Sentences with phrase «district level team»

Served as an administrator and coach for Fast ForWord, a reading intervention program designed to increase reading comprehension and fluency through auditory processing and as a facilitator of the Crittenton Community School Building Level Team, District Level Team and Local Professional Development Committee.

Not exact matches

For over 40 years the club has produced college soccer athletes at the NCAA Division I, III, III, and NAIA levels along with several Olympic Development Program players (boys and girls) at the District, State, Regional and National team levels, some of whom have played professionally, including an Olympic Gold Medalist.

The Arlington Heights Park District offers competitive swim teams year round for every level of competitive swimmer.

The Glen Ellyn Park District offers competitive soccer at a variety of age levels, along with opportunities to travel to compete against other area teams.

The Chicago Bears threatened Thursday to bolt Soldier Field this autumn unless Chicago Park District officials concede they have failed to provide the level of insurance coverage called for in the team «s stadium lease.

School / School District: This assessment is more appropriate to be completed by a healthy school team or individuals who are working at the whole school or school districDistrict: This assessment is more appropriate to be completed by a healthy school team or individuals who are working at the whole school or school districtdistrict level.

For older gymnasts serious about pursuing gymnastics as a sport and have at least three years of higher level classes (such as sapphire, diamond, jr team, or training outside of the Park District of Highland Park).

She brings a high level of experience to the ground team in Senate District 10.

As part of a large district — 63,000 students in all — Silver Sands administrative support team has many district - level opportunities to develop their skills in customer relations, computer use, and budget management.

Early on, the teachers at Mesquite created their own weekly assessments; now there is a team of teachers at the district level that writes them.

«We were all interested in district - level reforms and thought why not form a team and see how we could do in a high pressure, interesting situation with people who know a lot about urban school districts,» Spears explains.

The district created grade - level teacher teams in each school and hired a coach to provide professional development to teachers.

In a district, progress reports would enable the leader to evaluate the school - level leaders and district team members responsible for implementing changes by tracking the results achieved for defined groups of students within or across schools.

Starting in 2008, GLEF and a research team from the University of Washington have been working with Washington's Bellevue School District to develop and assess the impact of project - based learning approaches on upper - level AP courses in high school.

This intensive three - day program, Making Caring Common: Promoting Caring and Respect in Students, and Preventing Bullying and Behavior Problems, will convene school - and district - level teams from across the United States.

In contrast, the evaluations for certifications at Levels II and III were conducted largely by a three - member team of peers from outside the teacher's district.

Practically speaking, this macro level work is best undertaken at the state, regional or district levels by teams of content experts and experienced teachers.

Bethan now captains her district sports team, coaches children with special needs at trampolining and is taking a Level One coaching course; and her communication skills and self - confidence have grown to such an extent that she plans to join the Military Preparation College at Farnborough to take a BTEC level 1 in Sport and Active LeiLevel One coaching course; and her communication skills and self - confidence have grown to such an extent that she plans to join the Military Preparation College at Farnborough to take a BTEC level 1 in Sport and Active Leilevel 1 in Sport and Active Leisure.

Not to mention our vertical data teams, horizontal data teams, schoolwide and district - level data review, IEP and 504 review, professional learning communities, and reflection practices now built into the very fabric of how schools run and make decisions.

Before joining the TLAC team, Darryl served as the Chief Officer, Office of School Leadership for Houston Independent School District, responsible for leading trainings and building systems to support the development of all principals and district level District, responsible for leading trainings and building systems to support the development of all principals and district level district level leaders.

Her roles include: membership on the school instructional leadership team and math leadership team; serving as district - wide Unit Study Seminar Facilitator for the BPS Math Department and as a district - level Developing Mathematical Ideas facilitator for the district; and facilitating Math Professional Development Sessions for Math teachers in the district.

Teams composed of school - level leaders together and one or more district - level leaders are encouraged.

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.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

This private reception is for a select group of national district - level administrators, LAUSD school board members, national conference sponsors, keynote speakers, local school district supporters, sponsors, exhibitors and the hosting district planning team.

Targeted for: District and Site Administrators, ELD and Literacy Coaches, ELD and Content Teacher Leaders, Elementary school level teams planning and implementing integrated thematic units with ELD

Our team at AIR works with education leaders at the state, district, and school levels to refine their practices so that students graduate on time and ready to succeed in college and careers.

His work centers on training teachers across the state to coach district and building - level teams in the implementation of PBIS.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

Insight in action In an urban district, teacher leaders facilitated grade - level team meetings in elementary schools.

By working with central office teams that include finance, human resources, academics, professional development, principals, and principal supervisors, the Bush Institute will help districts make system level changes.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

The team, which meets for two hours every Monday, includes the superintendent and 15 district - level staff from all departments in our central office.

The expectation is that the teacher will then train teachers in that practice, and that, in turn, will lead to good implementation at the team, school, or even district level.

Through her work with the Boston Teacher Policy Team and the federal In Class, Not Cuffs campaign, Nina joined the efforts of thousands of other E4E teachers enacting change at the school, district, state, and national level.

He also leads external review teams at the district and building levels to provide feedback related to continuous improvement frameworks.

While all these principles are important, «continuous assistance» has been a primary focus of the district leadership team — providing ongoing support for professional learning at all levels.

The Leadership Team is responsible for district - level decisions that pertain to the operational side of our schools as well as the instructional side.

To successfully lead school or district level efforts to transform high schools, it is essential to build the leadership capacty of the team responsible for this work.

ASCD Activate provides teams at the school or district level with a cohesive learning experience that connects educators across grades and subject areas and is priced to fit a school's or district's budget with a simple annual subscription price.

The District and School Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of Teaching and Learning, Professional Development, and the Educator EffectDistrict and School Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of Teaching and Learning, Professional Development, and the Educator Effectdistrict effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of Teaching and Learning, Professional Development, and the Educator Effectdistrict's work in the areas of Teaching and Learning, Professional Development, and the Educator Effectiveness.

Who will do this (district new teacher training, campus new teacher training, grade level or department teams, etc.?)

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

The Student Performance and Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of teaching and learning, professional development, and educator effectiveness.

Astone will discuss the district's team - level approach to supporting positive behavioral interventions and supports (PBIS), its selection of a universal SEL screener, and its adoption of Responsive Classrooms as the foundation for its SEL instruction.

Starting in the 2010 - 11 school year, the district's Research, Assessment and Data Department provided principals and site - level leadership teams with chronic absence data.

The district leadership established and trained district - and school - level data teams, allotted time to engage in collaborative analysis, and made available meaningful data displays driven by essential questions.

In Moving Your Numbers, districts describe how intentional and aligned actions at the district, school, and teacher team levels resulted in greater coherence and quality of instructional practice across the district.

For those needing a more intensive level of support (Tier 3), you and your team should tap into the district office and community partnerships.