Sentences with phrase «after teaching middle school»

A sarcastic and sharp «bless your heart» was all the full - figured clerk, who was working a full shift after teaching middle school all day, could say.

After teaching middle school science and math in independent schools, Mr. Jackson joined Boston Collegiate Charter School as a founding science teacher.

After teaching middle school for 13 years in the Fort Mill, SCSchool District, where she taught middle school science, socials studies, and computer technology, she left the K - 12 environment and began to work full time at Winthrop University.

After teaching middle school in the general classroom for several years, I accepted a position teaching gifted students.

BUFFALO, N.Y. — After teaching middle school English, he spent decades in politics, serving as a U.S. Congressman and Hamburg Supervisor and council member, but Jack Quinn says taking the job as Erie Community College president brought his career, and personal life, full circle.

Not exact matches

Larry Bird chose my high school to do his student teaching after the ISU Sycamores run to the NCAA championship game and several of us from orchestra kids got to shoot around with him at what would have been our fourth hour orchestra class which was delayed half an hour for one semester while the teacher had younger students from the new middle school built together with the high.

Graduating from University of Texas, Roxann taught middle school for five years before deciding to stay home after her son was born.

I have observed my journey unfolding, taking me from one end of a very mainstream spectrum teaching high school English, History and Psychology for two years, through the middle as a personal trainer, fitness competitor, and too many 50 + hour weeks of management at fitness facilities, to the opposite end, the beginning of a very off the beaten path spectrum where I landed after becoming a certified Yoga teacher in June 2009.

After all, I teach middle school.

But after three years of teaching all levels of middle school students in a flexible environment, I can say that the benefits far outweigh any management issues that arise.

After taking an EEE class on culturally reflective instruction, Randy Grove, a white middle school technology teacher, was motivated to substitute more culturally relevant images in a lesson he'd taught for years on forms of shelter.

I haven't met you yet, and I don't know what kind of experience you have, but after 25 years teaching middle school, I've learned a little bit about what makes for effective school leadership.

My experience includes teaching at the elementary and middle school levels, district level administration for curriculum, instruction, and after - school programs, and high school administration.

Editor's Note: Sharon Campbell retired after 23 years of teaching at Redwood Middle School.

After training in the teaching of prealgebra and algebra, educators develop their own summer math camps for middle school students in their school districts.

She taught in middle schools with minority and low - income children in Atlanta and Boston for eight years (she notes in passing that she was tenured in the Boston school system), after majoring in philosophy at Yale and receiving a doctorate from Oxford.

This is a connection that he knows will remain after graduation, as he plans to return to teaching on the middle or high school levels, and continue his youth development work.

After completing her service with TFA, Simpson transitioned to teach at the Galvin Middle School in Wakefield, Massachusetts — her hometown.

I started out at a middle school with an emergency alternative license after two years of teaching first - year college composition.

Besides Peiser, who started Boston Collegiate Charter School in 1998, just after earning his master's in public policy from Harvard's Kennedy School, there was Doug Lemov, a founder of Academy of the Pacific Rim (also in Boston) in 1997 and later a best - selling author (Teach Like a Champion); Evan Rudall and John King of Roxbury Prep in Boston (Rudall is now CEO of Zearn, a new educational technology nonprofit, and King is commissioner of education for New York State); and Paul Bambrick - Santoyo, then managing director of North Star's middle and high schools in Newark (and later author of Driven by Data and Leverage Leadership).

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 ofteaching 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 ofTeaching 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 ofteaching 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.

Once at the university, after 20 years of teaching middle school, I found that many teachers were eager for strategies to help them teach successfully in heterogeneous settings.

After teaching for six years, I recognized a recurring story: middle school students lacked the literacy skills — speaking, writing, reading, and listening — to contribute to the community, to succeed academically across content areas, and to, perhaps most importantly, create their authentic narrative.

After 12 years teaching English Language Arts and history at an urban middle school, where he has inspired students with a love of Shakespeare and Tennessee Williams plays, Holt hopes to further what he sees as his mission in education giving «students access to learning situations that are as close to the real world as possible.»

After six years teaching middle school humanities, I took on a new role as coordinator of fieldwork and place - based education.

In 2007, after teaching in the school district in Oakland, California, for twelve years, I stepped out of the classroom and into the role of instructional coach at one of its middle schools.

After teaching elementary school for five years, I became a middle school teacher, and I felt very much like a beginner again.

