Sentences with phrase «years as a math teacher»

Before joining Urban, she spent four years as a math teacher in New Orleans and New York City.

During six years as a math teacher in Littleton, Colo., Peter Jonnard created a huge bank of questions only he knew the answers to so that students could no longer cheat on the online credit recovery tests they needed to graduate from high school.

Create Resume Colin Waters 100 Main Street, Cityplace, CA, 91019 Home: [phone] — Cell: [phone] — [email protected] Summary Caring person with over 30 years experience in education, 12 years as a math teacher, 18 years as counselor and 1 year as a part - time counselor.

About Blog I have retired from the classroom after 42 years as a math teacher in K - 12 — from counting to calculus.

Not exact matches

As a former math teacher with 23 years in the classroom, I have seen too many children struggle because of hunger.

Prior to coming to Brooklyn in 2016, Steve was a longtime faculty member at Hawthorne Valley Waldorf School; during his 26 years there, he served as a class and high school teacher, middle school math and arts teacher, and Council of Teachers chairperson.

Dawn combined her years of working with children as a math teacher, her strong desire to bring happiness to families, and her love of spreading the love into a Family Happiness Coaching business that helps her fulfill her true purpose on a daily basis.

Cuomo and SUNY Chancellor Nancy Zimpher rolled out a four - year, «master teacher» $ 60,000 stipend to high - performing science and math teachers willing to serve as mentors and coaches.

But Gov. Andrew Cuomo, along with SUNY Chancellor Nancy Zimpher, want to up the ante, and on Monday they rolled out a four - year, $ 60,000 stipend to high - performing science and math teachers willing to serve as mentors and coaches.

Haubold arrived at Riley 5 years ago as a math teacher after graduating from Indiana University in Bloomington.

In his third year as a teacher, he passed another subject - area test, which qualified him to teach math.

Excited about the potential of Pinterest as a way to help share, highlight, and curate science, technology, engineering, and math education content, Science Buddies has been pinning project ideas, blog posts, and updated student, teacher, and parent resources at Pinterest for more than a year.

Researchers have found that replacements for low - rated teachers have produced four or five months» worth of additional student learning in math and nearly as much in reading over three school years.

EDF Energy is proud to be an «award category» sponsor of the TES Schools Awards 2018 for Maths teacher or team of the Year, as part of our company commitment to inspire the next generation http://www.tesawards.co.uk/.

Mollie Mallin, an eight - year veteran who teaches math, science, and religion to fourth and fifth graders, said, «The first two or three years — as teachers — we noticed the biggest change.»

Hegarty, 34, became a teacher six years ago following a career as an accountant and has created over 1,000 online videos to help explain maths to secondary school pupils.

Thinking Maths, a professional learning program that supports Year 7 and Year 8 teachers in the deep learning of mathematical content as outlined in the Australian Curriculum Mathematics.

For eight years, Kamras has worked as a 7th and 8th grade math teacher at the John Philip Sousa Middle School in Washington D.C..

Two years later, however, he left for the suburbs, partly because he was fed up with a system that considered every math teacher with a license the same as every other teacher, no matter how much talent they brought to the classroom, and that never fully compensated him for his many years of high - level teaching experience.

Just as Bill made the State of the Union an occasion to make a compelling plea for school uniforms, so Barack is pleading for 100,000 more — not better — math and science teachers to replace the ones that are retiring over the next ten years.

I spent two wonderful years as a public school math teacher and then unexpectedly got the job of a lifetime — working for the federal government as part of the War on Poverty.

Described by her colleagues as an «amazing maths and science teacher,» Shelly has been employed by Education Queensland for 18 years, teaching across Years 8 tyears, teaching across Years 8 tYears 8 to 12.

Your education experience: 15 years as a classroom teacher (including four years as math department chairperson), nine years as an assistant principal, and six years as principal.

For the past eight years, Kamras has worked at Sousa as a social studies and math teacher, coming in early and staying late to maximize learning opportunities for his students.

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.

