Sentences with phrase «as special education administrator»

Completion of the required coursework leads to a recommendation to the Commonwealth for licensure as a Special Education Administrator.

She is a retired public school educator with eight years experience as a school superintendent, eight as the director of technology, three as a special education administrator, and the rest of her years as a teacher of students with a variety of special educational needs.

He experimented with ways to bring together specialist colleagues as a special education administrator in Fort Collins, Colo., before coming to Adams 50 to build the interventionist framework seven years ago.

At SERRC since 1993, Sheryl served as the Special Education Administrator and Associate Director before being named Executive Director in 2007.

Not exact matches

Mark has experience as a college administrator and currently works as a special education teacher and teacher - trainer at Clear Creek Elementary School.

''... [T] hat I continue to carry out my duties as a school administrator — the 16 - hour days, the disciplinary issues, special education, student / teacher relations, curriculum evaluation, school improvement planning, community relations, scheduling, facilities management — answers your question,» says Jerry Boyd, vice principal at Upperman High School in Baxter, Tennessee.

The decline of the student / teacher ratio was steady across the 40 - year period; moreover, as economists Eric Hanushek and Steven Rivkin have found, it was mainly growth in the pool of mainstream teachers, rather than those of administrators or special - education teachers, that accounted for the decline.

In his infomercial on behalf of for - profit education enterprises, there is a technological determinism that assumes no opposition from or conflict with special interests such as teacher unions, administrators, and education bureaucracies.

Naturally as an advocate, I meet lots of dissatisfied parents, but I also see very unhappy teachers and administrators who are equally frustrated with a special education system laden with laws and red tape that often doesn't result in even adequate educational achievement.

19 - 21 — Technology: «Technology, Reading, and Learning Difficulties,» conference, sponsored by Educational Computer Conferences, for teachers, reading specialists, administrators, English - as - a-second-language instructors, technology coordinators, and special - education professionals, to be held at the Parc Fifty - Five Hotel in San Francisco, Calif..

Tomlinson has more than 20 years of experience as a public school teacher and more than 12 as a program administrator of special services for struggling and advanced learners, and she has been named Virginia's Teacher of the Year (1974) and Outstanding Professor at Curry School of Education (2004).

Notwithstanding the requirements of clause (b) of this subparagraph, members of the professional development team employed in or representing a school under registration review, pursuant to subdivision (p) of this section, including but not limited to teachers, administrators, curriculum specialists and parents, shall not be designated for appointment as prescribed in clause (b) of this subparagraph but shall instead be recommended by the chancellor for appointment by the board of education of the community school district in the case of community school districts, and appointed by the chancellor without being designated by any other party in the case of high school divisions, special education divisions and the chancellor's district.

The commissioner may also place under preliminary registration review any school that has conditions that threaten the health, safety and / or educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.

Rafferty's strategy to creatively fund literacy interventions included revamping the central office by cutting the number of administrators for special programs, such as bilingual and special education, by 10.

Dr. Hill has more than 22 years of experience in public education as a special educator and school administrator with substantial knowledge and experience working with Title I schools and transformation initiatives.

Bonnie Grossen has over 30 years of experience working in intervention and special education as a teacher, administrator, and program author.

Bridget comes from Girls Prep Lower East Side Elementary School where she worked for over 10 years — serving as a general education teacher, a special education teacher and administrator, and most recently as the Director of Inclusive Learning.

In addition to her law degree, Deborah holds dual certification as an elementary and special education teacher and is a certified school district administrator.

Bay - Arenac ISD employs special education administrators, teachers, related service providers, and paraprofessionals as well as variety of clerical support staff.

The program prepares graduates to assume roles as building principals at elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.

The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.

Students seeking to assume roles as leaders in the field of special education as teacher educators, program administrators, and researchers.

As a general and special education teacher, public school administrator, and university faculty member, she has dedicated her work to improving the achievement of students who struggle with learning.

The descriptive analysis of the data reveal that GE Model Schools maintain the higher mean pass rates in third grade math and reading despite higher student to teachers ratios, teacher to administrator ratios, and special education populations as well as lower rates of spending on instructional supports.

The Elementary Charter School Teacher, under the direction of the site administrator, is... Complies with state / federal mandates as they relate to curriculum, instruction, special education...

In her 32 years with the Anchorage School District, Ann followed two decades as a classroom and Special Education teacher at both the elementary and secondary levels with twelve years of providing professional development for teachers, administrators and school staffs.

