Sentences with phrase «career as a school principal»

In my early career as a school principal, I used to spend hours poring over books and resources that I thought would support me to be a better speaker.

A career as a school principal can be a challenging yet rewarding experience.

Not exact matches

During his career as an educator, he was a teacher with the Roman Catholic School Board in St. John's, a Supervising Vice-Principal with the Port - au - Port Roman Catholic School Board and a Supervising Principal of the Placentia - St.

What I liked best about this format for presenting information was the «360 degree» perspective it offered: Casey gave the issue a framework, with useful advice on how to persuade principals and administrators to implement in - classroom breakfast programs; Nora followed, sharing her personal story with using free / reduced programs when her children were young, and stressing the importance of taking care of «the whole child»; Rosario charmed the crowd with her experiences implementing in - classroom breakfast in her district, sharing a story about how excited her kids got about breakfast after a power outage — not how excited they were about the return of electricity, but about getting breakfast; Barry inspired the group by explaining how he took his successes as a school food director as a springboard to a new career as a consultant, replicating and spreading that success in other classrooms.

The School Board this week announced the retirement of Mullen Elementary School Principal Larry Badgley, who will leave the district at the end of August after a 23 - year career as an administrator in the district.

She said that she will send the report to all of the school principals in her district as well as the guidance and career counselors.

Sujun was born and educated in China where she had professional careers as a doctor, banker, school principal, teacher at her own vocational school and instructor at her fitness studio.

After spending an enjoyable career in education as a teacher and school principal I am now retired and realizing my dream of living in a log home next to a river in southern Colorado near the New Mexico border.

He began his career in the field as an AmeriCorps Volunteer in 1996, and worked as a teacher, camp director, VP, principal and coach before joining Newark Public Schools as Assistant Superintendent in 2012.

As late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinAs late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and scheduling.

He began his career as a high school English teacher and principal and has served as an education advisor to the Mayor of Boston and the Governor of Massachusetts, as well as an assistant director of the National Institute of Education.

Most of the nation's 90,000 public school principals start their education careers as teachers.

He started his career as a high school social studies teacher, earned an administrator's certificate, and served as an elementary school vice principal and principal, before taking his first superintendent job in Sanger, California.

Reville began his educational career as a practitioner: first as a VISTA volunteer / youth worker, then as a teacher and principal in two urban, alternative high schools.

Natasha Patterson School Leadership Program Current City: Chicago Current job: Assistant principal, Chicago Public Schools Career highlights: Serving as school director / principal of UCSN — Rogers Park for the 2013 - 2014 academic year and earning a Level 1 + on the SQRP; securing a partnership with the David Lynch Foundation and the University of Chicago Crime Lab to bring Transcendental Meditation and the Quiet Time program to the students and staff of Gage Park High School, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credenSchool Leadership Program Current City: Chicago Current job: Assistant principal, Chicago Public Schools Career highlights: Serving as school director / principal of UCSN — Rogers Park for the 2013 - 2014 academic year and earning a Level 1 + on the SQRP; securing a partnership with the David Lynch Foundation and the University of Chicago Crime Lab to bring Transcendental Meditation and the Quiet Time program to the students and staff of Gage Park High School, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credenschool director / principal of UCSN — Rogers Park for the 2013 - 2014 academic year and earning a Level 1 + on the SQRP; securing a partnership with the David Lynch Foundation and the University of Chicago Crime Lab to bring Transcendental Meditation and the Quiet Time program to the students and staff of Gage Park High School, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credenSchool, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credenSchool graduates earning early college and career credentials.

Superintendent Benigni began his career as a special education teacher and also served as an assistant principal, high school principal, and over six years as Mayor of Meriden.

Yates, who has been the principal of Hawkins Elementary School in Brighton, Michigan, since January 2001, discovered his love of teaching and children during his first career as a school custSchool in Brighton, Michigan, since January 2001, discovered his love of teaching and children during his first career as a school custschool custodian.

George Wood has had a distinguished 30 - year career in public education, serving as teacher, principal, school board member, and education professor.

That question had followed him through his education career, which began as a middle school English Language Arts teacher in Baltimore under Teach For America to his time as an assistant principal in a Greenville middle school.

The Principals» Center portfolio is designed to support school leaders throughout their career development, as well as in particular specific school contexts.

«Because I started my career at the school and knew the community, I believed that the student population was essentially the same as when I had been principal in 1987 and 1988, and the school had suffered because of lack of leadership with vision and commitment, not poor students and teachers,» explained Yeager.

In a distinguished career spanning four decades, Dr. DuFour was a public - school educator, serving as a teacher, principal, and superintendent.

Daniel Garcia spent 35 years in the traditional public school system, finishing his career as the principal of P.S. 130 in the Bronx.

We concluded with Atso Taipale a retired upper secondary school principal, who discussed school leadership and his 35 - year career as an upper secondary school principal.

