Sentences with phrase «working as a high school principal»

Working as a high school principal in 1995 he stumbled across research about the effects of family engagement on student learning and was immediately convinced that this was the missing ingredient in helping all children learn.

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Sandy was also the charter school developer for YouthBuild Charter School of California, a high school diploma program for out of school / out of work youth, located in Watts, East Los Angeles and El Monte; for which she also served as interim prinschool developer for YouthBuild Charter School of California, a high school diploma program for out of school / out of work youth, located in Watts, East Los Angeles and El Monte; for which she also served as interim prinSchool of California, a high school diploma program for out of school / out of work youth, located in Watts, East Los Angeles and El Monte; for which she also served as interim prinschool diploma program for out of school / out of work youth, located in Watts, East Los Angeles and El Monte; for which she also served as interim prinschool / out of work youth, located in Watts, East Los Angeles and El Monte; for which she also served as interim principal.

Michael Constantine is perhaps best known for his extensive TV work, notably his four - season (1969 - 1974) stint as long - suffering high school principal Seymour Kaufman on Room 222 and his starring appearance as night - court magistrate Matthew J. Sirota on the brief 1976 sitcom Sirota's Court.

During my 17 years as a high school principal I have worked in districts that were rural economically disadvantaged as well as affluent suburban.

Education Week has been following Principal Keith Look and his team at the former Shawnee High School in Louisville, Ky., as they work to transform the long - troubled campus.

No - one was injured during the work, but the potential for a serious accident was high and the school, as client, took positive action to ensure safe systems of work were employed through the good communication between them and the principal contractor.

It wasn't long before he was working his way down the path to becoming an administrator taking on roles as a director of bilingual education, high school principal, and deputy superintendent.

He organized a lunch discussion with his high - school principals, and there, mainly as a conversation starter, I held up a copy of What Works and asked how many of them were acquainted with it.

Prior to becoming a superintendent, she worked in many different facets of education including as classroom teacher at both the elementary and middle school levels, principal at the middle school level, director of the Upward Bound Program for first - generation college - bound students, and director of the Basic Skills Academy for at - risk high school youth.

Your education experience: [I worked] 17 years as a teacher, three years as a high school teacher and activities director, three years as a middle school principal, and one year as the current high school principal.

Following commencement, he worked as a teacher and principal, and cofounded two schools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lschools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leSchool of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lSchools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool leaders.

Elementary and high school principals are interested in working collaboratively as well, but have not formalized an organization yet.

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

As a high - school principal for the past nine years, I have observed Advanced Placement (AP) teachers working harder than teachers of most elective courses, but there is no bonus for them if student scores go up and there is no loss of pay if student scores go down.

At first, Robinson was her fifth - grade math teacher, but then their paths continued to cross as he became her junior high school assistant principal, then high school principal, then principal for whom she worked, then colleague and, finally, hired hand!

His previous work experience includes twelve years as a high school teacher, K - 8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility.

Ronald Tabano has over 40 years experience in education beginning his work as a 6th grade teacher, moving to teaching social studies and ELA at the middle and high school levels, eventually becoming an Assistant Principal.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

Arriving at A.P. Leto High School in January 2017 as assistant principal of curriculum and instructional leadership, McCoy - Mitti had her work cut out for her.

Principal, East Brunswick High School Term: 2017 - 2020 Dr. Michael Vinella has worked in East Brunswick Public Schools for 22 years and is entering his sixth year as EBHS pPrincipal, East Brunswick High School Term: 2017 - 2020 Dr. Michael Vinella has worked in East Brunswick Public Schools for 22 years and is entering his sixth year as EBHS principalprincipal.

Principal, Rahway High School Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school pPrincipal, Rahway High School Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school princiHigh School Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school prinSchool Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school pprincipal, and high school princihigh school prinschool principalprincipal.

Zimny began her career in St. Louis County, Mo., as a special education teacher assistant in 1977, working her way up to become a teacher, lead teacher, assistant principal, and principal at both the elementary and high school levels.

