Sentences with phrase «as school boards develop»

Not exact matches

Throughout his career, he's developed deep ties with China, serving as a board member at both China Unicom, and Industrial and Commercial Bank of China, and has taught at the Tsinghua University School of Economics and Management in Beijing.

¬ ∂ Twenty years ago lacrosse — in shorthand, lax — existed as a niche sport, popular in and around Baltimore and parts of New York State and New England, with most of the top players developed on boarding school campuses.

As schools adjust to the needs of the concussed student, we are happy to help educate school board members about the various considerations surrounding this important topic and offer our services as Athletic Trainers as resources to developing the appropriate protocol,» says NYSATA President - Elect Aimee Brunelle, MS, ATC, EMT and co-presenter of the NYSATA sessioAs schools adjust to the needs of the concussed student, we are happy to help educate school board members about the various considerations surrounding this important topic and offer our services as Athletic Trainers as resources to developing the appropriate protocol,» says NYSATA President - Elect Aimee Brunelle, MS, ATC, EMT and co-presenter of the NYSATA sessioas Athletic Trainers as resources to developing the appropriate protocol,» says NYSATA President - Elect Aimee Brunelle, MS, ATC, EMT and co-presenter of the NYSATA sessioas resources to developing the appropriate protocol,» says NYSATA President - Elect Aimee Brunelle, MS, ATC, EMT and co-presenter of the NYSATA session.

The Permanent Secretary, Oyo State Universal Basic Education Board, Mr. Yinka Osuntogun, commended the National Commission for Nomadic Education (NCNE) for their sustained support for the implementation of various programmes under the scheme over the years, such as the Interactive Radio Instruction (I.R.I.) which, according to him, had tremendously developed Training and Learning situation in our Nomadic and Migrant Farmers Primary Schools.

[BOX 8] Committee on Science in Secondary Schools - Education Council Study, 1963 Council Study / Committee on Natural Areas as Research Facilities, 1962 - 1977 AAAS Meetings, 1965 - 1977 Graduate Science Education and Standards, 1960 - 1963 Administrative of Science Work, 1960 - 1963 Ethics and Responsibilities of Scientists files I, 1966 - 1975 Ethics and Responsibilities of Scientists files II, 1965 - 1966 Production of PhDs in the Sciences, 1965 - 1966 Natural Areas as Research Facilities (book) Council Study / Committee on Research in Small Colleges, 1960 - 1964 Population Explosion and Birth Control, 1965 - 1968 AAAS Cooperation with Developing Countries, 1965 - 1967 International Scientific Communication, 1960 - 1962 Air Conservation Commission, 1962 - 1964 Race (proposed Commission on), 1962 - 1963 Committee on Environmental Alterations (Ad Hoc - DuBos), 1967 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): I, 1968 - 1976 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): II, 1968 - 1976 Herbicides Files: Vietnam (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) I, 1965 - 1969 Herbicides Files: (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) II, 1967 - 1968 Herbicide Assessment Commission (older), 1969 - 1970 Herbicide Assessment Commission (See also: Herbicides - Vietnam; See also: Committee on Environmental Alterations), 1970 - 1979 Committee on Cooperation Among Scientists, 1959 - 1957 Committee on Fallout, 1955 Cooperative Committee on the Teaching of Science and Mathematics Files: I, 1964 - 1970 Cooperative Committee on the Teaching of Science and Mathematics Files: II, 1951 - 1963 Evaluation of Scientific Merit, Committee on, 1950 - 1952 Membership Development Committee, 1954 - 1957 Metric Education, Ad Hoc Committee on, 1974 - 1975 Metric Committee, 1957 - 1958

As they begin to develop an adult sense of ethics, Amanda and Lily face off like opposing reflections of a privileged upbringing; as a primped - to - the - nines boarding school brat who looks like she uses «vacation» as a verb, Taylor - Joy's Lily stands practically glinting opposite the bedraggled AmandAs they begin to develop an adult sense of ethics, Amanda and Lily face off like opposing reflections of a privileged upbringing; as a primped - to - the - nines boarding school brat who looks like she uses «vacation» as a verb, Taylor - Joy's Lily stands practically glinting opposite the bedraggled Amandas a primped - to - the - nines boarding school brat who looks like she uses «vacation» as a verb, Taylor - Joy's Lily stands practically glinting opposite the bedraggled Amandas a verb, Taylor - Joy's Lily stands practically glinting opposite the bedraggled Amanda.

New York — Practicing educators praised the College Board, at its annual meeting here last week, for providing a sensible approach to educational reform, and they challenged the organization to continue pressing for a high - school curriculum that develops students» competencies as well as their knowledge of specific subjects.

Recognize that DPS is at risk for financial collapse and develop a plan to replace DPS with a community «portfolio manager» board and superintendent who will see their role as overseeing a citywide system of high - quality schools rather than operating schools directly.

To develop and run the OneApp, the RSD contracted with the Institute for Innovation in Public School Choice (IIPSC), an organization for which Roth has served as an adviser and board member.