We work with schools, districts, states, and other education agencies to develop, review, improve, and implement academic and career technical standards, as well as principal and teacher performance standards.

John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.

He began his career as a middle and high school teacher in Kansas, Nebraska, and North Carolina, before leading schools as a high school and middle school principal in Denver and Wichita.

Jen Schwanke began her career as a language arts educator and is currently a principal for the Dublin City School District in Dublin, Ohio.

Superintendent Spearman's career has spanned 18 years as a public school music teacher and an assistant principal.

Dr. Chester began his career as an elementary school teacher in Connecticut, and later served as a middle school assistant principal and district curriculum coordinator.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Dr. Carbaugh began her career in 1979 as a teacher and served as charter principal of Colleen Bevis Elementary School, a National Blue Ribbon School, Mintz Elementary, and Tomlin Middle School.

Dr. Allen - Mastro began her career in education as an elementary school teacher and later spent 26 years as a school administrator, serving in a variety of roles, including Principal, K - 12 Director of Curriculum, Instruction, & Assessment, Assistant Superintendent, and Superintendent in rural and suburban schools in Minnesota.

While we see this resource as a useful tool for all principals and other school leaders, this supplement is especially valuable to early career principals and those entering the principal pipeline.

She began her career as a social studies teacher at Anacostia High School, and went on to advance as Academic Dean and Assistant Principal of HD Woodson and Resident Principal of Truesdell Education Campus (K - 8) and Ballou High School in the 2015 - 16 school year as a Mary Jane Patterson Fellow (School, and went on to advance as Academic Dean and Assistant Principal of HD Woodson and Resident Principal of Truesdell Education Campus (K - 8) and Ballou High School in the 2015 - 16 school year as a Mary Jane Patterson Fellow (School in the 2015 - 16 school year as a Mary Jane Patterson Fellow (school year as a Mary Jane Patterson Fellow (MJPF).

Ms. Hardy — who is in her first year as principal — has staked her career on improving the culture and upping the test scores at this struggling elementary school, located in a gritty part of New Orleans» Central City neighborhood.

She began her teaching career as a 7th grade English teacher at PUC Lakeview Charter Academy and went on to teach 9th grade at PUC Lakeview Charter High School where she later served as the Assistant Principal.

In 2003 a group of visionary public sector professionals — executive directors, school superintendents, principals, and philanthropy leaders — gathered as colleagues to identify an array of common challenges that each had faced throughout their careers.

She began her administrative career as the principal of the Samuel Morey School in Fairlee, Vermont.

She began her administrative career as the principal for two years at the Samuel Morey School in Fairlee, Vermont.

Previously, Maureen taught middle level science, served as a middle level administrator and, for the last 13 years of her career in a district, served as principal of a suburban high school.

His professional career began as a high school teacher in Southern California, serving in five diverse school systems as a teacher, assistant principal, principal, and district office administrator in elementary, middle, and high school settings.

As a managing director, Betsy supports seven principals in elementary and middle schools across STRIVE Prep as they challenge their scholars to realize their full potential and prepare their scholars for success in college and careeAs a managing director, Betsy supports seven principals in elementary and middle schools across STRIVE Prep as they challenge their scholars to realize their full potential and prepare their scholars for success in college and careeas they challenge their scholars to realize their full potential and prepare their scholars for success in college and career.

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.

Mr. Soto held many educator positions throughout his 35 - year career with Albuquerque Public Schools in New Mexico, including as an ESL, bilingual social studies, and special education teacher, an assistant principal, and principal.

Harmer's thirty — year career in public schools included serving as principal of three award - winning elementary schools; K - 12 teacher and learning specialist; instructor in community college and university teacher and principal preparation programs; and service on a wide range of professional advisory councils and boards.

As part of the Learning First Alliance Get it Right grant, NASSP, in collaboration with American School Counselor Association (ASCA), National Association of Elementary School Principals (NAESP), and the National School Boards Association (NSBA), has developed three college and career readiness resources for principals, teachers, and counselors to utilizes as they build a college and career culture in their schoolAs part of the Learning First Alliance Get it Right grant, NASSP, in collaboration with American School Counselor Association (ASCA), National Association of Elementary School Principals (NAESP), and the National School Boards Association (NSBA), has developed three college and career readiness resources for principals, teachers, and counselors to utilizes as they build a college and career culture in theiPrincipals (NAESP), and the National School Boards Association (NSBA), has developed three college and career readiness resources for principals, teachers, and counselors to utilizes as they build a college and career culture in theiprincipals, teachers, and counselors to utilizes as they build a college and career culture in their schoolas they build a college and career culture in their schools.

The 70 - year old Fariña is a veteran of the system, having served as a teacher, principal and superintendent during her career in the Brooklyn school district, rising to deputy chancellor before retiring.

Mr. Bauer began his career at Granada as the school's principal in 2000.

King began his career in education as a high school social studies teacher in Puerto Rico and Boston, Mass., and as a middle school principal.