Sentences with phrase «curriculum for an after school»

She has developed and taught curriculum for after school and enrichment programs, including karate, latin dance, and other fitness classes to grades K - 6.

The original focus of this project was to develop a curriculum for an after school program or «club» for at - risk students at the middle and / or high school level.

• Decipher the school's need for after school programs and collaborate with administrators and community members to determine program needs • Create and implement core curriculum for each after school program based on the school's policies and protocols • Hire and supervise teachers, instructors and support staff for each after school program • Coordinate development and implementation of after school lesson plans while ensuring that it is kept within state guidelines

Not exact matches

She didn't shrink from questions Sunday about a new sexual education curriculum for elementary schools, saying she intends to revamp it nearly three years after some controversial changes forced Premier Dalton McGuinty to put it on hold.

The Club's charity works tirelessly with disabled people, providing curriculum and after school provision for up to 50 special schools in the city.

The law goes beyond federal minimum requirements to specifically include nutritional requirements for a la carte items and school sponsored fundraisers before, during, and after school hours, and requires that a planned, sequential K - 12 health and physical education curriculum aligned with state benchmarks be included in the wellness policy.

Wood ran the preschool for a number of years until her kids were all in school, and then went back to school again herself, after which she worked as a curriculum coordinator in science and engineering in the Arlington Central School District in Dutchess Cschool, and then went back to school again herself, after which she worked as a curriculum coordinator in science and engineering in the Arlington Central School District in Dutchess Cschool again herself, after which she worked as a curriculum coordinator in science and engineering in the Arlington Central School District in Dutchess CSchool District in Dutchess County.

One week after being criticized for canceling his only forum to discuss Common Core curriculum and state testing on Long Island, the state's chief of schools has announced a new series of forums on the topic.

«Project BOOST has been an invaluable resource for our students and has opened the door to countless new academic opportunities that have enriched P.S. 72's curriculum, after - school programs and special events.

While it doesn't lay out specific curricula, such as lists of books or lessons, the initiative seeks to enact broad concepts to help ensure that students are truly ready for college or work after high school.

After visiting the schools, Gustafson reported that all four — each an independent «mom - and - pop» operation with no links to national groups — faced a host of challenges, including strained budgets, low enrollments, curriculum problems, inexperienced staff, weak professional development for teachers, and board members ignorant of testing and other academic essentials.

Their biggest expense, after salaries, goes to licensing fees for the online curriculum, which Richard Firth, the Virginia PLC director, put at about $ 35,000 a year per school.

Schools use it in the curriculum, for after - school clubs and to increase participation, to target specific student groups, and give students responsibility.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

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.

The 3G pitch, which was made possible thanks to a Football Foundation grant of # 229,136, sits less than a mile from Wembley Stadium and will assist with the delivery of ARK Academy's commitment to provide an extensive range of curriculum sports, help cater for after school programmes and facilitate a comprehensive community use timetable.

Nevertheless, studies have found that, after controlling for the size and structure of the school and the social background of its students, schools in provinces with external exams taught their students a statistically significant one - half of a U.S. grade - level equivalent more math and science by 8th grade than comparable schools in provinces that did not give curriculum - based external tests.

To walk from a conversation about the need for a common core curriculum to one about turning schools into digital gaming parlors modeled after Grand Theft Auto — well, it's what we in the business call a head jerk.

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

As Michael Block tells it, he and Olga Block decided to apply for a school charter after she and her daughter moved to Arizona and were appalled by the weak curriculum in the public schools.

After serving up the familiar justifications for high school reform (e.g., social costs, changing demographics, dropout factories), Wise sets forth a threadbare list of the 10 elements of a successful high school (rigorous curricula, skilled teachers, community involvement, and so forth).

I have weekly meetings with the teams to discuss an array of topics including academics, after - school tutoring for at - risk students, behavior problems, parent concerns, truancy, curriculum mapping, and tri-annual online reading and math test results.

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 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 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.

«After - school clubs, based on school premises, seem to be an easy vehicle for policymakers and educators to ensure that children have access to both the core curriculum and wider enriching activities.»

Though UC's rules aren't affecting a great number of students right now, because they apply only if a school submits proposals for new curricula, ACSI's Burt Carney believes it is only a matter of time before the university goes after the 150 or so schools in California that already offer these classes.

She developed Real Talk: Hip Hop Education for Social Justice, a Common Core — aligned after - school program for elementary students that «positions the culture, social context, learning styles and students» experiences at the center» of the curriculum.

