Sentences with phrase «high school district organization»

Not exact matches

I / WE HEREBY RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys, representatives, agents, beneficiaries, legatees, representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC SCHOOLS — LAKE VIEW HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities used by the participant, including its owners, managers, promoters, lessees of premises used to conduct the event or program, premises and event inspectors, underwriters, consultants and others who give recommendations, directions, or instructions to engage in risk evaluation or loss control activities regarding the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys, representatives, agents, beneficiaries, legatees, representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC SCHOOLS — LAKE VIEW HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities or events held at such facility and each of them, their directors, officers, agents, employees, all for the purposes herein referred to as «Releasee»... FROM ALL LIABILITY TO THE UNDERSIGNED, my / our personal representatives, assigns, executors, heirs and next to kin FOR ANY AND ALL CLAIMS, DEMANDS, LOSSES OR DAMAGES AND ANY CLAIMS OR DEMANDS THEREFORE ON ACCOUNT OF ANY INJURY, INCLUDING BUT NOT LIMITED TO THE DEATH OF THE PARTICIPANT OR DAMAGE TO PROPERTY, ARISING OUT OF OR RELATING TO THE EVENT (S) CAUSED OR ALLEGED TO BE CAUSED IN WHOLE OR IN PART BY THE NEGLIGENCE OF THE RELEASEE OR OTHERWISE.

Harris said the Park District mailed nearly 200 questionnaires regarding possible renovations to residents and organizations such as Glenbard West High School, the historical society and the League of Women Voters.

Per - pupil funding levels should be adequate across all programs and settings — both school districts and community based organizations — in order to support high - quality pre-k for 3 - and 4 - year - olds, and the state should establish a timeline for ensuring adequate resources while expanding access to all eligible children, particularly in high - need communities.

The pair, Miss Lois Boahemaa who is a JHS «2» student of Modern Preparatory School at Jema and Master Abubakari Osman who is in form «3» at D / A Junior High School (JHS) at Pramposo have therefore called on the government, district assemblies, civil society organizations, parents, traditional and religious leaders to work collectively to eliminate things that impede the rights and safety of children.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

As a leader who co-founded a high - performing charter school network and charter support organization, and who now leads Chiefs for Change, an organization of state and district leaders committed to educational excellence, I'm an ardent charter supporter — and I'm arguing for taking a look in the mirror.

Some organizations direct their activities only to district and / or charter school issues, such as improving teacher quality and effectiveness, developing new public charter schools, or closing and transforming failing district schools to create new high - quality schools of choice.

Two arguments support maintaining a connection between state requirements for licensure and the programs that prepare teachers to stand for licensure, whether those programs are housed in higher - education institutions, in school districts, in other organizations, or in collaboratives involving any combination of groups.

Under Rivera's leadership, the Rochester district has set up a series of early college schools with higher education partners and has changed the organization of many elementary schools from neighborhood to magnet schools.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

It offers 19 «cases» from corporations, agencies, and school districts that embody coherent, high - performing organizations.

The young organization has already achieved notable success: in 2005 its first campus, Marin School of Arts and Technology (MSAT), was the highest - performing school in its district on California's academic performance index School of Arts and Technology (MSAT), was the highest - performing school in its district on California's academic performance index school in its district on California's academic performance index (API).

The «last chance» schools, which are being operated by community organizations under contract with the Detroit district, have been serving some 1,500 16 - to 20 - year - olds who had dropped out of one of the city's high schools.

Under Rivera's leadership, the district set up a series of early college schools with higher education partners and has changed the organization of many elementary schools from neighborhood to magnet schools.

It started as a volunteer - operated program serving 14 students and has since evolved into a nonprofit organization partnering with multiple school districts and serving over 1,500 high school students and alumni in college.

The majority of SLP students see themselves working as principals or other educational leadership roles in schools or organizations — many in high - need districts.

Individuals and groups from K — 12 and higher education are invited to participate in this program, especially faculty, administrators, school and district leaders, and higher education administrators, as well as individuals and groups from educational nonprofits, funding organizations, and nongovernmental organizations.

As per the former, it's essential for states to allow entities other than districts to authorize schools and to create high expectations for organizations that play that role.

High - performance management — To redesign the organization and management of schools, school districts, and state departments of education by adapting state - of - the - art systems developed by the best American firms.

Those goals are part of a new approach to admissions outlined in Turning the Tide, a report from the Harvard Graduate School of Education's Making Caring Common (MCC) initiative that has now been endorsed by more than 140 colleges and universities, high schools and districts, and allied organizations and scholars.

Part of the Center for Education Policy Research (CEPR) at Harvard University, SDP partners with school districts, charter school networks, state education agencies, and nonprofit organizations to bring high - quality research methods and data analysis to bear on strategic management and policy decisions.

