Sentences with phrase «developing public school policies»

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Mauro F. Guillà © n of the Wharton School and Department of Sociology at the University of Pennsylvania and Sandra L. Suà ¡ rez of Temple University's Department of Political Science explore the economic and structural factors that affect the growth of the Internet in different countries in their paper «Developing the Internet: Entrepreneurship and Public Policy in Comparative Perspective.»

Additional accountability requirements: Rule 6.12.6 NMAC (2006) requires each school district and charter school to develop and implement a policy that addresses student and employee wellness through a coordinated school health approach and must submit the policy to the Public Education Department for Approval.

Concussion and Sports - Related Head Inury: SB 771 (2011) defines concussion, student athlete, and youth recreational sports program, and requires the Departments of Education and Health, county boards of education, Maryland Public Secondary Schools Athletic Association, Maryland Athletic Trainers Association and the Brain Injury Association of Maryland to develop policies and implement a concussion program to provide awareness to coaches, school personnel, student athletes and parents and guardians of student athletes.

Any school that participates in a program authorized under the National School Lunch Act or the Child Nutrition Act must develop a local wellness policy as specified in the Section 204 of the Public Law 108 — 265, the Child Nutrition and WIC Reauthorization Act ofschool that participates in a program authorized under the National School Lunch Act or the Child Nutrition Act must develop a local wellness policy as specified in the Section 204 of the Public Law 108 — 265, the Child Nutrition and WIC Reauthorization Act ofSchool Lunch Act or the Child Nutrition Act must develop a local wellness policy as specified in the Section 204 of the Public Law 108 — 265, the Child Nutrition and WIC Reauthorization Act of 2004.

Senior author A. David Paltiel, MBA, PhD, professor of Public Health (Health Policy) at the Yale School of Public Health, says, «Our aim is to confront donor nations with the clinical and economic consequences of any decision to substantially cut HIV program funding and to help recipient nations respond in the least harmful ways possible to the actions of countries in the developed world.»

Public policy questions to be addressed using the CORE Data Archive (CDA) are developed in collaboration with participating School Districts and representatives of CORE.

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.

The project, which he calls, The Chastened Dream, will look at how publicly - oriented professional schools, including those focused on education, public health, public policy, and urban planning and design, develop knowledge that they hope will be useful for ameliorating poverty, curing disease, improving education, and increasing the quality of life for us all.

In a conversation that included representatives from KIPP, YES Prep, Cesar Chavez High School for Public Policy, UNO, High Tech High, Basis, National Heritage Academies, Basis, and Democracy Prep, among others, participants talked bluntly about the need to do far better when it comes to developing character, cultivating citizenship, and monitoring their performance in these areas.

Yes, districts developed policies for NCLB public school choice and supplemental education services, but they cleverly thwarted the full implementation of these programs, evidenced by the shockingly low student participation rates.

The seminar — promoted through a collaboration between HGSE and the Center for Public Policy and Educational Evaluation (Centro de Políticas Públicas e Avaliação da Educação, or CAEd) of the Federal University of Juiz de Fora in Brazil — focused on education reform, specifically U.S. efforts to develop 21st - century skills through teacher education, leadership development, and the definition of standards for teachers and school leaders.

From a public policy standpoint, LeVine says their work is important because it shows — despite what many in education don't want to hear — that even low - quality schools and attending for only a few years can have a positive impact, especially in developing countries.

Institutional theories take a different view, arguing that schools (like other major social service sectors) are so constrained by public expectations that they have limited options for becoming very different.137 Public agencies that have limited autonomy, owing to extensive public oversight, find it difficult to develop their own policies and initiatives for change.138 This does not mean that successful leadership activity in schools is impossible, but it does not come epublic expectations that they have limited options for becoming very different.137 Public agencies that have limited autonomy, owing to extensive public oversight, find it difficult to develop their own policies and initiatives for change.138 This does not mean that successful leadership activity in schools is impossible, but it does not come ePublic agencies that have limited autonomy, owing to extensive public oversight, find it difficult to develop their own policies and initiatives for change.138 This does not mean that successful leadership activity in schools is impossible, but it does not come epublic oversight, find it difficult to develop their own policies and initiatives for change.138 This does not mean that successful leadership activity in schools is impossible, but it does not come easily.

To help address and prevent bullying in public schools, a model policy was developed and adopted by the Board of Education.

A citywide committee, born out of this partnership, is developing policy recommendations for how Denver can diversify their neighborhoods and better integrate their schools.73 Denver Public Schools has witnessed marginal improvements in school diversity since implementing these rschools.73 Denver Public Schools has witnessed marginal improvements in school diversity since implementing these rSchools has witnessed marginal improvements in school diversity since implementing these reforms.

