Sentences with phrase «teacher project community»

Please find below a letter I wrote to you, the Black Teacher Project community, asking for your support.

Not exact matches

I've seen creativity in more than just fibre arts and the written word: I've met creative coders, out of the box business builders, imaginative project managers, doctors with ingenuity, resourceful teachers, pastors with vision for creative community.

On a July morning I decided to visit one of my congregations at Nagapuram (a pseudonym) to consult with the teachers of our mission school and the elders of the community about a proposed project to reconstruct the school building.

Gareth Todd Jones, head teacher of Pen Pych Community Primary in south Wales, one of the participating schools, said that the «Message to Dad» project had revealed great sensitivities in children.

On the Coast At Your School Salt Marsh Science Project Teacher Workshops & Courses Resources for Teachers Community Service & Internships

Thankfully through my blog I have worked on several charitable projects including child hunger, building playgrounds for communities in need, helping to end teacher - funded classrooms, Rwanda's Path To Peace project and more.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Commenting on the reports in the media that the Secretary of State for Education, Rt Hon Michael Gove MP, is to apologise to Parliament for errors contained in the Government's list of schools to be rebuilt or refurbished under the Building Schools for the Future (BSF) programme, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said: «The Government's decision to scrap over 700 projects to rebuild or refurbish schools was an unnecessary and disastrous development that history will judge to be bad for children, bad for education and bad for local communities and the economy.

Mulgrew ended on a hopeful note by highlighting the union's efforts to move education in the city forward: the UFT's Community Learning Schools project; the union's fight to secure curriculum aligned to the new Common Core Learning Standards for every teacher; and its efforts to address the lack of lesson plans aligned to the Common Core through its new Share My Lesson website.

− Stanley S. Litow, Vice President, IBM Corporate Citizenship and Corporate Affairs & President, IBM International Foundation (Chair) − Senator John Flanagan, Senate Education Committee Chair (Senate appointee) − Assemblywoman Catherine Nolan, Assembly Education Committee Chair (Assembly appointee) − Linda Darling - Hammond, Charles E. Ducommun Professor of Education, Stanford University Graduate School of Education − Todd Hathaway, Teacher, East Aurora High School (Erie County) − Alice Jackson - Jolley, Parent (Westchester County) − Anne Kress, President, Monroe Community College − Nick Lawrence, Teacher, East Bronx Academy for the Future (NYC) − Delia Pompa, Senior Vice President of Programs, National Council of La Raza − Charles Russo, Superintendent, East Moriches UFSD (Long Island) − Dan Weisberg, EVP & General Counsel, The New Teacher Project

Picente said the project, which helps local teachers inspire and educate students in key skill areas needed by local high - growth employers, is supported by the Community Foundation of Herkimer and Oneida Counties, Workforce Investment Board, Mohawk Valley EDGE, BOCES and National Grid.

Project WORTHY is aimed to establish response teams made up of health professionals, law enforcement, first responders, parents, teachers, coaches, clergy, business leaders and youth to help those suffering from addiction and to educate communities about prevention, intervention and responses to addiction.

Students in kindergarten through third grade at nine low - income New York City schools will receive more than 24,000 books they can take home, as part of a pilot literacy project launched Tuesday by the United Federation of Teachers, the New York City Department of Education, First Book, The American Federation of Teachers and The New York Community Trust.

One of Gaab's newest projects, which she is developing in collaboration with at least one Boston - area school for children with dyslexia, is a blog that will provide useful information about emerging research to parents, teachers, and community workers.

The Society awarded $ 120,000 in grants to science research teachers to purchase much - needed equipment and $ 55,000 to 13 innovative organizations supporting community - based science, technology, engineering and mathematics (STEM) projects through our STEM Action & Research Grant Program.

Presenters and speakers at the summit include Thirty Meter Telescope Associate Project Manager Ravinder Bhatia, TMT Hawaii Community Affairs Sandra Dawson; Imiloa Astronomy Center Executive Director Ka'iu Kimura; «Imiloa Astronomy Center Navigator in Residence Kalepa Babayan; Office of Mauna Kea Management Executive Director Stephanie Nagata; Janet Babb, USGS Hawaii Volcano Observatory; Dr. Saeko Hayashi, Subaru Telescope; Peter Michaud, Gemini Telescope; Dr. JD Armstrong, University of Hawaii Institute for Astronomy; Dr. Rob Wright, Hawaii Space Grant Consortium,; Dr. Paul Coleman, Institute for Astronomy, Waiakea High School Science teachers Dale Olive and Tom Murphy; and Pisces (Pacific International Space Center for Exploration Systems Test Operations Manager) Christian Andersen.

The Oxygen Project offers regular yoga programming for youth in schools and community organizations and yoga classes and professional development for teachers and youth service providers.

