Sentences with phrase «school coaches often»

Not exact matches

She often guest choreographs for local high schools and spent two years as a high school dance coach, where she led them to a national title.

I would lean against the side of the tub into Brian's arms for the contractions (he thanked his high school football coach often for teaching him a good three - point stance as he maintained it for almost 2 hours!).

The latest in an ongoing scandal at UNC that's included dozens of revelations, McCants» comments detail the «paper - class» system often used by student - athletes at the school, his own academic issues and apparent knowledge of the situation by legendary head coach Roy Williams.

The coach at UTPB, Brian Reinke, remembered that Gattis, now 22, had been a talented high school player; Reinke often jokingly told Kendrick that Gattis had a spot on the team if he ever wanted to return to baseball.

Lt. Col. Gaylord Greene, who works in admissions at Army, said coaches will often encourage recruits to take more core courses, since the school requires more of them for entry than most others do.

«Old school» coaches often tend generally to like players who give them exactly what they expect from game to game.

What's more, there would be the face - off between offensive linemen coached by Niners assistant Bobb McKittrick and pass rushers schooled by Broncos assistant John Teerlinck — the two position coaches most often cited by their peers for teaching questionable tactics.

Coaches often are are quite good at teaching this part of the sport and high school - age athletes are technically better than they've ever been.

We, Clemson, Ohio State, and a few elite others will and do pay absurd money to keep our best coaches, which forces other aspirant schools to pay out for hopes, dreams, and prayers, often with poor results.

Today, top high school rugby players have often learned to compete over 6 or 8 seasons, and in some cases, played under the same coach, or program, the entire time.

In fact, at the high school level, often a coach who comes in and does no harm is acceptable.

Any single coach can make a school a great program (Few at Gonzaga for example), but too often after that coach leaves the school never achieves the same heights.

«The Varsity Match is often the first time school children get to visit the home of England rugby and this will make an extra special day for those taking part in the training sessions with the national team coach.»

Ostensibly, it is the story of a team of nine - year old hockey players in a Boston suburb, their coach, a former high school baseball coach and local sports hero, the all - male board of directors of the town's hockey club, a hockey mom concerned about her kids emotional well - being, and, at center ice, a set of adorable, identical, competitive, but sensitive twin boys who became, as is all too often the case in the adult - centered world of youth sports, the unintended but innocent victims of a real life power play.

Here in Houston ISD, for example, high school students, PTOs and coaches often set up fundraising tables at lunch to sell entrees from local restaurants and fast food chains, everything from pizza to Chinese food, creating veritable «food courts» of junk food.

Many schools have installed artificial surfaces, and area soccer coaches don't have to beg the Illinois High School Association to render a field unplayable as often as they once did.

NEW YORK (Reuters Health)- More than half of high school athletes with concussions play despite their symptoms, and often their coaches aren't aware of the injury, according to a new study.

Often, the type of Bench Press training we learn about is what we learned in our High School Gyms, which are most likely recycled information that the coach learned when he was in High School and has never changed one single bit.

Our informal discussions with school leaders suggest that staff are most often assigned to workspaces out of convenience, with coaches assigned to empty offices and teachers clustered roughly with those who teach similar grade levels.

As well as trying to minimise costs for parents, teachers often choose the same coach firms and accommodation the school has always used out of sense of familiarity, but previous use has proven to be no guarantee of future performance.

When considering hiring a coach, principals often ask the following kinds of questions about the impact of coaching: What does the research say about how coaching can transform a school?

Often in schools I'll coach first, then I'll model coach, then I'll shadow the coaches.

Back then, we didn't have a lot of sex education; our parents were often reluctant to have the Talk, and at my school the boys were instructed cursorily by the football coach on the dangers of what our Mr. Freeman called «messing around.»

«We spend a lot of time getting students to speak in different arenas, forums, and environments,» says Rachael Futo, a Year 7 coach, «so that they're ready and prepared for things like interviews where students who come from public schools often don't do as well.»

