Sentences with phrase «schools learning consultant»

Not exact matches

In my eight years as a financing consultant and two decades as a business borrower, no lender has ever required one — at least not the kind you learn to write in business school.

After completing her studies, Carolyn moved to Los Angeles where she served as the head of Adat Ari El Day School in Valley Village and as a consultant on issues of learning and instruction to Jewish day schools across the Orthodox, Conservative, and Reform Spectrum, as well as to elementary and secondary schools of all types.

Berger, who spent 25 years working as a public school teacher and educational consultant in rural Massachusetts before joining Expeditionary Learning, clearly feels a special connection with those EL schools, like Polaris, that enroll high numbers of students growing up in adversity.

Carolyn is currently an educational therapist and educational consultant helping students, parents, and schools meet the challenges of gifted students with learning challenges through her offices in Santa Monica, California.

Internationally recognized author and consultant Jane M. Healy, PhD identifies a key indicator of learning difficulties or disabilities in young school aged children.

The Division of Public Health, School Health Consultant Team, part of the School Health Unit within the Children and Youth Branch, is committed to promoting the health and learning of the state's children and youth.

That's because Smith has since learned more about the negative impact of technology on young learners — thanks in part to her position as a marketing and communications consultant for the Toronto Waldorf School, a private school that famously eschews technoloSchool, a private school that famously eschews technoloschool that famously eschews technology....

Hello, I have been teaching for 20 years (High School Math) and I have been a Project Learning Consultant to schools around the country (and occasionally internationally) for 8 years.

This reminds me of a study carried out by Rising Stars and Dave Whyley, headteacher and consultant of Learning Technologies at Wolverhampton City Council who ran an eBook pilot Learning2go project with schools, to assess their impact on engagement and reading.

One of the teenagers, listening to the pitch for Deeper Learning Collaborative — a consultant group that brings instructional leaders together to spread deeper learning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in gettingLearning Collaborative — a consultant group that brings instructional leaders together to spread deeper learning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in gettinglearning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in getting better.

The research - informed approach at Waimairi, supported by education and learning consultant Dr Julia Atkin and interior designer Mary Featherston, has attracted plenty of interest; the school regularly plays host to teams of educators from around the world, including Australia, Denmark, Korea, Japan, England and, of course, the rest of New Zealand.

Now, according to instructional technology consultant David Warlick, schools can protect students without restricting their ability to participate in valuable collaborative learning experiences.

The school attracts «students who the existing system has failed,» said Michael B. Horn, a blended - learning consultant.

In 2000, I left Drake to join the Career Academy Support Network, where I was a consultant to schools and school districts from around the country in school redesign, project - based learning, small learning communities, and school leadership.

John R. Burton, a consultant for the Los Angeles County schools, predicts that more and more victims of school crime will soon be demanding compensation for injuries if schools have failed to provide a safe learning enviroment.

Staff visited other MI schools, such as the New City School, in St. Louis; they brought in MI education consultants like David Lazear and Gloria Lapin; they attended workshops, events, and lectures by MI gurus such as the head of New City School Tom Hoerr; and they read books like Teaching and Learning Through Multiple Intelligences, by Bruce and Linda Campbell and Dee Dickinson.

About Askwith Forums: The Askwith Forum, established in 1998 by an anonymous donor and named in honor of New York City public - relations consultant, writer and publishing executive Herbert Askwith, is a series of public lectures at the Harvard Graduate School of Education that provide an opportunity for practitioners, policymakers, and researchers to share their work, talk with one another, and advance proven practices that will improve learning opportunities for all.

She left the school in 2002 to become an educational consultant, and provided staff development to teachers statewide in applied - learning instructional strategies.

In addition, Rashmi is an invited consultant working with a number of schools and universities across Western Australia to facilitate in a number of areas including whole school improvement, staff development and all aspects of teaching and learning

A study we recently conducted showed that schools implementing personalized learning (PL) spend a large portion of their grant funds on a bevy of products and services that have sprung up in the marketplace to cater to PL schools — from online tools and catalogs to consultants who help schools pick out technology tools.

She was previously the Director of Curriculum and Staff Development at the International School of Bangkok for 11 years and has worked as an educational consultant training teachers and administrators in the US and internationally in school improvement, learning focused curriculum, and teacher leadeSchool of Bangkok for 11 years and has worked as an educational consultant training teachers and administrators in the US and internationally in school improvement, learning focused curriculum, and teacher leadeschool improvement, learning focused curriculum, and teacher leadership.

Now he works with Taaleem Edison Learning, in partnership with the Abu Dhabi Education Council, as a science consultant for schools in the United Arab Emirates.

«We need to let go of the idea that heroic individuals will change schools,» says Richard DuFour, an education consultant who specializes in creating professional learning communities in schools.

By LEV's end, Robin Lowe, principal of Pershing Middle School, had plans to take what she learned from institute faculty including Elmore, Professor Chris Dede, and New Leaders for New Schools consultant Kim Marshall, Ed.M.»

Despite her belief that «the most powerful way to learn something is to use it,» educational consultant and former Washington high school teacher Eeva Reeder says she would «have a hard time arguing in favor of [a project graduation requirement] unless it's done right.»