After graduation, the Grand Rapids, Michigan native is ready to begin his teaching career as a middle school social studies teacher in his adopted hometown of Boston, putting this lesson — and the others learned in the Teacher Education Program (TEP)-- into practice.

After teaching for almost nine years, El - Mekki became an administrator at Turner and Shaw middle schools — both traditional public schools located in Southwest Philadelphia — before becoming a principal in 2007.

After teaching in the Chicago public schools, Hancock worked as a teacher, teacher leader, curriculum specialist, literacy specialist, middle school assistant principal, and elementary school principal in Rochester, N.Y..

We found that after middle school and high school teachers worked with ASMP mentors for just one year, their students from diverse backgrounds make statistically significant gains in math compared with students taught by «business - as - usual» teachers.

After several great years teaching middle school English Language Arts and Social Studies at Brooke Mattapan, Ms. Scharfstein is excited to join the Brooke High School commschool English Language Arts and Social Studies at Brooke Mattapan, Ms. Scharfstein is excited to join the Brooke High School commSchool community.

While student teaching in both a 2nd grade and self - contained special education classroom she tutored and mentored Middle School students as part of the Breakthrough Providence after school prSchool students as part of the Breakthrough Providence after school prschool program.

After teaching at Brooke for 4 years, I transitioned into the role of Assistant Principal at Brooke Mattapan where I have the opportunity to serve as an instructional coach to our middle school teachers.

Ms. O'Brien joined the Brooke Mattapan team in 2012 after having taught middle school Social Studies in California.

After spending the first year teaching in the elementary years, she moved to teach middle school English and special education and is thrilled to continue working with middle school students at Brooke.

Ms. Davidson is joining the Brooke Roslindale after teaching 5th and 6th grade math at Match Middle School and Roxbury Prep.

After finishing their teaching requirements in Kansas and earning teacher certification in Kansas, teachers go on to earn an average income of $ 44,240 for elementary schools, $ 46,050 for middle schools, and $ 45,660 for high schools, with salaries varying depending on a teacher's experience, degree level, and subject taught.

After four years at ASK, she began teaching middle school literacy at Cochiti Middle School, a rural, traditional public smiddle school literacy at Cochiti Middle School, a rural, traditional public sschool literacy at Cochiti Middle School, a rural, traditional public sMiddle School, a rural, traditional public sSchool, a rural, traditional public schoolschool.

Anson Jackson committed to teaching middle school math in the Rio Grande Valley for two years after college because he was inspired to do something...

A Chicago teacher says she was thrilled, after a long day teaching middle schoolers, to find the break room stocked with baskets overflowing with individual packages of pretzels, chips, and dark chocolate.

In Boston, for example, the Edwards Middle School has gone, in five years, from the worst - performing, least - desired middle school to a model of success after it increased scheduled teaching time by 30 peMiddle School has gone, in five years, from the worst - performing, least - desired middle school to a model of success after it increased scheduled teaching time by 30 peSchool has gone, in five years, from the worst - performing, least - desired middle school to a model of success after it increased scheduled teaching time by 30 pemiddle school to a model of success after it increased scheduled teaching time by 30 peschool to a model of success after it increased scheduled teaching time by 30 percent.

The author, a high school language arts teacher, describes her move to a high - needs urban school after 13 years teaching in predominantly middle - class suburban schools.

Desire and commitment to teach in a Middle and High School setting for at least three years after the first year of the residency.

All Aberdeen Rodriguez wanted to do was to teach English in her home state of Minnesota after seven years as a middle school teacher in Texas.

After her corps experience, Alison used community based theatre techniques to teach middle school youth at a summer camp in Ramallah, before becoming a Leadership for Educational Equity Community Organizing Fellow at Parent Revolution, where she focused on the Parent Power Network and Parent Trigger Campaigns.

After spending several years teaching and coaching elementary, middle and high school levels, I furthered my education at Winthrop University here in Rock Hill where I received my Master's in Physical Education and met my beautiful wife Tessa.

After graduating, Canter taught seventh - grade English at a middle school in the Mississippi Delta, which she describes as «absolutely terrible.»

Matt joined Teach For America after graduation and taught social studies and math for two years at Liberty Collegiate Academy, a charter middle school in East Nashville.

Born in Ohio and raised in Goshen, Kentucky with her five younger brothers, Ms. Russell moved to Nashville to pursue a degree in Public relations, but after accidentally being placed in an Education class, found a love for teaching Elementary and Middle School scholars.