Sentences with phrase «work by individual teachers»

Not exact matches

Personal domination: linked to the placing of production into a hierarchy and the consequent subordination of workers to entrepreneurs, leaders, teachers, etc.; in short, work as subjection to the arbitrary exercise of power by other individuals.

After the April exams are finished, the next step will be for the State Education Department and Board of Regents to design new teacher performance systems that individual districts will then work to adopt by November.

Members, including chancellor Merryl Tisch, argued the new evaluation system, which was largely prescribed in law by Governor Andrew Cuomo and the state Legislature, would penalize teachers who work in the most challenging environments and with the neediest students and even prevent talented individuals from entering the field to begin with.

We support teacher trainings with a standing group discount and we also support individuals who have helped share our work by sharing a percentage of every sale.

The research, funding by the Nuffield Foundation, shows that of the 35,000 or so individuals training to become teachers each year, around 14,000 are not working in the state school sector within five years.

Principals should model their own use of digital learning tools to personalize their work with individual teachers, whether through providing feedback immediately after a walk through (a quick email focused on a particular area) or by utilizing data to help a teacher better identify professional learning experiences that may support their growth and goals.

Meanwhile, tutors and teachers walk around looking for students who need help, or meet by appointment to work with individuals or small groups.

Blended learning, the mix of online learning in brick - and - mortar schools, can shift how teachers allocate their time by allowing them to actually work with students based on individual students» needs, rather than simply lecturing to an entire class that may have vastly different levels of understanding.

The same approach might work in education: it could be that individual teacher moves by themselves can not create measurable year - end achievement gains in students, but combining many together can.

For example, in Finland, according to the national labor agreement for teachers, local authorities and education providers have an opportunity to encourage individual teachers in their work by personal cash bonuses on the basis of professional proficiency and performance at work.

This module includes the following: * A check list for students, parents and teachers to ensure that students understand all the content by the time they reach the end of the module; * A list of important terms used in this section * Descriptions of different celestial bodies (planets, stars, moons, comets, asteroids, meteoroids, meteors, meteorites) * Opportunities for student engagement - place for students to write their thoughts / answers in spaces provided (individual as well as group work) * Simple explanations on the Earth's rotation, day and night, years and seasons, equinoxes and solstices.

It is vitally important to raise awareness of the issue so that both the internal factors and external circumstances contributing towards the experience of stress by teachers can be addressed by both teachers as individuals and by the organisations they work for.

E-DART works in real time to provide teachers and support staff with precise and immediate information about individuals but over time has allowed the school to stop firefighting and, by analysing the data, identify and understand potential «hotspots» and change the way the school operates.

A new voluntary national test of fourth grade reading would stimulate change» [b] y showing parents and teachers where individual students stand in relation to rigorous national standards and by demonstrating the kind of work that will be essential for success in the next century.

Finally freed by technology from standing and delivering content, teachers can work more readily with individuals and small groups on more complex learning endeavors.

The rationale given by teachers and administrators for this decision was a desire to maximize individual participation and ensure that all students were working on skills and materials that were «within their reach.»

This shouldn't have to be resolved by individual teachers — we need everyone in education to work together to collectively challenge sexism, homophobia, biphobia and transphobia.»

With the theoretical premise of OTES (besides labeling teachers) being to improve student learning by helping teachers to improve their individual practices, the mandated inclusion of measures that contain absolutely ZERO connection to the majority of teachers» actual work make the results even more meaningless (and that's truly saying a lot).

We work to advance teachers» skills through graduate - level coursework in English literature, advanced instructional methods in English education, educational leadership, and other courses selected by the individual.

In response to the publication by head teachers of the moderation reports, a spokeswoman for the AQA exam board said: «Ofqual found that while individual schools marked their controlled assessment work accurately according to the marking criteria, the national picture showed that some marking had been optimistic.

Thus, those adaptations may be considered when working on an individual basis with a beginning teacher, but most likely not needed by the entire group of first - year teachers.

Paula's coaching approach is one of collaboration — working side - by - side with principals, teachers and school improvement teams, as these individuals build the foundation for long - term success in the school environment.

Therefore, current HCPS employees whose positions do not require a certificate (non-teachers, substitute teachers, etc.) and individuals who are no longer employed by HCPS who have questions about certification must work through MSDE's Certification Branch.

While organizations and policy makers can shape strategies to bring about that vision, the cultures shaped by individual teachers will ultimately determine if the strategy ends up working — or ends up as breakfast.

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.

Kansas City Teacher Residency is responding to the need by recruiting, developing, and placing mission oriented individuals who want to make a deep commitment to working...

