Other school district staff were to be given third - tier priority.
Not exact matches
The
school district where a student opened fire two years ago, shooting two students, is now allowing teachers and
other staff members to bring guns into classrooms.
The Madison
school district in Butler County is allowing teachers and
other staff to take guns into classrooms.
Teachers and
other staff in public
schools are often moved from
school to
school when allegations emerge, rather than the
school attempting to remove the teacher from the
district.»
In
other schools in the
district,
staff were a little more nervous about the introduction of salad bars to their cafeterias.
Education Code 51264 (2003) calls for the California Department of Education to prepare and distribute guidelines for incorporating in - service training in gang violence and drug and alcohol abuse prevention for teachers, counselors, athletic directors,
school board members, and
other education personnel into
staff development plans for each
school district.
Code 37-13-137 (2010) requires the Office of Healthy
Schools of the State Department of Education to provide comprehensive training for food service directors food service managers of local
school districts on marketing healthy foods, creating a healthy cafeteria environment, effective and efficient food service operations, the standards and expectations of food service
staff, and
other topics as identified by the department.
The Partners for BIC grant is targeted to help high - need
schools and
districts cover up - front costs commonly associated with implementing breakfast - in - the - classroom; funds can be used to purchase equipment and supplies, provided some
staff support and training, or to procure marketing materials and
other related costs.
In
other schools in the
district,
staff were a little more nervous about the introduction of salad bars to their cafeterias.
Under a plan expected to be outlined Thursday, officials with
School District 25 will create a guide designed to help parents, teachers, coaches and
other staff recognize the signs of an allergic reaction and know how to respond.
UFT members from
Districts 1, 2 and Manhattan high
schools from those areas came together with UFT President Michael Mulgrew and
other UFT officers and
staff to discuss everything from U.S. Education Secretary Betsy DeVos to the #PublicSchoolProud campaign at a May 4 Meet the President event in Chelsea.
But it would not be feasible to simply add this role on to existing jobs —
school and
district leaders would need to consider
other duties to remove from the plate of those professional
staff members who serve as liaisons.
As part of a move toward site - based management, some
schools in the Los Angeles Unified
School District have tried to involve parents and teachers in hiring principals and
other staff members.
Fewer than 40 of the
district's 194
schools volunteered to participate in the program, in which teachers and
other staff members, parents, and community members form
school - community councils to provide oversight for
school policy in consultation with the
school principal, according to Rodney Davis, director of information services.
School districts also have the smallest
staffs when compared to
other authorizers (proving my point, I'd argue, that
districts weren't designed and will never have the right mindset to authorize at the highest levels).
Teachers at LACES probably have more work to do than their counterparts in
other districts schools, but the longer hours for
staff members pay off in the relationships they build with students and peers, Rutschman said.
Superintendent William A. Anton last week proposed shortening the
school year from 180 to 163 days beginning next fall in an effort to save the
district about $ 160 million in
staff and teacher salaries and
other costs.
The more than 30 pages of proposed rules for the Family Educational Rights and Privacy Act, or FERPA, include protections for educators who seek to share information to protect a student's health or safety, new guidelines for
school districts on sharing student data with educational researchers, and a proposed requirement that
schools safeguard electronic and
other records, including from some
school staff members.
23 - 27 — Professional development: «Total Quality Transformation: Train - the - Trainer,» conference, sponsored by the American Association of
School Administrators — National Academy for School Executives, for staff members and others involved in leading total quality efforts at the school, district, or state level, to be held at the Mark Hopkins Inter-Contintental Hotel in San Francisco, C
School Administrators — National Academy for
School Executives, for staff members and others involved in leading total quality efforts at the school, district, or state level, to be held at the Mark Hopkins Inter-Contintental Hotel in San Francisco, C
School Executives, for
staff members and
others involved in leading total quality efforts at the
school, district, or state level, to be held at the Mark Hopkins Inter-Contintental Hotel in San Francisco, C
school,
district, or state level, to be held at the Mark Hopkins Inter-Contintental Hotel in San Francisco, Calif..
Nearly 500 teachers, administrators, and
other staff members in the 47,000 - student Buffalo, N.Y.,
school district are scheduled to be laid off Dec. 1 in an effort to eliminate a $ 28 million budget shortfall.
Fort Pitt started
school eight days earlier than
others in the
district and
staff members used the time to assess students strengths and weaknesses.
Marx provides concrete strategies for
school and
district leaders to: • Engage students,
staff, and colleagues in active learning and problem - solving skills, • Build adaptability and resilience in leadership roles, • Keep in touch with rapidly changing institutions and communities, • Understand and plan for the effects of societal development, and • Release ingenuity and creativity in
others
In the event of a workplace immigration raid in the
district, implement a plan to protect the safety of all immigrant students and brief principals and
other school staff about their role in ensuring child well - being, coordinate with churches and community organizations to ensure that each student has adult supervision at home, and assure parents that
schools will be a safe haven for their children.
guidelines and programs for in - service education programs for all
district staff members to ensure effective implementation of
school policy on
school conduct and discipline, including but not limited to, guidelines on promoting a safe and supportive
school climate while discouraging, among
other things, harassment, bullying and discrimination against students by students and / or
school employees; and including safe and supportive
school climate concepts in the curriculum and classroom management; and
Job Title Kindergarten Teacher Grade 1 Teacher Grade 2 Teacher Grade 3 Teacher Grade 4 Teacher Grade 5 Teacher Grade 6 Teacher Elementary
School Teacher Middle
School Teacher High
School Teacher Resource Teacher / Specialist English Language Arts Teacher Mathematics Teacher Science Teacher Social Studies Teacher Librarian / Media Specialist Curriculum & Instruction
District Administrator Bilingual / ELL Special Education Title I Before / After
School Staff Development Principal / Assistant Principal Parent Business / Finance / Purchasing Technology
Other
Resources have been selected by CASEL
staff, consultants,
school district partners, field collaborators, and
others.
