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However, teachers do not always have the time, resources, and proper training needed to really help students develop sustainable coping skills. In some cases, administrators are afraid they might be criticized for bringing in new solutions or fear they cannot supplement enough training for the staff.
As principals do classroom walkthroughs, they look for specific instruction based in the curriculum, rather than an academicstandard dutifully written on the chalkboard but ignored. This is a lot to ask of teachers, and it seems strange to allow the quality of instructionalmaterials to depend on a teacher’s Google-fu.
Research has shown that a majority of the educators who teach English-language learners (ELLs) are creating their own instructionalmaterials — often with little oversight — that don’t necessarily match the student’s grade level or the rigor required by state academicstandards.
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