Sentences with phrase «began working with district»

After two years Steve began working with district administration and was named the Assistant Superintendent of Curriculum and Instruction.

Not exact matches

Ende, an interpreter for the deaf, began learning sign language several years ago when she was working with the hearing - impaired in programs offered by the Oak Lawn Park District.

After meeting with architects last week, Park District Director Ray Ochromowicz said he expects the district to begin seeking bids Jan. 27 for foundation work at the proposed site on Lily Cache Lane across from Jane AddamsDistrict Director Ray Ochromowicz said he expects the district to begin seeking bids Jan. 27 for foundation work at the proposed site on Lily Cache Lane across from Jane Addamsdistrict to begin seeking bids Jan. 27 for foundation work at the proposed site on Lily Cache Lane across from Jane Addams School.

After years of working in school districts and school kitchens, it's clear to us that the majority of school food change begins with parents who care about their children's nutrition at home and at school.

In this session, an overview of CEP will be provided together with explanations of what worked (and what didn't) when districts began CEP.

Just last year it worked with Rodriguez's office to begin the preservation of a long - neglected Inwood building, which Bederman was a good example of the department's work to preserve affordable housing in the district.

Mr. Israel, a Long Island - based congressman who represents a chunk of eastern Queens that overlaps with Mr. Avella's district, said the Queens Democrat worked closely with him since Mr. Israel recently began representing Queens.

After the loss, he stayed on with Nadler, working as his district coordinator while also volunteering as leader of the Mitchell - Lama Residents Coalition, which sought to preserve affordable housing right around the time Mitchell - Lama properties began aging out of the program.

BY LAUREN KATE ROSENBLUM The North Rockland School board meeting began with the North Rockland High School Marching Band performing in honor of the hard work done by district employees to get Thiells Elementary up and running after it was flooded by Hurricane Irene.

Sugarman said critics tend to focus exclusively on her work with Cuomo that began in the attorney general's office and carried over to the governor's office, but not the 20 years she spent as the chief of the homicide and trial division in the Bronx district attorney's office or the 10 years in private practice after that.

The proposed amendment establishes a redistricting commission every 10 years beginning in 2020, with two members appointed by each of the four legislative leaders and two members selected by the eight legislative appointees; prohibits legislators and other elected officials from serving as commissioners; establishes principles to be used in creating districts; requires the commission to hold public hearings on proposed redistricting plans; subjects the commission's redistricting plan to legislative enactment; provides that the legislature may only amend the redistricting plan according to the established principles if the commission's plan is rejected twice by the legislature; provides for expedited court review of a challenged redistricting plan; and provides for funding and bipartisan staff to work for the commission.

She began her work in mental health in 1981 as a registered nurse on an inpatient unit at the Capital District Psychiatric Center in Albany and, in the last 35 years, has worked with children, adults, and families in both inpatient and outpatient settings through clinical and administrative positions.

In early December, the district began working with Champlain Valley Educational Services to search for a new superintendent to replace retiring Superintendent James «Jake» Short.

Where the courses diverge, though, is in the experience level of the students: Leading for Equity acts as almost a primer for students who have little to no experience with school or district improvement work, whereas Coaching for Equity is designed for students who, like Han, have experience and who can act as guides or coaches for schools beginning to navigate such work.

A year ago, Public Impact began working with school design teams of pilot schools in the Charlotte and Nashville public school districts to choose and tailor school models for extending the reach of excellent teachers to more students.

Starting with the low - income community of North View Heights, staff from the University of Pittsburgh's Office of Child Development began working with the Pittsburgh district to develop programming aimed at guiding parents through the registration process.

Elmore's efforts to change this began during his work in a New York City school district, where professional development for principals included spending time every day inside classrooms to re-familiarize themselves with the teaching environment.

The greatest insight we have gained in our work with school districts across the continent is that organisation that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

Although CEL has worked in partnership with school districts around the nation, until this fall the Center had never begun a partnership with a salmon bake, campfire, and singing in the middle of the desert.

«I'm excited that we have begun our work with these national leaders and that our local school districts will be able to use their expertise to help build the types of comprehensive evaluation systems that will provide meaningful feedback to teachers while gauging their effectiveness in a fair manner.»

This year - long journey begins with a coach institute in your district or state, followed by ongoing professional learning through two online courses that employ best - practice techniques for blended learning and require an authentic application to work with teachers.