It's often helpful to call on outside professional assistance for workshops and coaching, for students, teachers, school leaders and others.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

Although these insights are written for people who often lead school turnaround efforts — principals, assistant principals, instructional coaches, and teacher leaders — other stakeholders involved in school improvement may also find them instructive.

While working with principals and coaches to develop their plans for the coming year, I identified that very often items that were listed as school improvement goals were really more of what I would call strategies chosen to obtain a goal.

With a 33 percent turnover for principals each year in Network schools, the coach often becomes the consistent person in the building when it comes to keeping momentum going for a comprehensive achievement plan and helping the new principal hit the ground running.»

Instructional coaches and school leaders often find that when teachers are feeling stressed, overwhelmed, or worried, their responses can sound challenging, and the coach or leader can feel personally attacked.

«As coaches, we often experience what we perceive as resistance or push back, or even just suspicion, because teachers really aren't clear on what coaching is or why it is happening — in your school or to them.

Those delivering professional development should debrief with school leadership about their investment to determine how well their teachers are implementing this in the classroom, how often they're being coached and what further support coaches may need.

Instructional coaches, who work closely with classroom teachers to improve their practice, are an important source of school leadership, but teachers often don't know how to capitalize on this relatively new position in education.

Effective coaches and sponsors of extracurricular activities often involve their club or team members in analyzing award - winning school newspapers or yearbooks, or reviewing videotapes of excellent athletic or dramatic performances.

This is in line with emerging trends we've seen in schools and districts, where coaches or peers give feedback to one another, yet don't often have a vehicle for doing so in way that captures look - fors and progress without being evaluative.

Often, while supporting coaches and principals in schools across the country, I am asked the question, «Kara, do you use the 4 - step model...

Fourth, successful districts and schools provide additional resources to low - performing schools and low - performing students, usually through tutoring, mentoring, or extra class sessions of some kind; often through sending educational teams of specialists into troubled schools to provide additional help in coaching teachers, working with the principal, and helping students.

Mentoring and coaching a new generation of teachers can provide a new challenge for teachers seeking to grow and develop as professionals, and teaching adults can also help mentor teachers reflect on and improve their own practices.19 What's more, the structures that are often part of these programs — mentoring, instructional coaching, professional learning communities, peer - to - peer professional development, and co-teaching — all serve to make schools more collaborative and reflective places to work, 20 which improves school culture and achievement.21

Based in part on a survey with responses from 43 large school districts, the report found that principal supervisors — whose job titles range from area superintendent to zone supervisor to instructional coach — often juggle overseeing large numbers of principals with handling extensive administrative responsibilities.

District reform efforts often include the establishment of new school - based teacher leader positions (e.g., literacy coaches) to work with principals and with district consultants to provide professional development assistance (e.g., demonstrations, in - class coaching, school professional development, or PD, arrangements) to individual teachers and teams of teachers in the targeted focuses of reform.

Boarding school coaches are often involved in helping student athletes get seen by top college recruiters, which could result in an athletic scholarship to play on an athletic team.

Too often, however, coaches are unable to do their work because they're asked to do quasi-administrative tasks instead of focusing on student learning, have unclear goals concerning what they are to accomplish in their schools, and don't receive adequate training.

An experienced teacher or a content coach who often works at the school may play the role of this kind of knowledgeable other.

It is often the case that the schools with the greatest needs have the fewest resources, so they will be short on social workers, behavior specialists, coaches, and other staff to respond to the needs of the students they have.

And contrary to stereotypes, dogfighters are often the kinds of people we interact with all the time, including lawyers, teachers, high school football coaches, nurses, veterinary technicians and judges, spanning all racial and socioeconomic lines.

Too often, law school legal clinics are staffed by young clinical educators who are intelligent, highly - motivated and competent but who have simply not been practicing or teaching long enough to be either senior practitioners or outstanding coaches.

Basketball coaches work irregular hours in the evenings and weekends, travel often and mostly work for high schools, colleges or professional sports teams.

Because teen mothers often do not finish their high school education, home visiting professionals coach parents on continuing their education and finding stable employment.