Committed to bringing affordable yoga to the wider community, Alice has also set up The Yoga Project UK, a London based company that connects inspiring yoga teachers with schools across the UK.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

Interactive boards better reflect a connected, knowledge sharing community, with large format displays, (e.g. 65» to 85» displays) and / or interactive touch screen displays enabling teachers to project media to the front of class.

Whether in a traditional or a virtual classroom, with online collaboration tools everyone can just form a community where teachers assign projects to their students in real - time and students may ask for clarifications, if any.

Students form relationships with other teachers, students, and staff through electives, projects, Socratic seminars, and general mingling in the community areas.

If you are a teacher experimenting with making projects in your classroom, here are some successful fundraising strategies we've seen educators use to fund a makerspace for their school community.

That was the launch of a citizenship project designed by teacher Sherry Griesinger from Novi Community Schools in Michigan.

The annual WISE (World Innovation Summit for Education) Awards celebrate projects that are providing solutions to education challenges affecting students, teachers and communities across the globe.

During the project implementation, blind and no blind teachers will share and communicate current learning and teaching methodologies through ISICANA's website, which would allow for communication and feedback from other teachers and the academic community.

Two of its best features are that it allows you to connect to form interest - based based communities (Project - Based Learning etc.) and Spotlight a repository of teacher - created materials and content that is typically free or low cost and searchable.

And break down the barriers between inside of school and outside of school — have kids work on projects that are meaningful to their communities and bring people from the communities into the schools to support the teachers.

The program, created by the Sacramento Area Congregations Together (ACT) Parent / Teacher Project, bridges the communication gap between school and community by training teachers to conduct home visits.

As social learning continues to gain traction, students can connect themselves to teachers, other students and a wide variety of experts in a wide variety of settings — from one - on - one sessions to rich communities regardless of where they live — to collaborate on a variety of educational projects.

Another project saw # 1.1 million provided to Computing at School — a community of teachers, IT professionals, academics and parents — to help train primary teachers already working in the classroom through online resources and school workshops.

The community group launched a pilot home - visit program with six elementary and two middle schools and, in 2002, spun off the Parent / Teacher Home Visit Project as an independent nonprofit.

Students can present their projects at a community event involving parents, teachers, and local businesses and organizations.

Rachel Lofthouse, Professor of Teacher Education at Leeds Beckett University, explained: «We are thrilled to announce the five successful projects which will support educational decision - making and create positive impacts for children and young people, professionals and communities.

When designing projects and lessons at Crellin Elementary, teachers regularly look at school and community needs with the idea of using those needs as real - world catalysts for learning, instead of inventing problems for the kids to solve.

The exhibit, in which 15 teachers demonstrated their work through posters, attracted an audience of graduate students, administrators, and educators from other communities, as well as representatives from Project Zero and the Center for Collaborative Education, an organization that partners with public schools and districts «to create and sustain effective and equitable schools.»

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

At Craig Middle School, science teacher Wayne Naylor and language arts teacher Jennifer Smitley have jointly given their seventh and eighth graders the daunting assignment of creating and executing a project that addresses a community need.

Activist Learning: Students at Da Vinci High School, in Davis, California, applied their school's project - learning approach to enlist community support for Da Vinci teachers selected to be laid off because of budget cuts.

Teachers at Sam Rayburn Middle School have turned this special community service project into lessons in geography, art, language, and more.

Five years from now, as Powderhouse prepares to graduate its first cohort of students, Resnick hopes that students gain skills, agency, and enthusiasm for lifelong learning, that teachers are energized and eager to remain with the project, and that the community continues to embrace the principles of self - directed learning for more students.

Teachers and school leaders could facilitate this opportunity by: a) setting aside specific time for students to engage in this form of design - based education, for instance, by establishing design and innovation labs; b) infusing in the curriculum opportunities for students to establish links to this activity; c) structuring opportunities to inspire students to study and solve a problem, for instance showcasing current and past students» exemplary projects; d) providing opportunities for students to present their projects to an authentic audience of peers and members of the community; and e) not telling students what projects to work on by staying hands - off.

Michael McDowell, who trains teachers on managing group dynamics through the New Technology Foundation, a ten - year - old nonprofit organization that helps communities replicate the New Tech model nationwide, says teamwork is one of the greatest challenges project - learning teachers face.

Teachers are expected to work collaboratively with colleagues in schools and professionals in the community to develop interdisciplinary curriculum, project - based learning, and career - related internships.

This special page offers definitions of those terms and many sample projects from teachers who believe that involving students in service projects is an effective strategy for engaging interest in the curriculum and in their communities.

The Harvard Family Research Project, part of Harvard University's graduate school of education, has formed a network of teacher - educators dedicated to making the nation's future teachers better at working with families and communities.

The resources will include teacher support notes, and in addition to the Barefoot workshops, the project team will also develop Barefoot communities enabling teachers to share ideas and good practice around teaching computing with other primary teachers.

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

ANDERSON: Our projects are designed by teachers, often in collaboration with a community partner.

The project team says education challenges for these communities in Kenya include high teacher absence, which impacts on student learning.