«It's a lot harder to cut a program in seventy - five schools than a program in three schools,» says Gina Jacquart Thorsen, vice president of research and program development for Big Thought, the nonprofit organization that coordinates ArtsPartners and Thriving Minds, an expanded initiative to infuse creative learning into the curriculum, after - school and out - of - school programs, libraries, and neighborhood cultural centers.

For example, how would they make the curriculum more exciting, what after - school activities could they get involved in and how could they make a difference to your pupils?

Many schools are introducing a holistic approach to supporting healthy children by embedding a culture of physical activity into every aspect of school life; for instance, teaching as much of the curriculum outside, as possible, creating «garden and grow» areas, becoming «forest schools» or opening their playground before and after school hours.

«The schedule is the bones of a school, and that's what we hang curriculum after; that's what you actually provide for a culture of a school.

Film, as a tool to support the curriculum and inspire children, is one of the reasons the children are in the top 5 % of schools in the country for progress in reading and achieving close to the national averages in writing year after year.

The Newport - Mesa Unified School District may consider changes in its curriculum and other practices after hearing a presentation from a Stanford - based nonprofit that works to help schools and families create a more balanced life for students.

State education officials adopted the revised standards in April 2012 after a regular review of curriculum showed a need to better prepare students for high school and college, said Monica Martinez, an associate commissioner at the Texas Education Agency.

After piloting Eureka Math in 24 classrooms in 2016, Dickinson Public Schools has decided to adopt the curriculum in grades K - 5 for the 2017 - 18...

Because reading is foundational to all learning, the Ed Institute is launching with the release of Success Academy's much sought - after THINK Literacy curriculum for elementary schools.

Throughout the year the superintendent and directors met and coached the principal on regular monthly and weekly schedules; district curriculum personnel worked with teachers on their instructional needs; and the district supported efforts to improve after - school programs for low - performing students.

After the school was closed for one year, during which it was redecorated and new administrators and consultants developed a new curriculum, Ms. Sweeney and a physical education teacher were the only teachers from the old school rehired for the new Williams Elementary, which opened in fall 2003.

The ACT researchers said that their study had led them «to rethink whether the core curriculum» adequately prepared students «for success after high school.»

My children already attend after school activities and I think it's awesome children are doing activities which we would be paying thousands out of our own pockets I feel we working parents as a whole pay enough taxes for extra curriculum activities my children come home happy healthy content and don't have enough energy to roam streets so that means more family time

It has used its magnet money to build an arts - based curriculum, enrich its after - school programs and «make school fun» for its 632 students.

Moreover, math curriculum continued to have «striking» effects on earnings even after controlling for highest degree earned and college major as well as demographics, family, and school, suggesting that «there is a direct effect of math curriculum on labor market productivity, which works independently of the final degree attained.»

Modeled after Steppingstone's first initiative, The Steppingstone Academy, the College Success Academy runs summer and after - school programs for middle - school students in Boston public schools who want to ready themselves for a college prep curriculum in high school.

Well, after so many promises about differentiation, a full year's growth, Multi-Tier Systems of Support for high ability students, curriculum that would challenge all students, and other help for gifted learners, we knew that our school district would never provide what our gifted daughters needed.

And four years after signing off on the final draft of the standards, he spends his weekends trying to make up for what he considers the lackluster curriculum at his daughter's school, and his weekdays battling the lackluster curriculum and teaching at schools around the country that are struggling to shift to the Common Core.

As a teacher in the highest - poverty district in New York, he has developed curricula and after - school programs for students that focus on increasing minority and female participation in STEM fields.

Dr. Katherine Bihr is the Vice President of Programs and Education for the Tiger Woods Foundation, where she's spent over 12 years implementing award - winning STEM curriculum and after - school programs for underserved youth through the TGR Learning Labs across the country.

We were motivated to pursue this research after the adoption of the Common Core State Standards for mathematics increased the emphasis of statistics in the high school curriculum across the United States.

Experts say many of these new charters haven't changed much about their day - to - day operations after making the switch: for instance, by making use of the autonomy over calendar and curriculum that charter schools are afforded.

After that, she moved to Seattle to earn her Masters of Education from the University of Washington, where she specialized in gifted education, project based curriculum, and social justice education for elementary school students.

The 21 restructured schools adopted a rigorous curriculum, bolstered professional development and ran after - school programs for low - achieving students.