NPS leaders began the 2008 - 09 school year by strategically aligning the work in the district with the resources and supports provided by CEL.

Especially for the districts across the country using CEL's 5 Dimensions of Teaching and Learning instructional framework, we see that the foundational work in improving outcomes for students begins with a deep understanding of the transformative role of purpose in learning.

In the 2011 - 2012 school year, MIBLSI began working with intermediate school districts (ISDs) and local districts to implement district - wide MTSS.

If the district is deemed a good fit, Center staff will begin work, coordinating with the school district, to raise the funds to support the Fellow's work.

He has spent 20 years in the field of education, beginning with a teaching internship at The Park School in Brookline, MA and working as a teacher, administrator and service partner to district schools in Chicago and Boston.

Beginning in 2013, Leading Educators worked with Denver Public Schools (DPS) to deliver a series of trainings for DPS - identified teacher leaders in new, differentiated roles and developed cohort - building activities during year one of the district's Teacher Leader Teams pilot.

We work with districts from the beginning of their implementation, and side - by - side as they expand and adjust their programs, to continually deliver personalized learning to every student.

Recognizing the need to address the elevated rates of chronic absence among its Native American students, the district has also begun meeting with community supporters, the Tribal Judge and Attendance Works to examine how they might partner to improve attendance.

The HUSD began its partnership with Attendance Works to better understand the dynamics around chronic absenteeism and to take advantage of the organization's ability to disaggregate data in meaningful ways the district had previously not been able to generate.

The best way for the federal government to help create and maintain excellent principals is to require states and districts to provide principals with high - quality ongoing professional development, beginning with mentoring in the early years and lasting throughout a principal's career, and to provide funds to help states in that work.

«When they began this journey, they began it as a faith walk,» says John Branam, an education consultant, who spent 2-1/2 years working with the district as a partner with The Learning Accelerator, a Silicon Valley - based nonprofit.

Since CEL began partnership work with Uinta, district structures and procedures have been modified to accommodate and align with this specific initiative.

Since the report's publication in the fall of 2013, JFF has begun using it to share lessons with other districts that are seeking to emulate the work that Eskolta studied in New York.

Gottlieb, who began her career as an ESL and bilingual teacher, has worked with schools, school districts, states, governments, and universities.

The next steps for the oversight committee is to begin working with the school board and district staff around fund distribution and measure implementation.

Because we work with public schools, the local school district must approve sites before the partnership begins.

School districts experimenting with career ladders for teachers have begun to consider working with the teacher - voice organizations to increase opportunities for teacher professional development.

Even before the statewide research was published, several local districts began using their own data to examine if chronic absence was a problem and to work with partners to find solutions.

Principals in that district determined their hiring needs and began recruiting early, working with local universities to connect graduates of teacher preparation programs with schools that have openings.

As we worked together as a team over the two - day summit, it became very clear as to what the district needed to prioritize and how it could begin with a better model for technology planning.

Worked with other secondary librarians to provide information to district curriculum leaders regarding the purchase of databases district wide to support student research (EBSCO databases have been purchased by our school district and will provide all secondary students with access to quality information for research and study beginning this July)

Beginning in the 2018 - 2019 school year, states will use their accountability system to differentiate among schools annually, identify schools that need additional support and work closely with district leaders to determine how they can best deliver that support.

We are especially grateful for the hard work of the teachers and administrators in our public schools and encourage conversations about district improvement to begin with them.

Dr. Campbell's work in education policy began with the implementation of New Jersey State Supreme Court's Abbott vs. Burke decision (Abbott V), which required the state to direct programmatic and fiscal resources to compensate its 31 poorest school districts for years of insufficient funding.

Partners for worked with national and local groups to develop the District Guide to ESSA and Meaningful Stakeholder Engagement to support schools and districts as they participated in state - level decision - making and began their own processes to implement ESSA.

I work with several schools and school districts in various stages of moving to standards - based grading, from those in the beginning exploration stages to those in full implementation.

«The bright line between districts and charters has begun to fade as more and more districts give visionary school leaders autonomy and work closely with the charter sector to facilitate school - based innovation,» said Calkins.

The district has repeatedly insisted that getting it passed this year is crucial so it can begin work on several projects that are necessary to keep up with enrollment.