Training, strategic planning and board recruitment programs may be developed for schools as needed.

Dave now serves as Senior Policy Analyst with the Cowen Institute for Public Education Initiatives at Tulane University, and is currently developing a broad engagement strategy that outlines communication and staffing needs to better connect with school board members at the local and state level.

These youth are making their voices heard as Los Angeles Unified School Board leaders work to develop local budget priorities.

As part of the Learning First Alliance Get it Right grant, NASSP, in collaboration with American School Counselor Association (ASCA), National Association of Elementary School Principals (NAESP), and the National School Boards Association (NSBA), has developed three college and career readiness resources for principals, teachers, and counselors to utilizes as they build a college and career culture in their schoolAs part of the Learning First Alliance Get it Right grant, NASSP, in collaboration with American School Counselor Association (ASCA), National Association of Elementary School Principals (NAESP), and the National School Boards Association (NSBA), has developed three college and career readiness resources for principals, teachers, and counselors to utilizes as they build a college and career culture in their schoolas they build a college and career culture in their schools.

The proposal to create an «achievement school district» that wrests control of low - performing schools away from local school boards and into the hands of charter operators is being developed behind closed doors as the legislative session marches on, with numerous lawmakers and advocates working in tandem on successive drafts of the legislation.

As Academies began to develop, he served on the initial Board of Directors for the Apex High School Academy of Information Technology (AOIT).

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poSchool teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool policies

Some standards, which would be developed by the Superintendent of Public Instruction and the State Board of Education, may include collective academic performance of a charter school, progress in the API yearly growth, as well as comparing individual pupils in similar demographics.

Ford, as a school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student needs.

Fellow board member Peter Sobol said though the law was billed as providing budget relief for school districts and local government, it could end up being harder on budgets as districts develop compensation models that combine their desire to reward good teachers and the need to keep them.

The Innovation Challenge was developed to educate board members about the possibilities of real world problem - solving, and to help conference attendees understand that learning outside the walls of a classroom can be equally as effective as learning inside a school building.

These schools were allowed to grow as state leaders and the Arizona State Board for Charter Schools developed strict accountability meschools were allowed to grow as state leaders and the Arizona State Board for Charter Schools developed strict accountability meSchools developed strict accountability measures.

In Virginia, local school divisions and school boards are responsible for developing the educational and architectural program specifications as well as determining the number and type of classroom spaces needed for a school construction project.

As a result, the Code of Virginia § 22.1 — 200.03 required the Board of Education to develop and approve objectives for economics education and financial literacy to be required of all students at the middle and high school levels to «further the development of knowledge, skills, and attitudes needed for responsible citizenship in a constitutional democracy.»

In a guest editorial in Educational Leadership 20 years ago (April 1989), Art Costa suggested five approaches to «reassessing assessment»: (1) reestablish the school as the locus of accountability; (2) expand the range and variety of the assessment techniques used; (3) systematize this variety of assessment procedures by developing schoolwide plans for collection and use of information; (4) reeducate legislators, parents, board members, and the community to help them understand that standardized test scores are inadequate indicators of the quality of schools, teachers, and students; and (5) remind ourselves that the purpose of evaluation is to enable students to evaluate themselves.

Leading for Equity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potenBoard Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteSchool Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteBoards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteschool boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteboards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potenboard members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potential.

Chicago's evaluation system, developed in the 1970s, is based on «a checklist of subjective, surface level details such as references to clothing, administrative tasks, and bulletin boards,» the Chicago Public Schools said in a press release earlier this year.

It also requires that CPS «develop policies to remedy academic deficiencies in schools where students are testing «at or below 75 %» standards on state assessments, and to include in those policies clear criteria for board actions relating to school facility interventions such as closures.»

Schools, and the children and young people within them, aren't the only ones to benefit as serving governors are afforded numerous CPD opportunities, such as developing board level and leadership skills.

The relationship with FIS has also guided school board members in developing policies that embrace parents as genuine partners in support of student achievement.

After events involving a six - year - old student who identifies as the opposite gender, a Cumberland County school board member says he hopes to develop a policy on how to accommodate transgender and gender nonconforming students.

Canadian School Boards Association in its priorities for 2011 — 12 identifies the integration of emerging technologies into teaching and learning in Canadian classrooms, the creation of policy to promote classroom and community / industry connections, sustainability and partnerships and the promotion of research - based practices in Canadian classrooms that develop 21st century learning skills in areas such as literacy, communication, collaboration, critical - thinking and problem solving.

• Florence Nightingale Middle School BET magnet, which will use a $ 65,000 grant to offer funding for high - performing L.A. Unified teachers to develop unique programs and innovative practices that will improve student academic achievement, as well as opportunities to pursue National Board Certification.

In 15 years of elementary school teaching, Tim earned and renewed National Board Certification as a Middle Childhood Generalist, held multiple leadership positions in the National Council of Teachers of Mathematics, and developed scholarship focused on mathematics teaching practice through the Center for Proficiency in Teaching Mathematics at U-M and the Carnegie Foundation.