Bob served as the Executive Director of Planning and Policy for the Minneapolis Public Schools where he led the development of new models for serving students, expanded the Response to Intervention (RtI) model and assisted develop a «value - added growth accountability model.»

Commentary by Nelson Smith in Education Next (Hanover, MD, July 17, 2012) A very timely and informative article published in Education Week and written by Nelson Smith, a consultant on education policy and former E.D. of the DC Public Charter School Board and CEO of the National Alliance for Public Charter Schools, reinforces CSDC's mission and focus on financing and developing facilities for great public charter schools natioPublic Charter School Board and CEO of the National Alliance for Public Charter Schools, reinforces CSDC's mission and focus on financing and developing facilities for great public charter schools natioPublic Charter Schools, reinforces CSDC's mission and focus on financing and developing facilities for great public charter schools natiSchools, reinforces CSDC's mission and focus on financing and developing facilities for great public charter schools natiopublic charter schools natischools nationally.

Resource Available to Develop Local Bully - Prevention Policies The Model Policy to Address Bullying in Virginia's Public Schools, adopted by the Board of Education in October 2013, provides information to assist local school boards in formulating policies to help prevent bullying and procedures to report, investigate and intervene when bullying behaviorPolicies The Model Policy to Address Bullying in Virginia's Public Schools, adopted by the Board of Education in October 2013, provides information to assist local school boards in formulating policies to help prevent bullying and procedures to report, investigate and intervene when bullying behaviorpolicies to help prevent bullying and procedures to report, investigate and intervene when bullying behavior occurs.

This paper develops a comprehensive framework for the quantitative analysis of the private and fiscal returns to schooling and of the effect of public policies on private incentives to invest in

Dave now serves as Senior Policy Analyst with the Cowen Institute for Public Education Initiatives at Tulane University, and is currently developing a broad engagement strategy that outlines communication and staffing needs to better connect with school board members at the local and state level.

Pollitt will oversee NSBA's Federal Advocacy & Public Policy group which develops policies and strategies to secure legislation and regulations that enhance public education and support more than 50 million students in public scPublic Policy group which develops policies and strategies to secure legislation and regulations that enhance public education and support more than 50 million students in public scpublic education and support more than 50 million students in public scpublic schools.

This annual survey — developed and reported by EdChoice and interviews conducted by our partner, Braun Research, Inc. — measures public opinion and awareness on a range of K — 12 education topics, including parents» schooling preferences, educational choice policies, the federal government's role in education and more.

Two teams of teachers from 21 Los Angeles public schools developed the policy recommendations.

To produce results, it is important to learn from the past as we engage citizens, develop public policy and promote truly accountable schooling (see «From «Dropping Out» to «Holding On» — Seven Lessons from Texas,» by Robledo Montecel).

The School Readiness Indicators Initiative Works with 17 states to develop a comprehensive set of school readiness indicators to inform public policy for young children and their famSchool Readiness Indicators Initiative Works with 17 states to develop a comprehensive set of school readiness indicators to inform public policy for young children and their famschool readiness indicators to inform public policy for young children and their families.

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.

Keynote speaker Paul Manna, professor of government and public policy at the College of William & Mary and the author of the report, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, summarized key findings from his respolicy at the College of William & Mary and the author of the report, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, summarized key findings from his resPolicy, summarized key findings from his research.

The D.C. Policy Center has already published over 60 studies on the District's economy and demography and provided strong evidence to develop a wide range of public policies, including proposals on paid family leave, tax reform, and out - of - school time programs.

As the leading advocacy group for public education, NSBA's federal advocacy group develops policies and strategies to secure legislation and regulations that enhance public education and support more than 50 million students in public schools.

In this capacity, Greg has helped develop and advocate policy related to Detroit Public School governance, state - wide education funding and school cSchool governance, state - wide education funding and school cschool choice.

Such policies should address how districts can create student assignment policies that foster diverse schools, discuss how to recruit a diverse teaching staff, provide a framework for developing and supporting intra and inter-district programs, and require that districts report to the state on diversity - related matters for both public and charter schools.

She has helped establish policies and developed the special education and English language learner programs for School for Integrated Academics and Technologies, a multi-state public charter high sSchool for Integrated Academics and Technologies, a multi-state public charter high schoolschool.

He later established the Charter School Policy Institute to develop independent research and policy aimed at growing the public charter sector through gold standard pracPolicy Institute to develop independent research and policy aimed at growing the public charter sector through gold standard pracpolicy aimed at growing the public charter sector through gold standard practices.

Over the last 35 years, the DPE movement has developed an approach using local money in concert with national money to promote charter schools, denigrate public schools and campaign for privatization friendly policies like unified enrollment.

