Sentences with phrase «becoming district manager»
As well as becoming a District Manager in the near future.
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«Becoming District Manager in Southern California is the culmination of taking on challenges and volunteering for new opportunities.
Prior to joining Pure, Joe worked for several years with one of the nation's largest financial planning firms, where he was a financial advisor before becoming a district manager and then Vice President.
«I was able to turnaround a few restaurants and have success, so I eventually became a district manager.»
«I started on the ground floor and began opening theatres, managing my own location and ultimately became a district manager,» Curry remembers.
the other manager on the call with me later became a district manager, and at one point instructed me to tell two of my employees (both of whom happened to be black females) to stop straightening their hair.
After only two years, he went on to become District Manager in midtown Manhattan, then Director of Operations New York, NY, Vice President of Operations, Starbucks Australia, and CEO, Managing Director of Starbucks Switzerland and Austria.
Not exact matches
«People «s tastes have become more sophisticated, «explained Lori Weiss, Elk Grove Park District «s marketing / sales manager.
Morenzi was the district office manager for Upper East Side Assemblyman Pete Grannis from 1981 to 2007, and became special assistant to Grannis when the assemblyman was appointed commissioner of the state Department of Environmental Conservation in 2007.
But rather than having district leaders make those cuts from the top, adjusting to current enrollment becomes the responsibility of each school and program manager.
The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.
School missions get diluted by repeated rounds of school reform; academics get crowded out by new policy goals; principals become middle - managers carrying out the programs chosen by district administrators; and teachers become «labor,» fulfilling contractual obligations instead of doing whatever is necessary to succeed.
Students can't improve or become managers of their own learning without constant, real - time assessment and feedback, referred to in PBL instruction as assessment for learning, as opposed to assessment for school, district, or classroom accountability.
In response, the district created a new position — the «school administration manager,» or SAM — to deal with non-learning issues so that principals could instead spend their time on tasks like increasing rigor, teaching sample lessons and coaching teachers to become better educators.
The Interdisciplinary Master of Arts (MA) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational programs and services at both the school building and school district levels of impact.
degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact.
The Family and Community Engagement (FACE) Managers provide parents and community stakeholders District and Network updates in order to empower them to become leaders within their schools and community as well as to provide tools to support student achievement.
«As more programs are being taken up in schools and districts, there becomes this greater demand to assess them, to see if they're working, to see if students are, in fact, learning the skills that are being taught,» said Lindsay Read, manager of research at the Collaborative for Academic, Social and Emotional Learning, or CASEL.
Presenters include Christopher P. Chatmon, executive director of the Office of African American Male Achievement at Oakland Unified School District; David Yusem, program manager for Restorative Justice at Oakland Unified School District; A.J. Watson, Becoming a Man (BAM) director at Chicago - based Youth Guidance; and Kathryn Rice, community school coordinator at Hancock College Preparatory High School in Chicago.
Prior to becoming CETPA's Executive Director, Andrea served as a director at two of California's largest school districts; the East Side Union High School District and Oakland Unified.In total, she has 26 years of experience within K - 12 education, including service as a programmer and database manager.
Leadership also counts on store and district managers to become part of the fabric of their communities by participating in local events and creating in - store events.
She's a natural, she was a natural, salesperson and she managed those Avon ladies so that she became the best district manager in the country.
Developed many entry - level associates to leadership positions and quickly became one of the primary trainers of new store managers across the district.
Hamilton ‑ Burlington and District Real Estate Board (HBDREB) Realtors have become first in Canada to have wireless MLS access, thanks to the efforts of people such as (left to right): Ross Godsoe, executive officer and Ken Hajas, president of HBDREB; C.B. Ross, corporate sales executive and Steve Roberts, general manager, Rogers AT&T Wireless; Nikos Katinakis, chief technology officer and Roman Rockliffe, director, e ‑ business, Ericsson Canada
He eventually became a district and regional manager in the organization's Central Florida region before being named in 2004 as president and chief operating officer of NRT's Coldwell Banker Residential Real Estate in Florida.