Not exact matches
While each appeals to a different sort of person, they all tap into basic human
needs and desires, so a new world religion would have a harmonious
blend of them all: the euphoria and sensual trappings of a sacred party, the sympathy and soothing balms of therapy, the mysteries and revelations of an eternal journey and the nurturing, didactic atmosphere of a
school.
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high -
need, predominantly rural community; Cornerstone Charter
Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci
Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which will integrate
blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing
schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring;
Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public
Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which aims to build off its experiments in
blended - learning models to launch a competency - based
school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.
First, she suggested that
schools need to ensure that teachers, students, parents, and administrators all have a shared vision for why
blended learning would be good for their students before getting into the «what» and «how» of a program.
Julia: For
school leaders looking to transition their
school to nontraditional instructional models like
blended learning, what do you view as the key leadership skills they
need to successfully steer their
school in a new direction?
At both
schools — one in our city and one in Los Angeles — educators saw
blended learning as a way to custom - tailor the
school experience for urban students whose backgrounds and learning
needs varied widely.
Zoning flexibility for
schools with non-traditional approaches (like small - group instruction or one - to - one
blended learning models) would make it easier for innovative
schools to find space that fits their
needs, such as using office occupancy standards instead of the usual
school standards for rezoning.
Driven by changes already happening at the higher education levels and the
need to prepare students for the 21st century workplace,
blended learning provides the
school with a variety of ways to address student
needs, differentiate instruction, and provide teachers with data for instructional decision - making.
The goal of
blended learning is to enhance student learning, but, like other
schools, the Alliance network also
needed to save money.
Funders may
need to be more deliberate by creating a robust entity that has the sole job of coordinating across the entire geographic cluster to make sure that system leaders, principals and other
school leaders,
blended learning directors, teachers, and education technology companies have frequent opportunities to network and spend time with each other learning and building in a deliberate way on each other's successes and setbacks.
Completely «virtual» out - of -
school education will have limited appeal — eight - year - olds still
need an adult nearby, plus other kids — but there's vast potential in «
blended» learning under the
school roof.
Not to mention, not all
schools are
blended and states
need an accurate measure of what is happening across all of their
schools, not only those invested in digital learning.
Educators then
need to adopt processes — such as discovery - driven innovation — for testing, iterating, and refining their
blended - learning models in low - cost, low - stakes ways before taking them to scale across a
school or district.
To help
school districts implement
blended learning, we
need to amplify the stories of places that are doing it right — and push districts to get more rigorous.
As Matthew Peskay, the chief of innovation and technology of KIPP LA
Schools — which is pursuing a bold
blended - learning model across the network — explained, «You
need to be able to fund whatever your plan is without E-Rate funding.»
We believe that, particularly in light of the growth of online and
blended learning, we are living in an era in which we can feasibly redesign
school around students»
needs and strengths and free up teachers to teach individual and small groups of students more often.
Second, it is investing in instructional approaches that increase student and parental engagement — such as differentiated
school offerings for different student
needs, as well as products and services for
blended - learning environments, where the bulk of K — 12 online learning will ultimately be — both for its own full - time managed
schools as well as for districts through its Fuel Education business.
Blended learning, the mix of online learning in brick - and - mortar
schools, can shift how teachers allocate their time by allowing them to actually work with students based on individual students»
needs, rather than simply lecturing to an entire class that may have vastly different levels of understanding.
But it wouldn't shock me if one day we discover that
blended learning models like Rocky Mountain Prep are able to deliver special
needs services more effectively and efficiently than traditional
schools — and with less morale - killing red tape.
Many kids will
need to spend some of their day or their week getting face - to - face therapies, such as speech and language therapy and counseling, in a brick and mortar
school, such as in the
blended learning model at Denver's Rocky Mountain Prep.
Most
schools need products that help with the implementation of standards, that link instruction to assessments, that are grounded in solid and reliable data that enable better decisionmaking, that work seamlessly with other programs to create
blended and personalized learning environments, and that are backed by a reputable company that provides high - quality, ongoing service and support.
Colleges and universities, high
schools, and training and tutoring centers can use the online learning platform to create and deliver self - paced, live online or
blended courses — without the
need for third - party plug - ins or added costs to support advanced features and support any number of students with a flexible, SaaS - based pricing model.
Charter
schools need the flexibility to move to new facilities if their current buildings are in the wrong place or can't accommodate instructional innovations (for example, new uses of technology, student grouping strategies,
blended learning models).
They argue that to be disruptive,
blended learning
needs to replace the existing teacher - directed orientation of
school with a more student - centered model.