This seminar will emphasize the important role general education teachers and administrators play in serving students with disabilities, equipping non-sped-trained personnel with a working knowledge of applicable special education laws and terminology, and answering questions such as: What's the difference between and 504 plan and an IEP?

His career includes experience as a child find specialist, an instructional coach and a special education administrator for the department of special education district office for Prince George's County Public Schools.

The doctoral degree program in special education at Boston University is designed to increase and expand the knowledge and skills of enrolled graduate students to assume roles as leaders in the field as teacher educators, program administrators, and researchers.

He served as a regular classroom teacher, special education teacher, special education administrator, deputy superintendent, superintendent of schools.

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 administSpecial 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 adminiEducation Administration program work as building principals at elementary, middle or high school levels; and district level positions including special education directors and central office administspecial education directors and central office adminieducation directors and central office administrators.

Joyce has been a general and special education elementary and middle school teacher and has worked as building and central office administrator Pre-K through HS.

She has extensive experience in public education as a special education teacher, teacher leader, and school administrator.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eduSpecial education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eeducation teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eEducation Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eduSpecial education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eeducation teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special eduspecial educationeducation.

In addition to the traditional master's degrees in Education, which include emphases in Special Education and Teaching English to Speakers of Other Languages (TESOL), Azusa Pacific University's unique Master of Science and Master of Arts degrees in Educational Leadership offer an excellent path to pursue more instructional leadership roles in the early childhood education arena that may involve teaching technology or becoming certified as a school adminEducation, which include emphases in Special Education and Teaching English to Speakers of Other Languages (TESOL), Azusa Pacific University's unique Master of Science and Master of Arts degrees in Educational Leadership offer an excellent path to pursue more instructional leadership roles in the early childhood education arena that may involve teaching technology or becoming certified as a school adminEducation and Teaching English to Speakers of Other Languages (TESOL), Azusa Pacific University's unique Master of Science and Master of Arts degrees in Educational Leadership offer an excellent path to pursue more instructional leadership roles in the early childhood education arena that may involve teaching technology or becoming certified as a school admineducation arena that may involve teaching technology or becoming certified as a school administrator.

Mr. Cunningham has been a teacher in general education and special education at both the elementary and secondary levels as well as an educational evaluator and an administrator for both general and special education programs in several suburban school districts.

In addition to training teachers, administrators, and other school leaders on issues such as tenure, special education, employment discrimination, employee whistleblowing claims, student harassment and anti-bullying law, ethics, governance, and student rights, Teresa has argued before the New Jersey Supreme Court, has substantial experience in federal and state courts, and has tried numerous disputes to conclusion in the New Jersey Office of Administrative Law.

Many students choose to combine their academic study with preparation that leads to licensure in Massachusetts as a special education teacher or special education administrator.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Seth Andrew started his career as a public school teacher in South Korea and South Africa, before becoming a Special Education Administrator in Massachusetts.

Joyce has been a general and special education elementary and middle school teacher and has worked as building and central office administrator Pre-K... Read More

Teachers must be able to communicate effectively when collaborating with teacher assistants, special education teachers, administrators and support staff, as well as when sharing observations and concerns with parents.

The majority of layoffs will affect administrators and support staff, such as classroom assistants, special education aides, office secretaries, and central office employees.

For the record I have worked as a campus and central office administrator for two districts and one charter school and have never been pressured by anyone in those systems or at The Texas Education Agency to reduce our number of students identified as special eEducation Agency to reduce our number of students identified as special educationeducation.

Prior to her time in Washington, DC, she worked in special education as a middle school teacher, case manager, and program administrator.

After teaching many different grade levels and special education I ended my 39 year career as Assistant Superintendent of Grass Valley School District and administrator of Grass Valley Charter School.

Mr. Klein joined DOT as the Associate Administrator for Innovation, Research and Education in the predecessor organization to the Research and Innovative Technology Administration (RITA), the Research and Special Programs Administration (RSPA).

Degree: Masters of Arts License: Limited Licensed Psychologist Specialties: Children, Adolescents, Adults, Families, Adjustment Disorder, Mood Disorder, Behavior Disorders, Anxiety, ADHD Biographical Information: Mike has over 15 years experience working with children and families as a therapist, mental health administrator, behavioral and special education consultant.

Dr. Plain has a well - rounded educational background having held positions as a director of special education and elementary and middle school administrator.

Those early dreams resulted a 44 - year career working in schools as a special education teacher and administrator, alternative school principal, and most recently as a school improvement coach.