So I sought out an expert: Ed Dunkelblau, former president of the Association for Applied and Therapeutic Humor, Director of the Institute for Emotionally Intelligent Learning and consultant to schools for both character and social, emotional learning (SEL) approaches, as well as to families coping with the stress of military Learning and consultant to schools for both character and social, emotional learning (SEL) approaches, as well as to families coping with the stress of military learning (SEL) approaches, as well as to families coping with the stress of military service.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

His career includes roles as Chief Learning Officer at Reuters and Thomson Reuters, Consultant with global companies working at the forefront of the «new learning and performance» world, Director of Strategic Technology for the transactions division of Dow Jones Markets, and several academic positions, including that of Professor at Southampton Business School and the Director ofLearning Officer at Reuters and Thomson Reuters, Consultant with global companies working at the forefront of the «new learning and performance» world, Director of Strategic Technology for the transactions division of Dow Jones Markets, and several academic positions, including that of Professor at Southampton Business School and the Director oflearning and performance» world, Director of Strategic Technology for the transactions division of Dow Jones Markets, and several academic positions, including that of Professor at Southampton Business School and the Director of CECOMM.

The project team includes school leaders, teaching and learning support staff, the school counsellor and consultant Dr John DeCourcy as a specialist mentor.

Lisa Laskow Lahey is research director of the Change Leadership Group at the Harvard Graduate School of Education, and cofounder and senior consultant at Minds at Work, a developmentally oriented consulting firm that works with businesses and schools to turn workplace problems and issues into opportunities for transformational learning.

A previous headteacher himself, Keith had worked in primary education for over 40 years before becoming a consultant on school improvement — specialising in teaching and learning, curriculum, assessment and inspection issues.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

Pip Cleaves, parent, head teacher and Senior Education Consultant at Design, Learn, Empower recommends that teachers and principals have open discussions with school communities about BYOD technology requirements, share the required specifications of the technology, offer recommendations with variety in price, and ensure parents know exactly what a device will be used for to ensure purchased devices suit the learning needs of their children.

«In a lot of ways, it looks like a traditional school,» says Will Richardson, an educator and consultant on learning technologies who has visited SLA (and a member of The George Lucas Educational Foundation's National Advisory Council).

«We meet with what's called a School Improvement Advisor and a School Support Consultant, myself as Director and the Team Leader of Teaching and Learning, and we have a 15 minute conversation around one of those schools that we think is worthy of a conversation.

Speaking about whole - school projects, Chris Smyth, Secondary Schools Consultant with the Wagga Wagga Catholic Education Office, links team work, action research, quality practice and professional learning:

I am an Education Consultant supporting schools and teachers integrate Social Emotional Learning (SEL) in their educational programs and teaching practices as they transition to the Common Core State Standards.

Our experienced consultants have helped schools and districts, including First Nation schools, create culturally relevant, engaging, standards - based curricula that motivates learning, boosts academic achievement, and increases student efficacy, creating a foundation for a high - quality education for all students.

Our consultants can provide guidance for states, districts, and schools on translating the NGSS into classroom practice, developing assessments aligned to the NGSS, analyzing gaps in knowledge and skills, and identifying opportunities to embed NGSS into existing courses to support student learning.

Let me share some of the practices or tips that I do as a professional development / learning consultant and leader in our school.

Mike Anderson is an education consultant, award - winning teacher, and author of many books including The Well - Balanced Teacher, The First Six Weeks of School, The Research - Ready Classroom, and Learning to Choose, Choosing to Learn.

Prior to joining the HGSE faculty, Boudett worked as a consultant to the Boston Plan for Excellence, where she investigated Boston schools on the forefront of successful data use and helped synthesize lessons learned from their experiences.

The new staff members included Ferrero; James Shelton, a McKinsey consultant, MBA, and former president of Learn Now, a charter - school management company; former Clinton administration official David Lane; and Stefanie Sanford, a White House fellow and former senior staffer to Governor Rick Perry of Texas.

MindQuest21sm certified and experienced consultant team prepares school leaders, districts and teacher teams to transform instruction and systems with the adoption and / or expansion of Project - Based Learning across the curriculum aimed to produce deeper learning outcomes for all sLearning across the curriculum aimed to produce deeper learning outcomes for all slearning outcomes for all students.

This view was not universally shared among school personnel, who pointed to a track record of good results on the old state test and rankings, where Tortuga Shoals was always in the top 10 percent of the districts in the region.303 To legitimate these directions for improvement, the superintendent commissioned a curriculum audit by outside consultants, with the expectation that results from this audit would provide direction and legitimacy to a new plan for improving teaching and learning in the district.

Pat comes to this conversation as a former junior high teacher and is presently a Senior Consultant with Learning Forward's Center for Results, working with state departments of education, districts, and schools across the United States and internationally.

Susan M. Brookhart is an independent education consultant based in Helena, Montana, and senior research associate in the Center for Advancing the Study of Teaching and Learning in the School of Education at Duquesne University.

Anita Brooks Kirkland, Consultant, K - 12 Libraries, Waterloo Region District School Board, Vice-President, Ontario Library Association Ruth Hall, Program Coordinator, Library & Learning Services Resources and Interdisciplinary Studies, Toronto District School Board Additional Facilitation: Members of The Association of Library Consultants and Coordinators of Ontario (TALCO) Special Guests: Members of the (Education) Minister's Student Advisory Council and secondary students from the Toronto District School Board

Nova Biro, SEL Consultant at Kickboard, writes about the critical impact social emotional learning has for our youth and how these skills are increasingly being implemented in schools across the country.

Dennis comes to this dialogue as a former high school teacher, director of an alternative high school, director of a teacher center, author, consultant, and the former Executive Director of Learning Forward.