In 2013 when Newark Public
Schools began to roll out blended learning in some of its K - 8 schools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching pr
Schools began to roll out
blended learning in some of its K - 8
schools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching pr
schools, the
school leadership of both Quitman and Chancellor elementary
schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching pr
schools knew that for it to succeed, they
needed to support their teachers and help them shift their teaching practice.
This
need to adapt may make Catholic
schools increasingly open to becoming early adopters of
blended learning in an effort to ensure their future vitality.
The
blended learning world can be bewildering when trying to get started, and
schools either
need to devote sufficient human resources to the task or to identify a partner organization (company, non-profit, university, etc.) to help.
-- April 8, 2015 Planning a High - Poverty
School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States
Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County
Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity C
Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte
schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity C
schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening
blended - learning charter
schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity C
schools — March 20, 2014 Syracuse, N.Y.,
schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity C
schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?
I absolutely agree with Nellie that»
School stakeholders
need to be reeducated on the use of technology for
blended learning, fully online, and the flipped classroom.»
But, ultimately, to really help Catholic
schools,
blended learning
needs to be more than a marketing strategy or a financial fix.
Academic Gains, Double the # of
Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You
Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You
Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — November 16, 2017 Opportunity Culture Tools for Back to
School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering
Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter
School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround
Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture
Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High -
need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within
School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of
School Restarts with New Guide — May 17, 2016 Georgia
Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every
School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter
Schools — April 15, 2016
School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
«Educators such as Rocky Mount Prep
School who are embracing
Blended Learning by implementing a state of the art Learning Lab and programs like DreamBox are giving their students the best possible opportunity to gain the skills they will
need to succeed in the 21st century.»
The lesson to be learned from her experience is that virtual education, to be successful,
needs leaders who can
blend it with brick - and - mortar
schools, unions or not.
Just as there's a lot of information and data out there that talks about students, particularly low - income students coming from low - performing
schools or communities, going to college and struggling because they've been so used to being spoon - fed information and not taking responsibility for their own learning, we
need to use
blended learning to support students being more self - directed and have more ownership of their learning so they're able to more successful in college and career.
Our portfolio includes many types of
schools:
schools designed for personalized learning, using the best of technology and
school design to customize learning to students»
needs;
schools that are «diverse by design,» undoing segregation;
schools that teach marketable math, coding, and STEM skills; and
schools that
blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.
This means that we, in c California, especially for low income, low performing children,
need to bring back individual state testing such as the star test so that
schools and teachers can be checking children for their individual understanding of subject matter and not
blending grades I not a four or five student hodge Podgorica of a group grade on this or that.
In another type of
blended learning option, 7th and 8th grade students manage the technology help desk, providing a
needed service for the
school while applying real world skills.
We have a lot of
blended learning initiatives, and we want to make sure that ALL of our students have access to the tools they
need after
school.
Blended - learning will become the norm, and the
school will design learning to meet the individual
needs of students.
Perform a
needs assessment of each
school within the district and determine whether certain grade levels or students would benefit from piloting the
blended learning program.
This program is designed to help educational leaders identify the supports
needed for their staff, students and community as they begin implementation of
blended learning in their
school or district.
This program is designed for
school librarians who are looking to understand new roles and expanded library services required to meet the
needs of
blended and online learners.
These teacher - leaders work with districts that are starting to implement
blended learning, helping to identify the resources districts
need to be successful and providing funds to help
schools purchase technology.
The
blended learning software the
school uses allows teachers to differentiate instruction to meet the
needs of individual students.
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 p
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 po
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 p
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 po
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 po
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 po
school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all
school po
school policies
• We have 96 % for our Student Satisfaction Survey • We are a
Blended Learning
School, combining the best software with great teaching to meet the
needs of our students • We utilize innovative instructional strategies to improve student growth and instruction for all learners
ABOUT THE PHALEN LEADERSHIP ACADEMIES
SCHOOL MODEL Model: «
Blended learning» model that incorporates traditional classroom instruction with online learning and other techniques designed to meet individual student
needs.
Beyond the one - day workshops, ASCD Professional Learning Services has a variety of online, on - site, and
blended professional development offerings that can be customized and aligned with individual state, district, or
school needs.
An increasing number of
schools are adopting
blended - learning models in which classroom - based teaching is integrated with online learning in order to meet disparate student
needs.
When considering our work with
blended learning in
schools like Bronx Arena, a transfer
school designed to take advantage of computer technology to adapt to student
needs, I have seen how they proceed with their work carefully and thoughtfully.
The ASCD Professional Learning Services offerings are customizable based on the
needs of a district or
school and are available in on - site or
blended solutions.