Most often the target audience includes principals or aspiring leaders, but may also include teacher - leaders,
other members of
school leadership teams or
district staff.
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.
Meddling state officials run the
other school district, where textbooks are scarce, students learn little, and
staff morale is low, frustrating the local community and leaving the
school system in a never - ending cycle of failure.
Some
districts and states have moved toward professionalized pay systems while
others are using loan forgiveness programs to attract and retain high - quality teachers, especially in hard - to -
staff schools and subjects.
State - General (Indefinite agent) State - Professional Organizations Federal - General (policy, initiatives)
District - General (Indefinite agent)
District -
Staff District -
School Board
District - Professional Organizations
School - General (Indefinite agent)
School - Principal or Assistant principal
School - Teacher
School -
Other Classroom - Self Classroom - Students Classroom -
Other Community - Parents Community -
Other
The
district conducts an annual climate survey — reaching parents, students, business people, faculty and
staff members from local colleges, and
other community partners including members of faith - based organizations — to learn what community people think about
school and
district programs and practices.
Her
staff collaborates with the
other offices in the
district, coordinates outreach and training, creates publications, and implements programs to advance the
district's vision: «Every
school will welcome every family and every student, actively engaging them as partners in student learning and
school improvement.»
Schools within the Sparta Area School District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schoo
Schools within the Sparta Area
School District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors school
School District, similar to
other PBIS
schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schoo
schools across Wisconsin, have created a more positive environment for students and
staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors
schoolschool wide.
Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning
staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the
district's students; 3) developing and using tests during the
school year,
other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.
The local liaison serves as one of the primary contacts between homeless families and
school staff,
district personnel, shelter workers, and
other service providers.
A
school committee representing teachers,
other staff, administrators and parents decides how to spend the funds the
district allocates to the
school.
No
school can succeed for long without doing so, but, especially for community
schools, success depends on the quality of the relationships that
school and
district staff maintain with various partners, including teachers, counselors, social workers, parents, clergy, elected officials, business leaders, volunteer tutors, and
others.
State ID (9 sub-codes)
District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District site ID (18 sub-codes)
District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District size (large, medium, low)
District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District poverty (high, medium, low)
District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District diversity (high, medium, low)
District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District location (urban, suburban, rural)
School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School site ID
School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School level (elementary, middle
school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school, high
school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school)
School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School poverty (high, medium, low)
School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School diversity (high, medium, low)
School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School size (student population) Interviewee role
district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
district (superintendent, board member,
staff, parent representative, community stakeholder) Interviewee role
school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school (principal or assistant principal, teacher, teacher leader,
other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (
district, school, researc
district,
school, research
school, research memo).
The
school staff had little positive to say about that consultant «s input, and
district leaders did not report any
district initiatives to deal with the situation
other than supporting and relying on the principal and teachers to find a solution.
How to recruit and retain teachers and
other leaders in hard - to -
staff rural and small
school districts.
Each
district school board shall provide funding for the professional development system as required by s. 1011.62 and the General Appropriations Act, and shall direct expenditures from
other funding sources to continuously strengthen the system in order to increase student achievement and support instructional
staff in enhancing rigor and relevance in the classroom.
«Some
schools have enrollment changes at the grade level, as compared to projections, that generated the need to add
staff in some
schools but also reduce in
other schools,»
district staffers wrote in a statement released Thursday.
Except in the case of excessive force or cruel and unusual punishment, a teacher or
other member of the instructional
staff, a principal or the principal's designated representative, or a bus driver shall not be civilly or criminally liable for any action carried out in conformity with State Board of Education and
district school board rules regarding the control, discipline, suspension, and expulsion of students, including, but not limited to, any exercise of authority under s. 1003.32 or s. 1006.09.
Advisory committees provide important public input to the Board of Education, Superintendent, Principals and
other staff on issues facing the
school district.
Affiliation Administrator Community member
District assessment coordinator
District leader Educator ELA instructor ELL instructor ESL instructor Legislator Math instructor Parent Policymaker Press / Media Principal
School department head
School leader State education agency
staff Test administrator Technology
staff Title III director
Other
A
district school board may establish policies to provide terminal pay for accumulated sick leave to any full - time employee of the
district school board
other than instructional
staff or educational support employees.
He used to rely on superintendents and
other administrators within the
school district to help him train his
staff.
The Alameda County
district attorney, along with
district staff and members of the Education Cabinet, hand - delivered «Every Day Counts» attendance toolkits — which contained letters to parents, awards certificates, and
other materials — to
school principals and encouraged them to make attendance a priority in their
schools.
But he is simultaneously relieved to have the power to make changes and worried that he won't be able to go far enough if the
district doesn't allow him to make outside hires.Quitman a
school of 493 pre-kindergartners through eighth - graders in Newark's high - crime, high - poverty Central Ward has become a symbol of Superintendent Cami Anderson's new push to turn around the city's struggling
schools by closing down the worst of them and replacing
staff at
others.