Sentences with phrase «developed by public school teachers»

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It was developed by four teachers in the Wicomico County Public Schools» gifted and talented program with help from environmental educator Carrie Samis of the Maryland Coastal Bays Program.

One such effort is being led by K - 12 systems like the District of Columbia public schools, which has sought to customize content to teachers» needs and deepen their understanding of academic material by giving them a role in developing it.

«The Word Generation program has proven so useful and accessible to schools in part because it was developed by our curriculum team in collaboration with Boston Public School teachers, who helped us brainstorm topics and pilot early units,» says Snow.

Under the plan prepared by the Governor's Commission on Excellence in Education — a 30 - member panel of school - board members, teachers, school administrators, and representatives of higher education, business, and government selected by Gov. Robert Kerrey — the state would provide at least 50 percent of the total cost of public education and would develop a new state - aid distribution formula...

Wichita Public Schools / WSU Wichita, KansasDelivered Keynote Address: Which was followed by consultation with the Super and dean, as well as with teachers and faculty at the university to help their School develop a plan that would support teachers and prof working as cross-institutional teams., (2010 --RRB-

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.

It also contains first - person analysis from commentary contributors, such as Rick Hess of the American Enterprise Institute, and Teaching Ahead: A Roundtable, an interactive project developed by Education Week Teacher and the Center for Teaching Quality and featuring teacher - led discussions on America's public sTeacher and the Center for Teaching Quality and featuring teacher - led discussions on America's public steacher - led discussions on America's public schools.

The final report on the 2003 - 2004 Students as Allies project included details about the five sites; the collaborative process through which we designed surveys that included a common core of questions along with school - specific questions developed by student - teacher research teams; and how students became involved in the project, gathered and analyzed their data, presented their findings at public «summits,» and then turned them into topics for discussion and action.

And it protects public education from a nightmare scenario already developing in many schools, described by one teacher from California and relayed by Weingarten to the audience: «Within a couple of years, «we start testing on standards we're not teaching with curriculum we don't have on computers that don't exist.»»

The platform has been developed by teachers from Summit Public Schools with help from Facebook engineers.

Developed by Fayette County Public Schools» technology resource teachers Cathy Brandt, Barbara Hardy, and Amy Ford, the Web site is designed to promote student literacy by encouraging students to read books and share their thoughts about those books.

Before the parent trigger petition, 24th Street Elementary was already slated to undergo a reform plan developed by the principal with input from some teachers and parents as part of the district's Public School Choice program.

The four «guiding principles» for the march are: equitable funding for all public school communities; an end to high - stakes testing used for the purpose of student, teacher, and school evaluation; curriculum developed for and by local school communities; and teacher, family, and community leadership in forming public education policies.

This study tour provided participants an opportunity to learn about the use of high - quality student and teacher surveys which have been developed by the University of Chicago and used in the Chicago Public Schools and the state of Illinois.

Orange County Public Schools Superintendent Barbara Jenkins reacted to yesterday's decision by the Florida Department of Education to suspend the consequences of Algebra I, II and Geometry, by holding all students harmless from the numerous «common finals» (district developed end of course exams) mandated by the state to determine teacher effectiveness.

Experience curriculum developed by Critical Explorers in collaboration with teachers in public school classrooms this year

More than three dozen teachers,» including many who [had] just been rated «highly effective» by the New Mexico Public Education Department, working in the Albuquerque Public School District — the largest public school district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquaPublic Education Department, working in the Albuquerque Public School District — the largest public school district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquaPublic School District — the largest public school district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquaSchool District — the largest public school district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquapublic school district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquaschool district in the state of New Mexico — turned to a burning bin this week, tossing their state - developed teacher evaluations into the fire in protest in front of district headquarters.

The PDS programs also offer the opportunity to build upon the solid foundation developed by the University Office of Teacher Licensure and the Center for P - 20 Engagement with the public schools in a three - way collaboration that is of benefit to all.

Model state legislation developed by the American Association of Colleges for Teacher Education would provide college scholarships to academically talented high school seniors who commit to teach in high - need public schools for four years after graduation.

Mission New York Collective of Radical Educators (NYCoRE) is a group of public school educators committed to fighting for social justice in our school system and society at large, by organizing and mobilizing teachers, developing curriculum, and working with community, parent, and student organizations.

By teaching civics in tandem with experiential learning, YES Prep teachers, more often than traditional public or private school teachers, were «very confident» that their students learned «[t] o be tolerant of people and groups who are different from themselves,» «[t] o understand concepts such as federalism, separation of powers, and checks and balances,» and «[t] o develop habits of community service such as volunteering and raising money for causes,» according to 2010 American Enterprise Institute Program on American Citizenship survey.30 As a charter network serving low - income students, its service - centered mission serves both the students and their communities.

New York Collective of Radical Educators (NYCoRE) is a group of public school educators committed to fighting for social justice in our school system and society at large, by organizing and mobilizing teachers, developing curriculum, and working with community, parent, and student organizations.

But I will proudly stand by my statement that a Democrat who proposed doing away with teacher tenure for all public school teachers and repealing collective bargaining for teachers in the poorest school; who refuses to de-couple inappropriate standardized tests from teacher evaluation; who diverts a hundred million dollars a year from public schools to prop up unaccountable charter schools that refuse to educate their fair share of bi-lingual students and students who need special education services; and who refused to settle the CCEJF lawsuit and develop a long - term change to Connecticut's school funding formula... DOES NOT deserve the badge of honor that comes with being endorsed by teacher unions.

PROFESSIONAL EXPERIENCE TOWNSHIP PUBLIC SCHOOLS, Grand Bay, AL (6/2010 to Present) School Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide information regarding the school system, curriculum and enrollment requirements • Assist in developing academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school envirSchool Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide information regarding the school system, curriculum and enrollment requirements • Assist in developing academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school envirschool system, curriculum and enrollment requirements • Assist in developing academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school envirschool curriculum • Confer with parents to provide them with feedback on their child's academic, personal, physical and emotional wellbeing • Prepare budgets on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school envirschool supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school envirschool maintenance services to ensure a consistently safe and clean school envirschool environment