Sentences with phrase «grading the work experience»

Not exact matches

The points system sees would - be immigrants graded on a scale of 100, with points awarded for language ability, age, education, work experience and adaptability to Canada.

There are a lot of methods that we use that don't work well in group classes, like one - on - one discussion, hands - on activities, more field trips, special interest projects, etc. and some of their methods don't work well for home schooling, like lectures and extensive workbook work (especially for the younger children, under grades 5 or 6, where hands - on experience is what they remember).

Jennifer Ronayne, a fifth - grade teacher at the Connetquot schools with 13 years of experience, said Cuomo has little understanding of how classrooms work — and of how harmful his policies have been for teachers and students, particularly those children who have special needs or who are English language learners.

• Cover letter describing why you are interested in the field / project described in the advertisement and what makes you suitable for the project in question • CV — degrees and other completed courses, work experience and a list of degree projects / theses • Degree certificates and grades confirming that you meet the general and specific entry requirements (no more than 6 files) • Letters of recommendation (no more than 6 files) • Degree projects / theses (no more than 6 files).

A former high school science teacher, grade dean, and co-founder of the Burke High School Leadership Program, Stephanie Chee Barea has over 17 years of experience working with teens.

What I have experienced works best for myself and my clients is purchasing high - quality, organic, therapeutic - grade essential oils and placing a few drops in a glass roller - ball bottle with a base oil of rosehip oil or fractionated coconut oil.

The first time I experienced Photoshop was in third grade, when my mom's friend Karen took me to her job at Allure magazine on Take Your Daughter to Work Day (best holiday ever).

At Online Profile Pros, a friendly and supportive team works hard to ensure clients enjoy a wonderful experience and receive professional - grade photos.

These experiences were less about the above - grade level solutions, and more about exploring the concept of reasoning, something that John Holt often highlights in his works, particularly his book How Children Fail, which I can not recommend enough for math teachers of all levels of experience.

Voice of Experience: Weighted Grading Can Work Max Fischer shares his approach to grading, which takes into account all elements of his students» perfoGrading Can Work Max Fischer shares his approach to grading, which takes into account all elements of his students» perfograding, which takes into account all elements of his students» performance.

Our seventh - grade students have the incredible opportunity to work with a team of medical professionals from Thomas Jefferson University Hospital in response to the provocation, «How might we make the hospital experience less scary for kids?»

Applicants should have obtained at least 120 UCAS points (or the equivalent in work experience) and have high grade passes in GCSE Maths and English.

To foster collaboration and teambuilding, sixth grade students experience Boss Level in advisory groups known as Home Base, small groups of 12 - 15 students that meet with an advisor four times a week throughout the year to work on SEL skills.

Developed by over 130 current, experienced teachers for every grade level, the featured lessons include the teachers» reflections and insights, student work examples, and an array of other supporting materials.

Experienced teachers working at the state Department of Education, called teachers - in - residence, graded the portfolios.

Putting aside the conceit that we can align texts with specific ages when students» transactions with work depend on diverse life experiences, Appendix B of the CCSS provides a list of literary nonfiction «exemplars» arranged by grade level.

Linda Howard, for example, a sixth - grade English teacher at Morton Middle School in Fall River, Mass., describes her experience teaching in a model in which students rotate between working online and face - to - face: «I get to work with small groups a lot more.

Full - time teachers in grades P - 12 who spend 50 percent or more of their time in a classroom or in classroom - like settings, work in select areas, and have three years of teaching experience.

Given the accountability pressures in schools, we worry that this development could reduce the experience of practical work for students, particularly if the separate mark for this element is viewed as less important than the A-level grade, a real worry.

Our grade - level teachers work as a team to plan for instruction, activities, and field trips so that all students in that grade get that experience.

The KAPOW curriculum, therefore, designed to be completed in a single year (typically third, fourth, or fifth grade), introduces students to the workplace both conceptually and physically through a combination of classroom work and on - site experiences.

«My best technology - related experience was working with my students on a Toys of the Future Internet Project,» said Mary Kreul, who teaches second grade at Richards Elementary School in Whitefish Bay, Wisconsin.

Her experience teaching elementary school students in New Orleans as a first - grade teacher and then working as a reading immersion specialist had shown Grayson the importance of literacy for young children.

His teaching experience has included work in grades K - 12 in schools both here and in Saudi Arabia.

• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.

