of our teacher's guides, student workbooks and journals from Handwriting Without Tears — plus a new grade level for transitional kindergarten to evolve with changing classroom stands.

Last school year ~ I worked with one brilliant young lady ~ who could perform math and reading at three levels above her grade ~ recite hundreds of historical facts from memory ~ and trouble - shoot the teachers technology problems ~ but when you gave her a county - required essay prompt to hand - write ~ she would stand in the corner and cry.

By marked contrast, Common Core asks teachers to think carefully about what children read and choose grade - level texts that use sophisticated language or make significant knowledge demands of the reader (teachers should also be prepared, of course, to offer students support as they grapple with challenging books).

Using their combined knowledge on bookmaking and teaching, Bass and Reeves worked with the teachers to determine what type of book each grade level would make (pop - up, accordion fold, etc.).

Committed to a balanced budget, Hite and the SRC put forth a «doomsday» budget that severely cut the number of noontime aides, counselors, and teachers, and created «split» classrooms, that is, classrooms with two grade levels in the same room.

Imagine this: You're a ninth - grade math teacher, and you've just been anointed as head of the school's wellness committee, a team thrown together to deal with student stress levels that are «far too high.»

The school has five teachers and four teacher aides for 226 students with each teacher teaching all the students in their subject, regardless of grade level.

Our informal discussions with school leaders suggest that staff are most often assigned to workspaces out of convenience, with coaches assigned to empty offices and teachers clustered roughly with those who teach similar grade levels.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

Like all Daily Living Skills workbooks, this series is written on a high third / low fourth grade level and targeted to the mild - to - moderate population (although, you'll see in the ratings, many teachers of students with moderate - to - severe disabilities have used the program successfully.)

Again, with such a wide range of achievement, however, it is very hard for teachers if they are trying to use basal reading series that cater to students at grade level.

With videos for every grade level, in multiple languages, and in a variety of forms and teaching styles, teachers will find an amazing go - to source for classroom resources.

In 2013, at the higher - secondary grade level, entry - level German teachers received 51 percent more in wages, while those with 15 years of experience received 41 percent more (roughly $ 70,000 in Germany compared to $ 50,000 in the United States).

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

Throughout the year, teachers were then charged with the task of performing additional assessments and experimenting with alternative intervention strategies in an effort to bring those students up to grade level.

For all teachers, regardless of subject or grade level, intensive effort to connect with learners is a nonnegotiable prerequisite for engagement.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

At other times, it's done with a whole cohort of teachers working within a grade level.

In one 3rd - grade class I visited at Icahn 3, the teacher was reading the Roald Dahl novel Matilda (an above - grade - level text) aloud while students followed along with their own copies of the book.

I work with a whole bunch of teachers who are trying to implement PBL at different grade levels and different subject areas and they work so hard to create these totally amazing, well crafted problems for their students to solve.

If you have multiple sections of any support seminar by grade level, pick teachers with varying strengths.

We gather with a group of teachers from different grade levels and content areas.

To help teachers in their efforts to integrate technology and science, Greece provides students and teachers with a number of technology resources: At the elementary level, each school contains a wired computer lab, capable of serving an entire class; a wireless, mobile computer lab; five student computers in each grade 1 - 5 classroom; and three student computers in each pre-K and kindergarten classroom.

Each parent who has a child sitting in a classroom should know the credentials that got that teacher there — college degrees, honors and awards received, types of experiences (not necessarily years of experience but types — has the teacher worked with different grade levels before or taught other subjects?).

Students are placed by grade level in «nests,» or groups of 10 to 12, each with its own teacher.

It includes the following classroom - level variables: school year and grade indicators, class - type indicators (honors, remedial), class size, indicators for teacher experience, and cubics in class and school - grade means of lagged test scores in math and English each interacted with grade.

Estvan says teachers in separate classes are often confronted with students in different grade levels and instead of differentiating instruction to meet each student's need, they teach to the student with the lowest ability.

These lessons were developed with the idea that teachers all over the globe and a variety of grade levels could hack the lesson plan to meet their students» needs.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»