A Quote by Cathy McMorris Rodgers

We need to tap the resource of current and retiring science and math professionals that have both content mastery and the practical experience to serve as effective teachers.
We need to do everything we can to ensure every single child has an effective teacher every day, which means we need to identify who are the most highly effective teachers, and we should recognize and reward them for the incredible professionals that they are.
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
President Obama said he plans on training 10,000 new math and science teachers. How about teaching math to that economic team of his?
Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.
We need more math classes, we need more science. It's the art of math and the art of science that creates all the innovation, and we have a tradition of great arts, great music.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
Statistics is the most important science in the whole world: for upon it depends the practical application of every other science and of every art: the one science essential to all political and social administration, all education, all organization based on experience, for it only gives results of our experience.
There is an outdated belief that girls are not as good at science and math subjects as boys. But according to the report 'Generation STEM,' high school girls earn more math and science credits than boys do, and their GPAs, aggregated across math and science classes, are higher than boys'.
Teachers need to be paid like professionals.
We need to know math to be a good scientist, but math is a language, and we need to learn the language because that's the language of science.
Science is the exploration of the experience of nature without psychedelics. And I propose, therefore, to expand that enterprise and say that we need a science beyond science. We need a science which plays with a full deck.
Teachers need time to engage with colleagues - whether shadowing, mentoring, co-teaching or conferring. They need a voice in school decisions and to be trusted as professionals.
We're talking about people who've already got 3-4, if not 5-6 years' experience or more, and it's about trying to help professionals develop, using us as a resource for that development.
Science will stagnate if it is made to serve practical goals.
We are often raised as dependents then given over to teachers. It's experience and exploration that can transform us and lead to mastery.
The science of constructing a commonwealth, or renovating it, or reforming it, is, like every other experimental science, not to be taught a priori. Nor is it a short experience that can instruct us in that practical science, because the real effects of moral causes are not always immediate.
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