Sentences with phrase «charter schools and their educators»

Public charter schools and their educators are working toward the same goal as every other public school in the state — to provide students with a quality education.

With over 40 charter schools represented and 300 + candidates attending each year; this is a must attend event for both charter schools and educators.

Not exact matches

Playing with Numbers (PWN) is a selective, intensive professional development program for K - 1 CPS and charter school educators.

She has served as an educator and instructional leader in inner - city public, bilingual and charter schools.

Watch how educators from Brooklyn's Public School 369 and the New York Center for Autism Charter School are collaborating, with funding through a NYS Education Department Dissemination Grant.

Saturday, the Hawaii State Teachers Association, which represents about 13,700 public and charter school educators endorsed Ige.

At Success Academy, the charter school network in New York City, current and former educators say the quest for high scores drives some of them over the line.

In her latest blog post, educator and education advocate Ann Cronin reports on Connecticut Governor Dan Malloy and his administration's loyalty to the charter school industry and their latest attack on public education.

Educators and advocates will gather at the Independent Charter School Symposium to refocus on the original purpose of charters and counter negative publicity drawn by bigger networks.

A group led by Christina Johnson, an educator and local resident, applied to the SUNY Charter Schools Institute earlier this year to establish the Mohawk Valley Community Charter School within the Utica School District to serve elementary - aged children.

Some want the current majority to maintain control and continue pushing for changes such as a longer school day, more charter schools and a teacher contract that holds educators more accountable for performance.

State legislators addressed members at the convention center just before the educators fanned out to lobby their local elected officials to call for an increase in school funding, more Teacher Centers, an end to the charter equity gap and further expansion of the Community Learning Schools initiative.

WHEREAS under Klinsky's leadership and management, Victory Inc. has been engaged in union - busting campaigns to deny charter school educators their democratic right to organize into unions and bargain collectively; and

WHEREAS Victory Inc.'s union - busting campaigns have targeted charter school educators at Merrick Academy Charter School in Queens, Sisulu - Walker Charter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFcharter school educators at Merrick Academy Charter School in Queens, Sisulu - Walker Charter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTschool educators at Merrick Academy Charter School in Queens, Sisulu - Walker Charter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFCharter School in Queens, Sisulu - Walker Charter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTSchool in Queens, Sisulu - Walker Charter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFCharter School in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTSchool in Harlem and New York City Charter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFCharter High School for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTSchool for Architecture, Engineering and Construction Industries (AECI) in the Bronx, chapters of the New York City United Federation of Teachers (UFT), and charter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFcharter school educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTschool educators at the Charter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFCharter School of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFTSchool of Educational Excellence in Yonkers, a chapter of the Yonkers Federation of Teachers (YFT), all of whom are affiliated with the New York State United Teachers (NYSUT), the National Education Association (NEA) and the American Federation of Teachers (AFT); and

The UFT, which represents teachers at three Victory charter schools in New York City, has cited Victory management at the New York State Public Employment Relations Board for firing educators for union activity, coercing employees to withdraw their union support and discriminating against employees who are union supporters.

In New York City and Newark, district educators are meeting with their charter school counterparts to share successful teaching strategies.

A cursory tour of the guidebook will leave the reader wiser about the distinctive characteristics of charter schools (autonomous, accountable, choice - based), its innovations (longer days and years, new approaches to staffing), and key strengths (increasing parental engagement, empowering educators).

«If you allow others to determine your permanent criteria, you won't be happy,» she said, urging many charter school educators to take responsibility and charge of how their schools are organized, structured, and ultimately, authorized.

If the chartering strategy depends on disrupting the existing arrangements for how public education functions, then most charter laws have a structural flaw that will dramatically limit the ability of charter schools to deliver real change for educators and students.

Veteran educators Nancy and Ted Sizer and several colleagues accepted the challenge of Massachusetts» charter school law — to build a new school upon a visionary foundation.

Charter laws give educators and parents the opportunity to create the schools of their dreams...

As a educator and leader at The Preuss School UCSD — a public charter school serving low - income students in School UCSD — a public charter school serving low - income students in school serving low - income students in San...

Thom Markham, Ph.D., President of GlobalRedesigns, and Senior National Faculty member at the Buck Institute for Education, is a psychologist and educator who served as a Director with Active Learning, Inc., an innovative motivational and learning skills camp program for high school and college students, taught at an award - winning high school, where he led school reform efforts and developed a highly - acclaimed internship - based program, and co-founded the Marin School of Arts and Technology, an innovative charter high school in Novato, Califschool and college students, taught at an award - winning high school, where he led school reform efforts and developed a highly - acclaimed internship - based program, and co-founded the Marin School of Arts and Technology, an innovative charter high school in Novato, Califschool, where he led school reform efforts and developed a highly - acclaimed internship - based program, and co-founded the Marin School of Arts and Technology, an innovative charter high school in Novato, Califschool reform efforts and developed a highly - acclaimed internship - based program, and co-founded the Marin School of Arts and Technology, an innovative charter high school in Novato, CalifSchool of Arts and Technology, an innovative charter high school in Novato, Califschool in Novato, California.