Florence Nightingale Middle School BET magnet, which will offer funding for high - performing teachers to develop unique programs and innovative practices that will improve student academic achievement, as well as opportunities to pursue National Board Certification.

• Leading a failing Alternative Provision academy out of special measures in two terms • Coaching senior leaders to ensure rapid improvement in their schools • Developing outstanding Safeguarding practice as a member of a inner city Children's Safeguarding Board • Leading a five - year, # 28 million whole school re-building programme.

A mini-firestorm has developed surrounding the issue of whether Connecticut's Commissioner of Education, Stefan Pryor, should recuse himself from any Department of Education decisions about Achievement First, the charter school management company, that he helped form and where he has served as a member of its board of directors from its inception in 2003 to 2011 when he resigned immediately prior to being named Education Commissioner.

As part of the strategic plan developed by MASB, the board of directors included a strategy that would inform all board members of the researched - based characteristics that contribute to high - performing schools.

As a result of Superintendent Scarice's leadership, the democratically elected members of the Madison School board, with the participation of teachers, parents and the community, developed a model teacher evaluation system that did not include the use of standardized tests scores.

The assessment governing board has also released an analysis of charter school attendance and achievement, and it is planning as many as a dozen reports intended to «develop a portrait of American education.»

«Whether you are serving as a classroom teacher, site administrator, district leader, school board member, or parent, this idea of trusting the learner can have powerful implications in developing higher - order thinking in a classroom.»

Under Bush, David Kearns, the former chair of the Xerox Corporation, was hired by then Secretary of Education Lamar Alexander to develop national academic standards, and during the Clinton administration, corporate executives endorsed the creation of a National Skills Standards Board as part of the Goals 2000 legislation, and similarly supported the School - to - Work Opportunities Act.8

He began working with public chartering in the 1990s and consulted on developing Twin Cities Academy and Avalon School; he has worked as a consultant and board member for EdVisions since 2001.

School board members from every education service center region in the state participated in the TASB Legislative Advisory Council (LAC) April 7 in San Antonio, as the LAC started developing statewide priorities to direct TASB's advocacy efforts.

By the early 1800's these school committees — as school boards are still called in Massachusetts — had developed into continuing bodies which were separate from the rest of the town's government.

The NAACP board called for current charter schools to have «the same accountability as public schools and develop a funding stream that does not hurt other schools.»

And if as if that wasn't enough, Perry and his eight fellow Capital Prep Magnet School employees must still face the issue of how there were able to spend the last two years working to develop Perry's charter school company when, in fact, they were employed as full - time employees of the Hartford Board of EducSchool employees must still face the issue of how there were able to spend the last two years working to develop Perry's charter school company when, in fact, they were employed as full - time employees of the Hartford Board of Educschool company when, in fact, they were employed as full - time employees of the Hartford Board of Education.

• Past President and current member of the Connecticut Animal Control Association • Member of the National Coalition developing response plans for FEMA in the event of national disasters (she does not work for FEMA) • Consultant on the Compendium of Animal Rabies Prevention and Control Committee (she is the only lay person on the panel) • Evaluator for Animal Control Departments throughout the United States, ensuring compliance with National Standards • Board of Directors of the New England Animal Control / Humane Academy in New Hampshire currently serving as Assistant Director & Instructor • National Task Force for Animal Hoarding • New England and State of Connecticut Task Force for Animal Fighting • Member of the New England Stock Dog Association • Member of Curriculum Advisory Committee, University of New Hampshire, Thompson School of Applied Science Teaching Experience: • Cruelty Investigation Instructor for Police Officers and Animal Control Officers • Certified as an Instructor to teach at the FBI and Police Academy • Teaches Cruelty Investigation, Criminal Law and First Aid to Police, Animal Control and Humane Officers at the University of New Hampshire • National and Connecticut Animal Control Association • Numerous Kennel Clubs and Schools Author — National Animal Control Association Training Guide — Disaster Planning American Kennel Club • Certified Canine Good Citizen (CGC) evaluator • Completed Obedience requirements for becoming an AKC Obedience Judge.

Developed youth leadership programming; cultivated partnerships with regional non-profits, businesses, and other governmental agencies; planned large and small - scale special events; wrote departmental grants and supervised mini-grant process for NC Youth Advisory Council; prepared and managed budgets; recruited and supervised volunteers; served as youth advocate to local and state agencies, boards, and schools; conducted meetings; prepared reports, newsletters, correspondence, and other materials.

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

The Education Legislation Amendment Act 2008 maintains commitments to initiatives such as the Sporting Chance program, as well as supporting the expansion of intensive literacy and numeracy programs for Indigenous students, professional development support to assist teachers to develop Individual Learning Plans for their Indigenous students, an additional 200 teachers in the Northern Territory and the provision of three new boarding college facilities for Indigenous secondary school students in the Northern Territory.