Sentences with phrase «after teaching in the classroom»

After teaching in the classroom for over 15 years this transition to working with parents and families was a natural one for her.

After teaching in a classroom, I went back to giving private lessons.

After teaching in the classroom, Kelsey worked for Teach for America (Greater New Orleans) as a Manager of Teacher Leadership Development (MTLD).

Not exact matches

I recall sitting in a classroom in a huge Southern Baptist seminary a quarter of a century ago, hearing my own favorite Professor John Doe explain all Mullinsism as being not only Southern Baptist but also «conservative [Wilhelm] Hermannian» (after a German theologian we had been taught to call an «I - theologian» more than a «God - theologian»).

This gives your child a well - rounded experience they can not get in an institutionalised classroom in which 20 or 30 kids have to be looked after and taught at the same time.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

After a long career in the classroom, Francis Gilbert believes constant training is essential for anyone who wants to teach

We also need to acknowledge that teaching is one of the toughest jobs around, and that it's not fair to our kids to allow ineffective teachers to stay in the classroom year after year.

After many years of teaching yoga to hundreds of teens in the classroom, she currently serves as Executive Director, oversees all aspects of the organization and ensures excellence in the organization's operations and program.

It stars French - Algerian comedian Mohamed Fellag in a decidedly non-comedic role, as Bashir Lazhar, an Algerian immigrant who takes over teaching duties in a Montreal elementary school after the previous much - beloved teacher hangs herself in the classroom.

After being kicked out of her school, for basically being too much for them to handle, she's sent to a special needs school called Each One Teach One and put in Ms. Blue Rain's [Paula Patton] classroom in an effort to educate herself and try to catch up with the rest of the world and help lift herself out of this situation she's currently living.

«To enter the classroom after routines and expectations have been established in September is to end up with a complete misunderstanding of the teaching process.

Alice Capson, M.A.T.» 72, of Overland Park, Kan., who retired from teaching in 2010 after 28 years in the classroom, recalls her first years, with teachers like herself having independence in her classroom, in which she covered a course's topics at her pace and in the order she saw fit.

Focusing on the start of the teacher pipeline, i.e., on those who report applying for a teaching job or teachers who begin classroom positions in the year immediately after receiving an undergraduate degree, we find that teacher applicants and new teachers in recent years have significantly higher SAT scores than their counterparts in the mid-1990s.

Peggy S. Linton retired this past June after three decades in South Carolina's classrooms, only to realize she would desperately miss her job teaching elementary school pupils to speak Spanish.

I've always had at least one foot in the classroom, at my request, but getting back into the swing of full - time teaching has felt like a bench press after spending years out of the gym.

«That is why we are proposing a new Institute of Advanced Teaching, to match classroom practice more closely with pupils needs, to ensure that teachers keep learning and refining their craft, and that new career paths are identified for teachers who wish to remain in the classroom, which after all is where they make the most difference.»

After receiving her master's in Teaching and Curriculum from the Ed School in 1999, she returned to California to teach high school and, hopefully, to tackle these issues of civic engagement in the classroom.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

I first realized I was letting kids off the hook in my classroom after I watched Atlanta - based educator Ron Clark teach a math lesson.

After all, lining up buckets to catch the rain falling from leaks in the ceiling, or having to teach pupils in temporary classrooms are the last thing that any school wants.

That focus has led to a teach to the test mentality and tactics that have classrooms in five - by - five rows, students sitting up straight, filling out worksheet after worksheet.

In the two schools that had reopened, the Ed School students provided administrative and academic support in a number of areas, including in - classroom support through reading groups, one - on - one tutoring, and substitute teaching; organization and distribution of school uniforms; help to renew the libraries; and organization of after school electives such as Latin dancing, basketball tournaments, soccer games, and chess clubIn the two schools that had reopened, the Ed School students provided administrative and academic support in a number of areas, including in - classroom support through reading groups, one - on - one tutoring, and substitute teaching; organization and distribution of school uniforms; help to renew the libraries; and organization of after school electives such as Latin dancing, basketball tournaments, soccer games, and chess clubin a number of areas, including in - classroom support through reading groups, one - on - one tutoring, and substitute teaching; organization and distribution of school uniforms; help to renew the libraries; and organization of after school electives such as Latin dancing, basketball tournaments, soccer games, and chess clubin - classroom support through reading groups, one - on - one tutoring, and substitute teaching; organization and distribution of school uniforms; help to renew the libraries; and organization of after school electives such as Latin dancing, basketball tournaments, soccer games, and chess clubs.

I retired after teaching for 33 years and continue to develop teaching materials (all free) for use in the classroom.

