Sentences with phrase «after teacher in the fields»

A sought - after teacher in the fields of holistic health and nursing, Monique is an adjunct professor at the College of New Rochelle Graduate School of Nursing, a clinical instructor for Yale Graduate School of Nursing, a senior faculty member of the Center for Mind / Body Medicine in Washington DC, and an educator for The Institute for Functional Medicine.

A sought - after teacher in the fields of holistic health and nursing, Monique is an adjunct professor at The College of New Rochelle Graduate School of Nursing, a clinical instructor for Yale Graduate School of Nursing, a senior faculty member of the Center for Mind / Body Medicine in Washington DC, and a faculty member for the Institute for Functional Medicine.

Not exact matches

Masters history is full of Sundays that could pull teardrops out of the most emotionally stunted sports fans: Augusta native Larry Mize chipping in to win in 1987; Ben Crenshaw winning in 1995 just days after his beloved teacher Harvey Penick died; Tiger Woods blowing away the field in 1997 and thanking the black golfers who broke the sport's color barriers; Jack Nicklaus shooting a back - nine 30 to win the 1986 Masters at age 46.

After many years of working in the field and running a successful kids only yoga studio, owners Abby Nagler and An Dang created a teacher training program based on their extensive knowledge of teaching yoga to babies through pre-teens.

After a decade in the education and curriculum writing fields, I stepped away from the teacher's desk to combine my knowledge in writing with my passion for travel.

Basically, a new committee of teacher volunteers from across the state would review all exam questions after the items had been tried out on a pilot basis in «field tests» conducted among sample groups of students statewide.

Sue Ann began her career in STEM education 31 years ago as a science teacher, but after attending a summer residential teacher enrichment program as a participant, she knew Green Bank was where she could make the greatest contribution to the field.

Although the «live» component of these field trips — a Q&A with park experts via online message board — is active for only two days after each video premieres, the For Teachers link has lesson plans for students in grades 5 - 8.

After spending four years sifting through hundreds of studies on teacher education, a national panel has concluded that there's little empirical evidence to show that many of the most common practices in the field produce effective teachers.

Once, after encouraging teachers to incorporate games into their lessons, Lauenstein - Denjongpa fielded calls from parents concerned that their children were too eager to get on the school bus in the morning.

To be sure, there is nothing in our current forms of direct evaluation that requires schools and teachers to abandon a broad, knowledge - laden curriculum to boost test scores; but it should be abundantly clear that if the field hasn't gotten this message nearly fifteen years after No Child Left Behind, it's not going to.

The report is all the more damning because it comes from one of the field's own, Arthur E. Levine, who stepped down in 2005 after 12 years as the president of Teachers College, Columbia University, one of the country's best - known education schools.

After implementing the lesson in the field, teacher leaders reflect on their experiences at the next content - specific session.

After seven years in the classroom and then two years leading teachers in the field as a master educator with District of Columbia Public Schools, Angela spent six years with the National Academy of Advanced Teacher Education (NAATE), cultivating NAATE's strategic partnerships, developing content, and leading learning sessions for teachers and aspiring school leaders.

Each lesson was rated by at least three different teachers who participated in the Teaching With Primary Sources professional development program, using a questionnaire after field - testing the lesson in their classrooms.

As a teacher in the highest - poverty district in New York, he has developed curricula and after - school programs for students that focus on increasing minority and female participation in STEM fields.

The mass exodus of these same graduates from the program after the mandatory two year period shows, however, that the low salaries we pay teachers are not enough to keep a lot of people in the field.

Siler is one of the relatively few teachers in Wisconsin who is licensed to teach courses in civil engineering, design, architecture or any of the other fields related to the highly sought after science, technology, engineering, manufacturing curriculum high schools want to offer.

And while it was respected in its field long before the baseline assessment was even a twinkle in the schools minister's eye, it was thrown into the national limelight in 2015 when, after primary schools were given the choice between six assessments selected as capable of reliably measuring the abilities of children entering the reception year, 75 per cent opted for EExBA, the assessment tool designed by Early Excellence and scored through teacher observation.

He testified that 22 percent of new teachers in California leave the profession after four years and that the percentage of teachers who transfer out of high - poverty schools is twice that from low - poverty schools, He said 20 percent of new principals in urban school districts leave after just two years and pointed to the Oakland Unified School District as an extreme: There, he said, 44 percent of new principals leave the field after just two - years.

He has previously worked in the field of education in numerous capacities; first for San Francisco Unified School District as a AVID tutor / classroom assistant, and years after he worked at an Education based non-profit, Aim High for High School, both as an in classroom teacher and then transferred over into an administrative role in the Development / fundraising department.

If you are so inclined, you may also want to read the recent Washington Post (10.24.16) article, entitled «The big problem with the Obama administration's new teacher - education regulations», in which the chair of Connecticut College's Education Department co-wrote that the «academy provisions» which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodies.»

Special education teachers are among the most sought after professionals in the education field.

Teachers decided the district needs a cabinet - level position to focus on this issue after engaging in desk and field research, surveying hundreds of colleagues and speaking with decision makers teachers decided a climate - focused cabinet position would be the best sTeachers decided the district needs a cabinet - level position to focus on this issue after engaging in desk and field research, surveying hundreds of colleagues and speaking with decision makers teachers decided a climate - focused cabinet position would be the best steachers decided a climate - focused cabinet position would be the best solution.

They mirror comments from students and teachers collected by the state Department of Education after the SBAC field test, and findings from surveys of teachers in Oregon and Washington on SBAC.

He enrolled at the University of Illinois as a physics major but was inspired to change fields after taking an honors literature seminar (taught by Robert Schneider, a charismatic teacher and an accomplished Freudian critic who convinced Powers that literature was the «perfect place for someone who wanted the aerial view»)- which led to him earning an M.A. in English.

After 30 years in the field, Ann Welton still loves her work as a school librarian and reading teacher.

It is available both to the university community, which, in a sense, lives in the historical complex, and to those who, as external parties, are invited to take part in the cultural life generated here, as well as to visitors.The suggested itineraries are the result of a research plan carried out by students and teachers of the Master in Education Services for Artistic Heritage, Historical Museums and Visual Arts; for them CREA represents a possible field of reference after the education received.The e-book aims not only to bri...

A degree in an educational field is commonly seen in After School Teacher resume samples.

After graduating from Ross as a Medical Assistant in 2005 and gaining experience in her field, she began her career at Ross as a Teaching Assistant and Substitute Teacher.

After ten years training, teaching, and doing clinical work in the field, she is grateful that she learned from many gifted teachers to use herself not just her skills.

From a truck - driver, dishwasher, server, secretary, bus driver, factory worker, school teacher, car salesperson, retail salesperson, watchmaker, sausage maker, housekeeper, stay - at - home whatever... to a professional Realtor after a few weeks of theoretical classes without the benefit of in - the - field hands - on training / experience?