During a visit to Ontario several years ago, one of the authors asked a young math teacher if becoming a teacher in Canada was really as difficult as policy makers made it out to be.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

We have the potential, here, to solve two problems at once: the reputation of our subject as elitist and boring (by portraying a wider range of activities in maths) and the shortage of good maths teachers (by encouraging a stronger pipeline of diverse mathematicians at every level from early years to teacher training and beyond).

Here are the 4 steps that you will do: - print worksheets - Teacher input using SMART Notebook - Children complete worksheet in their maths books - Mark work together as a class ** Please note that these resources are made to provide teachers material to teach the statutory requirements set out in the Year 5 Programme of Study for Mathematics in the renewed 2014 National Curriculum Framework.

Each year math educators from across the state nominate an educator with a minimum of 20 years involved in mathematics education, who has made extraordinary contributions to the advancement of math education and has a distinguished record as a math teacher in the state.

Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not show any significant gains on much more important measures, such as early math learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to learn, or social competencies, including the ability to interact with peers and teachers.

Given the same initial effectiveness as a traditionally certified teacher, an uncertified third - year teacher's students would score 3 percent of a standard deviation higher, on average, in math.

Given the same initial effectiveness as a traditionally certified teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on average in math and reading.

We know that mentors provide new teachers with much - needed support and guidance in their crucial first years, but there's a strong pass - through effect as well: Students of mentored teachers gained the equivalent of 3 to 3.5 months of additional learning in reading and math over the course of a year, a new study found.

As a seventh - and eighth - grade math teacher in a K — 8 charter school in Massachusetts, he points to several factors that he believes contribute to the success of his school, including ongoing communication and collaboration among staff of all grade levels, as well as the development of a curriculum that «ramps up» each year, preventing gaps or holes in nine consistent years of academic preparatioAs a seventh - and eighth - grade math teacher in a K — 8 charter school in Massachusetts, he points to several factors that he believes contribute to the success of his school, including ongoing communication and collaboration among staff of all grade levels, as well as the development of a curriculum that «ramps up» each year, preventing gaps or holes in nine consistent years of academic preparatioas well as the development of a curriculum that «ramps up» each year, preventing gaps or holes in nine consistent years of academic preparatioas the development of a curriculum that «ramps up» each year, preventing gaps or holes in nine consistent years of academic preparation.

Spurred by a team of three biology, math, and humanities teachers at High Tech High, a public charter school in San Diego, these diverse students — of widely mixed academic levels and socioeconomic backgrounds — created the book as the central project of their junior year.

First - and second - year Teach For America teachers recruited and trained during the grant were as effective as other teachers in the same high - poverty schools in teaching both reading and math.

«Jon Star is a top - flight researcher and scholar in math education, and his work, informed by his years as a classroom teacher, has had significant impact on teaching practice and curriculum design,» said Ryan.

He spent nine years teaching math as a founding teacher of the New York Harbor School, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going students.

John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.

The Times analysis relied on a statistical approach known as «value - added,» which estimates the effectiveness of teachers by crediting them for the gains students make over their performance in previous years on standardized tests in math and English.

Prior to leadership, Jessica spent four years in the classroom as a fifth - grade math teacher and a founding kindergarten teacher on Chicago's West and South sides.

These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value - added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001 - 2002 through 2008 - 2009.

She started her career as a teacher in Durham, North Carolina, where, by her third year teaching, her students achieved the highest math scores at her school.

Giving teachers both the lesson plans and support had a positive, significant effect on students» end - of - year math test scores, according to the study, which was published as a working paper by the National Bureau of Economic Research.

A teacher does not declare that next year the school will be using this curriculum as their math series.

Many veteran engineers interested in becoming math teachers - and math teachers are desperately needed - will likely blanch at the prospect of receiving the same pay as a 22 - year - old just out of school.

The Institute of Education Sciences (IES) published «Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders,» as well as first - year findings of an ongoing study of professional development for middle - school math teachers.

Similarly, the fifth - grade teacher whose students demonstrated the most significant growth (as measured by our curriculum - embedded and interim math assessments) is a twenty - five - year veteran.

We found that after middle school and high school teachers worked with ASMP mentors for just one year, their students from diverse backgrounds make statistically significant gains in math compared with students taught by «business - as - usual» teachers.