Third, charter operators have generally chosen to offer relatively attractive defined benefit plans, though these appear less costly and more flexible (for both educator and school) than the established state system.

The neutral panel recommended a balanced mix of charter firms, nonprofits, and district educators to take over the 36 schools.

The parents, students, and educators involved with charter schools report high levels of satisfaction.

Voucher supporters, charter advocates, standards nuts, teacher - effectiveness fanatics — we all fundamentally believe that fantastic schools staffed by dedicated educators can help poor kids climb out of poverty and compete with their affluent peers.

In particular, EdSurge with the Charter School Growth Fund is hosting «DIY Learning: The New School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&School Growth Fund is hosting «DIY Learning: The New School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.»

-- Mark Logan, Executive Director / Superintendent of the Foxborough Regional Charter School, and CAEL participant From short workshops to in - depth courses to comprehensive certificate programs, Professional Education at the Harvard Graduate School of Education provides educators with a comprehensive portfolio of online programs designed to impact a variety of learning environments.

There are many ideas and techniques that educators and educational policymakers can take away from charter schools.

«Charters create an opportunity for people, whether it's entrepreneurs or educators, to start schools from scratch and let those schools keep going if they deliver on the promise.

Despite the increasingly impressive performance of many charter schools nationally and some stunning charter - driven turnarounds at Sacramento High in California and other sites, the Prudent Expansionists doubt that charter folks know any more than traditional educators do about turning around failing schools en masse.

Colorado educators and policymakers are grappling with the potential implications of a recent state supreme court ruling on charter schools that highlights tensions between state and local control.

Over the next few years, the district intends to hand off one - third of its 800 - plus campuses to managers of charter schools, other nonprofits, and inventive district educators.

Given the statute's scope, today's debate could include countless issues, such as possible changes to Title II rules on educator effectiveness, the expansion of the charter school grant program, the introduction of a private school choice initiative, reconsideration of competitive grant programs (RTTT, TIF, i3), and much more.

Within a month after the program was announced, community leaders and reform - minded educators drew up a plan for a network of charter schools on the West Bank under the umbrella of the Algiers Charter Schools Assoccharter schools on the West Bank under the umbrella of the Algiers Charter Schools Assocschools on the West Bank under the umbrella of the Algiers Charter Schools AssocCharter Schools AssocSchools Association.

This discourages educators from starting new charters and traditional schools from converting.

The emergence of charter schools in the 1990s provided manifold possibilities for educators to create new schools outside the purview of local school boards, where innovation and experimentation were encouraged.

As charter schools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student oucharter schools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student ouschools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student oucharter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outschool educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outSchool's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student ouCharter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student ouSchools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outcomes.

Concerns about charter schools include them challenging the long - existing status quo (there are more than 4,000 in the U.S.); adding fuel to the debate of vouchers, markets, and choice; and affecting the funding of traditional schools, seemingly pitting charter activists against traditional school educators.

In the eyes of many educators, policy makers, and philanthropists (and probably the broader public as well) chartering has come to be viewed as principally a mechanism for liberating poor kids from bad schools and relocating them into better schools.

The discussion highlights the incomplete picture educators and researchers there and nationwide have of how charter schools, compared with regular public schools, are serving ELLs.

The state's charter law must support new and high - performing operators; the state's school finance system must provide equitable, student - based funding; facilities must be made available to new and growing schools; educator certification rules must fit the needs of successful schools; and so on.

Take a moment to contemplate that fact: The positive impact of years of work done by thousands of educators to build networks like KIPP, YES Prep, Achievement First, Noble, Mastery, Uncommon, Aspire, IDEA, Harmony, and others is literally negated by the performance of virtual charter schools.

First, I was pleasantly surprised by the admirable humility of the terrific charter school leaders and educators.

Education World explores the strategies educators at KIPP Academy Charter School, Mother Hale Academy, and Crossroads School are using to break the cycle of failure for students living in some of New York City's most disadvantaged neighborhoods.

School choice allows educators to shape a school that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcSchool choice allows educators to shape a school that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcschool that reflects their vision and values, so long as parents think the result is good for their child (and, for charters, so long as authorizers are okay with the outcomes).

Mark has spent more than 15 years as an educator, co-founding New Orleans» Langston Hughes Academy charter school and working with Teach for America, Atlanta Public Schools, Jobs for the Future, and the Alabama State Department of Education.

Can educators — in charters and in other types of schools — say that their students are well prepared for life and further learning if they can't read or do math at grade level?

Their success stories offer lessons for both policymakers interested in expanding access to quality early learning, and for charter - school educators seeking to serve preschoolers.