She started a charter school in the early 1990s, but abruptly resigned from its board — along with other board members — after the school district accused the charter of teaching religion in its classrooms.

Major Initiatives Addressing Diversity After commissioning a report examining diversity in the classroom, Murphy created the Standing Committee on Diversity in 1997, instituted faculty seminars to assist with teaching practices and curricula development, created the Diversity Innovation Fund to support student - initiated ideas, hosted several student retreats, and sponsored schoolwide workshops.

It is presented by Ozzie Tollefson, a teacher and actor who left the classroom five years ago after 15 years in teaching, and took his talents and some special «teaching...

Kelley recently retired from her fourth grade classroom in Westminster, Colorado, after 28 years of teaching, although she still substitute teaches about two days each week.

I think they were afraid I wouldn't be ableto handle the classroom situation,» says LeGates, who retiredlast spring after teaching Latin and French for thirty years atWestminster Senior High School, in Westminster, Maryland.

After teaching classroom vocal music and private piano for seven years, she acquired a Masters degree in Voice and Opera Performance from the University of Maryland, College Park.

After 20 years of classroom teaching, Lena Kanemori of Enchanted Lake Elementary School in Kailua, Hawaii, became a technology coordinator and teacher of the gifted and talented.

This typically happens between ages 55 to 60, or after 30 plus years in the classroom, depending on the plan and when the teacher began teaching.

END OF THE YEAR LETTER TO MY STUDENTS: Dear Students: After 33 1/2 years of teaching at HCS and having had more than 2000 students sit in my social studies classroom over these many years ~ I have decided to retire from teaching at the end of this school year in June.

After I teach for several years, I still plan on pursuing a doctorate in special education to develop interventions for students with learning disabilities in the science classroom.

After earning a Masters Degree in both General and Special Education at Hunter College, where he taught a graduate level course on integrating technology into the special education classroom, Adam became an English teacher at a High School on Long Island for several years.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofTeaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Evidence can come in the form of photographs of students work or wall displays; after all, it's important for OFSTED to walk into a classroom and see that the walls are teaching the students before the lesson has even begun.

NCTQ found that a sizeable portion of the county's turnover took place in two particular low - income voting districts, and that many of the teachers who resigned left after only teaching a few years in the classroom.

After graduation, he plans to return to the classroom, teaching social studies in an urban district secondary school, preferably, he says, in a warmer climate.

In the classroom, rules matter, but as many of us have learned after a few years teaching, relationships matter much more.

Associate Professor Meira Levinson, political philosopher at HGSE, reflects on the challenges of teaching 9/11 in the classroom and how to explain these events as both a mother or teacher to children born after September 12, 2001.

In 2007, after teaching in the school district in Oakland, California, for twelve years, I stepped out of the classroom and into the role of instructional coach at one of its middle schoolIn 2007, after teaching in the school district in Oakland, California, for twelve years, I stepped out of the classroom and into the role of instructional coach at one of its middle schoolin the school district in Oakland, California, for twelve years, I stepped out of the classroom and into the role of instructional coach at one of its middle schoolin Oakland, California, for twelve years, I stepped out of the classroom and into the role of instructional coach at one of its middle schools.

It wasn't until he was getting his doctorate at the Ed School — after West Point, the Army, classroom teaching, years overseeing technology in schools, and two master's degrees — that Adam Seldow, Ed.M.»

After teaching middle school in the general classroom for several years, I accepted a position teaching gifted students.

However a government spokesperson argued: «Teaching has a lower turnover rate than the economy as a whole — 90 per cent of teachers in state schools stay in the profession from one year to the next while the number of teachers returning to the classroom continues to rise year after year.»

Besides doing all that, they teach children to read or to read better, tutor students in mathematics, assist in classrooms or in after school programs, and teach mini-courses.

To explore changes in teaching practice, classroom data from before and after the learning study intervention was collected and analyzed.

In 1994, after three years of teaching elementary school in Houston through Teach for America, the pair decided to apply their classroom experience to a new approach to education — and thus KIPP was borIn 1994, after three years of teaching elementary school in Houston through Teach for America, the pair decided to apply their classroom experience to a new approach to education — and thus KIPP was borin Houston through Teach for America, the pair decided to apply their classroom experience to a new approach to education — and thus KIPP was born.

After teaching in Houston, Feinberg and Levin launched KIPP: Knowledge Is Power Program, a network of charter schools meant to prepare any kid, regardless of prior academics or conduct, for college.Nationwide, there are now 99 KIPP academies, each a partnership among students, teachers, parents, and staff designed to prioritize learning and maximize classroom time.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.