Practicing and rehearsing the work with principals as a group, followed by principals and team leaders practicing and rehearsing prior to asking teacher teams to engage in the work, increases the likelihood of success and greatly enhances the quality of the work of individual teams.

Working side - by - side with school administrators, coaches and teachers, our consultants tailor on - site consulting plans to ensure they are specifically tailored to the individual school's needs.

In iCAN Learning Teams, groups of one hundred students spend significant time working with digital content, facilitated by four core academic teachers, who provide individual and small group instruction and support.

Substitute teachers working with the ICSN substitute pool will be paid by each individual school on a monthly basis at the following rates:

Technology can therefore complement teachers and classrooms by first empowering individual learners when they are working independently, and then by providing data that inform teachers» instructional planning, communication with parents and student goal - setting.

Therefore, school leaders should set clear objectives and work to fit individual educator goals into alignment with overall school goals.64 By promoting individualized, targeted, and consistent professional learning for teachers, school districts, schools, and school leaders can promote positive school environments in which student and teacher growth are prioritized.

ELPA21's Professional Development (PD) Task Force worked with EL experts and educators from ELPA21 states to develop materials and guidance to be used in group trainings and accessed by individual teachers.

The book was co-authored by the CTTL's Director and Head of Research, Glenn Whitman and Ian Kelleher who have been presenting around the United States this year how research in the field of Mind, Brain, and Education Science can and should be used to inform, transform, and validate how teachers design their classes and work with each individual student.

0 — Little or no reflection on instructional practice by the individual classroom teachers, some talk between individual teachers about what is working.

By collaborating together, the CTTL and The Educators» Lab seek to create research informed professional development opportunities that have an immediate impact on how teachers design their classes and work with each individual student.

This work by individual educators is hard but powerful, and it requires teachers to commit to walking a long, shared journey over time.

By having teachers provide a mini-lesson on a standard to the entire class (at grade level) and then work with individual students / homogenous groups, teachers are meeting students where they are while ensuring students are facing tasks at some point at their grade level.

© Copyright Notice: All worksheets contain copyrighted work and are designed for use by individual teachers, tutors, and parents.

Perhaps teachers would be better off teaching a whole class lesson, that was followed by individual work done in ability groups (in other words, three or four different follow up assignments based upon the lesson depending on the students» levels).

She also works with individual districts, focusing on professional learning communities, teacher leadership, professional learning, and creating a collaborative culture that puts students first by transforming professional learning!

In Massachusetts, some individual schools and districts are trying innovative methods, but teachers say much of the training offered by the state has been the traditional lecture format, which most experts agree doesn't work.

Working side - by - side with individuals and teams of teachers, Generation Ready's education consultants use their extensive knowledge and experience to support teachers in co-designing instructional plans and writing tasks, providing real - time feedback, and perhaps most importantly, demonstrating instructional strategies in classrooms.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Assist teachers in implementing lessons or portions of lessons to individual students or groups of students, checked accuracy of work, and presented additional assignment as directed by a teacher.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

Worked with individual students and small groups of students to reinforce the learning material or skills introduced and outlined by the certified classroom teacher

I love working with individual and small groups of children to reinforce new skills initially introduced by the teacher.

A secondary school teacher resume is the resume used by individuals working as or aspiring to work as secondary school teachers.

SOME SCHOOL, Fountain Hills, AZ Jan 2011 — May 2014 Preschool Teacher • Developed preschool curriculum based on the individual needs of each student • Created and imparted lessons to teach preschoolers about basic language concepts • Monitored classroom activities to ensure safety and wellbeing of students • Worked with teacher aides to research for educational materials • Observed students for signs of distress or discomfort and addressed their issues immediately • Handled students» physical and emotional needs by providing them with support such as changing diapers and helping in eating lunch • Communicated observations to parents and provided advice on how to handle specificTeacher • Developed preschool curriculum based on the individual needs of each student • Created and imparted lessons to teach preschoolers about basic language concepts • Monitored classroom activities to ensure safety and wellbeing of students • Worked with teacher aides to research for educational materials • Observed students for signs of distress or discomfort and addressed their issues immediately • Handled students» physical and emotional needs by providing them with support such as changing diapers and helping in eating lunch • Communicated observations to parents and provided advice on how to handle specificteacher aides to research for educational materials • Observed students for signs of distress or discomfort and addressed their issues immediately • Handled students» physical and emotional needs by providing them with support such as changing diapers and helping in eating lunch • Communicated observations to parents and provided advice on how to handle specific issues