In addition to monetary incentives, states and districts should offer good working conditions, new equipment, lower class sizes, preferential hiring and staffing as a way to recruit highly effective principals to high - need schools

Often bypassing Congress, Duncan used the money to work directly with states, persuading them to adopt favored policies by providing incentives through Race to the Top, a $ 4.35 billion competitive grant program in which states were awarded points for adopting ideas such as performance - based teacher and principal evaluations, higher academic standards, and raising charter school caps.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

As a founding team member at West Brooklyn Community High School, Nicole has been working with over-age and under - credited youth since 2006 in the roles of ELA teacher, Instructional Support Specialist, and Assistant Principal.

In addition to his title of Director of Curriculum and Assessment, Dr. Nelson worked for fourteen years as an elementary and high school Spanish teacher and administratively has served as a principal, curriculum / instruction director and worked collaboratively with special services, technology, and other school district supports.

Michael Cohen, Ed.D., has worked as a high school English teacher, supervisor of language arts, and as a high school assistant principal in New Jersey.

It only took Houston high school math teacher Gary Rubenstein a few minutes on the internet to bust the latest Chicago Public School myth — the «triumph» of a «dramatic turnaround» specialist principal now working her magic at Marshall High School, as described by a recent Tribune artihigh school math teacher Gary Rubenstein a few minutes on the internet to bust the latest Chicago Public School myth — the «triumph» of a «dramatic turnaround» specialist principal now working her magic at Marshall High School, as described by a recent Tribune arschool math teacher Gary Rubenstein a few minutes on the internet to bust the latest Chicago Public School myth — the «triumph» of a «dramatic turnaround» specialist principal now working her magic at Marshall High School, as described by a recent Tribune arSchool myth — the «triumph» of a «dramatic turnaround» specialist principal now working her magic at Marshall High School, as described by a recent Tribune artiHigh School, as described by a recent Tribune arSchool, as described by a recent Tribune article.

While working in dual roles as an Associate Principal and Curriculum Director, two schools showed an increase 6 to 10 SPS point gain as well as another rated the second highest improvement rate for grades 3 - 8 in 2009 and 2010 within Louisiana Recovery District.

Graduates of the Educational Leadership and Special Education Administration program work as building principals at elementary, middle or high school levels; and district level positions including special education directors and central office administrators.

As an educator and administrator, Bob has worked throughout the state of New York: Bob has developed and supervised curriculum and staff development programs for Eastern Suffolk County BOCES, has served as President of both the Long Island ASCD and the New York State ASCD, and was Principal of Pearson Middle School and High School in Sag Harbor, New YorAs an educator and administrator, Bob has worked throughout the state of New York: Bob has developed and supervised curriculum and staff development programs for Eastern Suffolk County BOCES, has served as President of both the Long Island ASCD and the New York State ASCD, and was Principal of Pearson Middle School and High School in Sag Harbor, New Yoras President of both the Long Island ASCD and the New York State ASCD, and was Principal of Pearson Middle School and High School in Sag Harbor, New York.

For example, last year I worked with my high school principal and his assistant principal on how students are working their way through algebra as freshmen.

His most extensive work was as an alternative high school principal for students with emotional disorders and behavior problems.

And retired principal John Roskosky relates how he worked individualized tutoring into the school day in an El Paso high school, including hiring local university students as tutors.

Ivey worked in school - based administration as the assistant principal and principal at Herndon High School, and served as a special education teacher and department school - based administration as the assistant principal and principal at Herndon High School, and served as a special education teacher and department School, and served as a special education teacher and department chair.

As I talked to you about before, I work with a high school principal named Jan..

Illinois CSI works at the district level, partnering with school superintendents, as well as with principals and other education leaders to connect the dots between strong leadership teams and successful students — a data - driven strategy proven to produce high - performing schools.

SB 200 by Sen. Ricardo Lara, D - Bell Gardens, comes in response to a high - profile case in the East Bay where a school district initially moved to exclude a second grader after discovering her mother maintained a principal residency in another community although worked as a live - in nanny within the district's jurisdiction.

In addition to his work as superintendent, he has served Kentucky students in a variety of roles over his 22 year career, including as a middle school math teacher, high school math teacher, assistant middle school principal, elementary school principal and an assistant superintendent.

Keeanna, whom Purdue selected as founding principal for the second location of Purdue Polytechnic High School, has worked with the Excel Center in the Meadows neighborhood since 2013.