Ericka was also President and Chief Operating Officer of the McKenzie Group (now part of American Institutes for Research), a comprehensive education consulting firm with a 20 - year history of providing evaluation and technical assistance services to school districts, institutions of higher education, federal agencies, foundations, and other public and private organizations.

State education agencies, school districts, statewide afterschool networks, and intermediary organizations may be eligible to receive no - cost technical assistance in planning for or implementing high quality expanded learning opportunities for your afterschool system or school district in your community.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

Professional Education at the Harvard Graduate School of Education offers a limited number of custom programs for districts, schools, universities, and private and public organizations serving students in PreK - 12 and higher education.

A research - practice partnership between MDRC and New Visions for Public Schools (a nonprofit organization supporting district - run high schools in New York City) operated in 2015 and 2016 to tackle challenges related to high school gradSchools (a nonprofit organization supporting district - run high schools in New York City) operated in 2015 and 2016 to tackle challenges related to high school gradschools in New York City) operated in 2015 and 2016 to tackle challenges related to high school graduation.

He collaborated with districts and charter schools across the state in developing their local activities, launched multiple innovative programs with non-profit organizations and institutions of higher education, and worked with the Professional Standards Board and State Board of Education in constructing policy frameworks.

We partner with higher ed institutions, school districts, nonprofit organizations, companies, and foundations to generate cutting - edge solutions to major education challenges.

The team, a majority of which shall be teachers, shall include the superintendent of the district for which the team was formed or his or her designee; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district, or, in their absence, by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district; one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by either or both the teachers» collective bargaining organization, or by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district.

As a mission - driven nonprofit organization, BIE creates, gathers, and shares high - quality PBL instructional practices and products and provides highly effective services to teachers, schools, and districts.

This case study describes how one urban elementary school in a high - reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships.

Twenty - five American school districts, including New York, Philadelphia, Chicago, and Detroit, possess the size — more than 100,000 students each — and the resources to build the kinds of organizations that might effectively support the schools, by recruiting and training high - caliber teachers, developing a demanding curriculum, and building an assessment system that accurately tracks student progress.

These firms believe that, using economies of scale as well as other tools that are more readily available to the private sector, they can build organizations that use time and resources more efficiently and effectively than public school districts, leading to higher student achievement at a similar cost.

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

Low - income, African - American, and Hispanic students in the 50 largest districts in Texas are less likely to attend schools with experienced teachers than high - income and white students in those same districts, concludes a report by the Education Trust, a Washington - based nonprofit research and advocacy organization.

As senior - level administrators are both the stewards of the pension system and the recipients of the highest net benefits, the authors conclude, «There is no reason to expect school administrators or their organizations to support reforms that would provide a more modern and mobile retirement system for young educators» and suggest that districts could be recruiting young teachers more effectively by putting money in upfront salaries rather than in end - of - career pension benefits.

GPSN Executive Director Myrna Castrejon said replicating high - performing schools has not been attempted in Los Angeles before or anywhere in the nation at the same scale, and the organization is encouraging the «best and brightest» in the district to apply for grants to expand their successful schools» impact on more children in LA.

NCTR partners with school districts, charter management organizations, institutions of higher education, not - for - profits, and states to develop and support teacher residency programs as quality pipelines of effective and diverse new teachers.

Green Dot is best known for taking over Locke High School, the first time a charter organization had taken over a traditional, low - performing school in the L.A. Unified School DisSchool, the first time a charter organization had taken over a traditional, low - performing school in the L.A. Unified School Disschool in the L.A. Unified School DisSchool District.

What to know: Arkansas is reaching into its community to grow its own teacher workforce by working with Educators Rising — a nonprofit organization that partners with states and districts to encourage high school students to enter into the teaching profession.

In other states, free online high schools are administrated by local school districts or by private organizations that receive permission by forming charter schools.

When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it.

For nearly 40 years, SSA has partnered with hundreds of schools, districts, and state education organizations throughout the United States and Canada to provide high - quality professional development for teachers, administrators, and school leaders.

In order to attract and retain the excellent teachers that students in this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizations.

Our partners include school districts, BOCES, institutions of higher education, businesses, professional organizations, cultural organizations, specialized student service organizations, and parent and community - based organizations.

To support your pursuit of National Board Certification, state departments, school districts, teachers unions, institutions of higher education, and other educational organizations offer resources, including fee assistance and candidate support.

This webinar was designed to inform LEAs (school districts, county offices of education, and charter schools) and partner organizations (institutions of higher education and nonprofits) about the latest research and promising practices in recruiting and retaining excellent educators, particularly in high - need fields and locations.

NSNO will work with the district and partner organizations to ensure students in these schools are supported and get the opportunity to attend a higher performing school.

The Ohio Blended Learning Network is an affiliation of 60 Ohio schools, districts and support organizations that want to implement high - quality blended learning in their classrooms.

NCTR partners with school districts, charter management organizations, institutions of higher education, non-profit organizations, and states to develop and support teacher residency programs as quality pipelines of effective and diverse new teachers.