Each parent who has a child sitting in a classroom should know the credentials that got that teacher there — college degrees, honors and awards received, types of experiences (not necessarily years of experience but types — has the teacher worked with different grade levels before or taught other subjects?).

Seven P - TECH - model schools are part of ECI, following a 9 - 14 grade sequence where students follow a staged trajectory of high school, college, and work - based and technical learning experiences that result in graduation after six years with both a high school diploma and a 2 - year associate's degree.

She has experience teaching and mentoring students from diverse backgrounds and grade levels, and worked as an early childhood educator in Boston.

So how do we, as educators, implement authentic learning experiences in our instruction while realizing that at the end of the day, the product of our students» work must still be translated into one of 5 letter grades?

You are assigned to an academic department and grade level team and work under the close guidance of experienced educators, four full days per week (Monday - Thursday).

Poorly handled peer grading, and mismanaged group work are part of everyone's schooling experience and serve to undermine the argument that young people are capable of both teaching and leading.

Ronald Tabano has over 40 years experience in education beginning his work as a 6th grade teacher, moving to teaching social studies and ELA at the middle and high school levels, eventually becoming an Assistant Principal.

The participants in this qualitative research study were a 13 - year veteran social studies teacher and the student intern who worked with this teacher during a year - long professional development school experience in a culturally and economically diverse middle grades school.

Ms. Lloyd has experience working with K - 8th grade students in Boston and Waltham public schools.

During her classroom teaching experience — in grades three through twelve — she worked with the Amory Center for the Arts in Pasadena to create and implement an arts - integrated sixth grade curriculum program and wrote a school - wide grant (Arts In The Schools) to bring music education from kindergarten through sixth grade to her school.

Recently, I worked with a sixth grade science teacher to create and implement a classroom experience that required students to use their problem solving and critical thinking skills.

Through a project called Algebra by Design, funded by Lucent Technologies, we are working with teachers in grades 5 - 12 in the Syracuse City School District to (a) increase significantly the number of students who are successful in learning the core ideas of algebra, (b) increase the depth of algebraic understanding of all students and enhance their problem - solving skills in mathematically challenging design projects and activities, (c) provide teachers with experience and collaborative support in the use of Standards - based curricula, design projects, and current and emerging technologies, and (d) prepare new teachers in partnership with practicing teachers through observations, field placements, and semester - long internships.

Monitoring and implementing the School's Special Education Program, which includes compliant timely... A minimum of two years experience teaching in relevant elementary grades * Experience workiexperience teaching in relevant elementary grades * Experience workiExperience working in a...

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 policies

Create developmentally appropriate instructional experiences for students working together across multiple grade levels, in small group, Design and implement systems to share standards - based feedback with students to track their progress.

Create developmentally appropriate instructional experiences for students working together across multiple grade levels, in small group, whole group, and one - on - one contexts.

From parsing this research and reflecting on my own experience as an educational consultant working with elementary and secondary teachers on assessment issues, particularly the difference between formative assessment and grading, I have identified what makes for powerful feedback — in terms of how teachers deliver it and the content it contains.

Huling (1998) reported that field experiences may include other responsibilities, including supervising students and grading student work.

Her classroom experience includes working with students in 3rd and 4th grade, and she currently is a 6th grade math teacher.

The principal, with input from his principal supervisor, decided to work with the K - 2 ELL students and teacher to prepare them better for what they would experience in fifth grade.

North Carolina, Louisiana, and Tennessee all independently concluded that TFA corps members were the most effective out of recent graduates from other teacher preparation programs with which they had worked.151 A controlled study conducted by Mathematica found that students taught by TFA teachers earned higher math scores than students taught by non-TFA teachers with similar years of experience; the TFA - taught students learned approximately 2.6 months of additional material in math during the school year.152 Similarly, another study found that TFA first to third grade teachers» students grew 1.3 additional months in reading compared with their peers who had non-TFA teachers.153

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingEXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingEXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingexperience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingexperience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local travelingExperience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Her 21 years of classroom teaching experience includes working with students in grades K - 8, gifted and talented programs, Tier III initiatives, special needs programs and English language learners.

This successful group can't imagine teaching at any other level, but they acknowledge that much of what works originated from experience with elementary grades or colleagues.

She is the school's lead fourth grade teacher, which enables her to meet regularly with school leadership and her colleagues to discuss strategies that have been successful, as well as ways they can work collaboratively to improve every student's educational experience.