Prior to formally joining NTN, Kristin worked for 16 years in high schools as a teacher, principal and district administrator.

The steps described in this report - such as creating data systems, providing high - quality mentoring to new principals, and assigning district staff members to work closely with school leaders - involve costs and, just as often, tough choices for districts, especially when budgets are tight.

Without identifying everyone by name, in addition to me there was a man who worked for the college board, a former staff member who is now a public school parent, a current high school principal of an «A» rated school who was going to host Matt and Elisa at her school later that day, a school leader from a school that is featured as a «miracle» public school in Wendy Kopp's last book, and which gets mentioned at fundraiser events, a 1990 alum who has been teaching for 22 years, and a former TFA staff member who now works for the New York City Department of Education.

He went on to work in several leadership roles in the Orange County Public School system, including eight years as a high school prinSchool system, including eight years as a high school prinschool principal.

Jim Fossett is in his second year as the principal at Tonopah High School, working to transform the school 210 miles north of Las Vegas into a collaborative environment, where teachers meet weekly one - on - one with each of the school's 115 stuSchool, working to transform the school 210 miles north of Las Vegas into a collaborative environment, where teachers meet weekly one - on - one with each of the school's 115 stuschool 210 miles north of Las Vegas into a collaborative environment, where teachers meet weekly one - on - one with each of the school's 115 stuschool's 115 students.

Prior to educational consultant work, Keith served as the Principal at St. Joseph Catholic High School where in 2015 Niche.com named it the best private school in MissisSchool where in 2015 Niche.com named it the best private school in Mississchool in Mississippi.

Theron worked at Sir Francis Drake High School in California's Marin County for 10 years — the first nine as a social studies teacher, and his last year as Assistant Principal.

Median annual pay for elementary, middle, and high school principals working nationwide was $ 86,970 as of May 2010.

Over the past three years, we have had the chance to interact with hundreds of educators and to present emerging versions of this book at venues hosted by leading organizations such as ASCD, the Education Trust, the National School Boards Association, High Schools That Work, the Center for Innovation and Improvement, the American Association of Educational Service Agencies, the National Title One Association, the Kentucky School Boards Association, the Idaho State Department of Education, Boise State University, Castleton State University, Georgia Southern University, Hosei University (Tokyo, Japan), and Louisiana State University, as well as the Minneapolis Principals Network and the following school districts from our fieldwork: Boise, Idaho; Fairfax, Virginia; Godwin Heights, Wyoming, Michigan; Granger, Washington; Lapwai, Idaho; Molalla, Oregon; Port Chester, New York; Queens, New York; St. Paul, Minnesota; and Tekoa, WashiSchool Boards Association, High Schools That Work, the Center for Innovation and Improvement, the American Association of Educational Service Agencies, the National Title One Association, the Kentucky School Boards Association, the Idaho State Department of Education, Boise State University, Castleton State University, Georgia Southern University, Hosei University (Tokyo, Japan), and Louisiana State University, as well as the Minneapolis Principals Network and the following school districts from our fieldwork: Boise, Idaho; Fairfax, Virginia; Godwin Heights, Wyoming, Michigan; Granger, Washington; Lapwai, Idaho; Molalla, Oregon; Port Chester, New York; Queens, New York; St. Paul, Minnesota; and Tekoa, WashiSchool Boards Association, the Idaho State Department of Education, Boise State University, Castleton State University, Georgia Southern University, Hosei University (Tokyo, Japan), and Louisiana State University, as well as the Minneapolis Principals Network and the following school districts from our fieldwork: Boise, Idaho; Fairfax, Virginia; Godwin Heights, Wyoming, Michigan; Granger, Washington; Lapwai, Idaho; Molalla, Oregon; Port Chester, New York; Queens, New York; St. Paul, Minnesota; and Tekoa, Washischool districts from our fieldwork: Boise, Idaho; Fairfax, Virginia; Godwin Heights, Wyoming, Michigan; Granger, Washington; Lapwai, Idaho; Molalla, Oregon; Port Chester, New York; Queens, New York; St. Paul, Minnesota; and Tekoa, Washington.