Bilingual Special Education Assistant https://lnkd.in/gx9975dP
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Check out this great video from OSPI on the power and impact of teacher residencies. This video features two WEA members who were WWU bilingual fellows!
Teacher Residency in Washington State | OSPI
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when we meet with academic advisor, we have tolk about streets, if we want to solve the streets, we need to know where does streets come form so that we can solve its. For example, streets come form academic, friends or less money. if streets come form academic, we can make a time table so that we can use time and wisely. for instance, how many time we will enjoy and how many time we need to study. timetable must suit with yourself. next, if streets can form less money, we can apply scholarships, if we success apply scholarships, we can stop PTPTN. We also had tolk about the skills presentation, if we want to do best, we need dress formal so that can attract people to listening our presentation. After we all graduate, we can find the job about the financial such as manager, account and so on.
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New International schools in the region are expected to increase sharply even as availability of teachers from native English-speaking countries is expected to drop. #teacherrecruitment #teachershortage #k12education #educationmiddleeast #educationnews
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Initial Teacher Education (ITE) in South Africa currently experiences three major problems in delivering high quality teachers capable of effective teaching. First, an adequate supply of teachers for the schooling system Second, the poor quality of its programmes which, it is feared, results in the majority of newly qualified teachers Thirdly, the generally poor quality of distance education and the large part it plays in the total provision of new teachers, some 40 per cent. See the international literature review on alternative ITE pathways: https://buff.ly/35UpLbc
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Today’s news release looks at educational personnel working in institutions providing formal education courses with aminimum duration of one semester of full-time study (or the equivalent in part-time) and that are delivered in Malta. The below are the salient points for academic year 2021-2022: • Total personnel in formal education institutions during academic year 2021-2022 totalled 19,561, increasing by 5.2% when compared to the previous academic year. • Teaching staff in state, church and private schools amounted to 10,229. • The largest share of teaching staff were females, at 66.1%. • Teaching staff in state-run institutions corresponded to 72.0% of the total teaching staff. More information from: https://bit.ly/3tI7Fup
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“The CHE, the Quality Council responsible for higher education in South Africa, mandated by the Higher Education Act 101 of 1997, as amended, has … taken the initiative to develop … [a] Good Practice Guide on Student Engagement in Quality Assurance and Promotion in Higher Education [‘the Guide’] to help institutions capitate students to play a meaningful role in quality assurance and promotion processes in their respective institutions. The Guide takes cognisance of the fact that the higher education sector is a diverse sector consisting of both public and private institutions offering contact and distance learning to full-time and part-time students, and hence the need for a differentiated approach in the implementation of the principles and good practices suggested in this Guide. The Guide is non-prescriptive. Institutions are therefore free to adopt the principles and good practices suited to their context and circumstances prevailing in their institutions” (page 8 of the Guide).
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Yesterday, the House Committee on Appropriations voted to approve the FY25 Labor, Health and Human Services, Education bill. Overall, the bill would slash approximately $11.1 billion from the Department of Education’s budget, eliminating 17 programs. Cuts to language & international education programs include: 🔴Title III English Language Acquisition: ELIMINATED 🔴Title II-A Effective Instruction: ELIMINATED 🔴Title VI International Programs: $4.133M CUT The largest K-12 cuts in the House’s FY25 Labor HHS Education bill come from cutting $3.78 billion from Title I, Part A; eliminating entirely the $2.19 billion Title II-A, the Supporting Effective Instruction State Grants program; and deleting the $890 million Title III, English Language acquisition program. Some of these cuts come from the Committee's stated concerns that school districts are using these Federal funds to train teachers in "divisive ideologies.” Beyond these cuts, other key language education bills fared better than expected. Title IV-A (+$10 million), Indian Education (+$7 million) and Native American Language Resource Centers (+$100,000) actually received small increases. The Native Hawaiian Education and Alaska Native Education programs received flat funding. Read more & take action to support restored funding for these important education programs 👇 https://lnkd.in/gc35zM7q
House Appropriations Committee Approves Major Cuts to FY25 Education Funding
languagepolicy.org
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My strong communication skills are the result of my public education.
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A profession in crisis? Teachers’ responses to England’s high-stakes accountability reforms in secondary education Teachers' responses to reforms to English secondary education. Evidence that supports a ‘profession in crisis’ narrative.
A profession in crisis? Teachers’ responses to England’s high-stakes accountability reforms in secondary education
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The "State of English Learners in California Schools" report sheds light on the progress and ongoing challenges in supporting multilingual students. Key Insights: 📈 Improved Graduation Rates: Nearly three in four English learners (73%) graduated from high school in 2022-23, up from 68% in 2017-18. ⚠️ Challenges Remain: Despite this improvement, there is a significant gap compared to non-EL students, who have an 89% graduation rate. 📚 A-G Requirements: Graduation rates alone can be misleading. Some districts with high graduation rates have low proportions of students meeting A-G requirements necessary for UC and CSU admissions. The data highlights the need for a deeper focus on ensuring that English learners not only graduate but are also prepared for college-level coursework. 📲 Interested in learning how our curriculum can support your students? Contact us to learn more!
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