The answer is not to ask teachers or individual schools to solve these problems on their own or in piecemeal fashion but rather to develop a broad public policy agenda in which schools play a key role.

The Public School Forum of North Carolina administers the BTLN, in line with its long, rich history of developing and leading programs that enable and empower teachers and education leaders, including the NC Teaching Fellows Program, the Education Policy Fellowship Program (EPFP), the Institute for Educational Policymakers, and the NC Center for Afterschool Programs (NC CAP).

CCSA offers public policy and grassroots advocacy in the State Legislature every year, developing public policy positions and legislative agendas for the benefit of the charter school movement, and tracking major legislation, including Senate and Assembly bills and the state budget.

Connecticut's public policy has been to hold off on the expansion of charter schools until a comprehensive education reform plan is developed and adopted.

During the two - year project, Safe Havens evaluated the district's current emergency plans and policies relating to safety, security and emergency preparedness, conducted safety, security and emergency preparedness assessments at district schools, trained an internal team to conduct future annual assessments, trained the district's plan development team and community public safety agency partner representatives on four phase school crisis planning, helped the team develop new integrated plan components including:

Hope Community Public Charter School will establish a Local Wellness Committee that meets at least two times per year to develop goals for and oversee implementation of school health and safety policies / programs, including periodic reviews and updates of thiSchool will establish a Local Wellness Committee that meets at least two times per year to develop goals for and oversee implementation of school health and safety policies / programs, including periodic reviews and updates of thischool health and safety policies / programs, including periodic reviews and updates of this LWP.

PEN is dedicated to educating and training parents, teachers, and community members at - large in developing strategies to promote sound policy for quality public schools.

A former public school educator of 22 years, Will is a co-founder of Modern Learner Media and co-publisher of ModernLearners.com which is a site dedicated to helping educational leaders and policy makers develop new contexts for new conversations around education.

In the future, GO Public Schools Oakland will continue working to ensure OUSD adopts fiscally responsible policies and best practices, develops one strategic financial plan, and engages school leaders to partner in systems changes to benefit students.

Virginia public schools provide age - appropriate instruction in Internet safety and all of the commonwealth's school divisions are required to develop acceptable Internet use policies.

In fact, said author Margaret Taylor, a researcher at Lawrence Berkeley National Laboratory (Berkeley Lab) who conducted the study while an assistant professor at the University of California, Berkeley's Goldman School of Public Policy, the success of some cap and trade programs in achieving predetermined pollution reduction targets at low cost seems to have reduced incentives for research and development that could help develop more appropriate pollution control targets.

Many law schools have developed programs for study abroad — not just the summer - abroad programs that have been standard fare for decades (that may or may not include instruction in foreign or international law), but also semester - abroad programs, exchange programs with law faculties in other countries, and special legal institutes with a comparative or international focus, including some that are situated in foreign jurisdictions.18 For example, Temple operates year - round programs with full - time faculty in Tokyo and Beijing; as well as a summer program in Rome; exchange relationships with the Universities of Cork, Tel Aviv, and Utrecht; and an Institute for International Law and Public Policy in Philadelphia.19 One of the more unusual efforts of this kind has been Georgetown's undertaking to create a completely new institution in London that is cooperatively run by several leading world universities and that brings together equal numbers of students from several different nations to study law together for a semester in a setting that is not tied to any single legal culture.20

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

The Chasm Group, LLC and Chasm Institute, LLC (San Bruno, CA) 1997 — 2008 Business Operations Manager • Managed all daily operational tasks for leading multi-million dollar high - tech market strategy consultancy, while providing executive administration to C - level executives and venture capital partners • Developed and managed the firm's annual budget, proposing and implementing expense cuts, producing monthly reports and financial statements, and coordinating with CPA firm for accurate and timely filings • Oversaw all client relationship management efforts while cultivating new business efforts from concept to implementation, providing high - quality service in sales efforts while utilizing new lead tracking system • Negotiated and managed all contracts, stock grants, and financing arrangements, working closely with outside counsel to draft legal documents and resolve LLC - and proprietary - related issues • Led three office space build - outs and two office relocations, managing all aspects of each process under aggressive timeline and budget expectations • Reduced firm telecom expenses by 22 % by streamlining IT objectives, including migration to VOIP phone system, software / hardware purchases, domain renewals, and outsourced technical support • Directed all phases of staff recruitment while creating and implementing all HR policies and programs, including comprehensive employee benefits plans • Supervised multiple administrative staff members, conducted performance appraisals and wage / salary surveys in comparison to incentive program guidelines, and maintained HR files in accordance with legal mandates • Produced all out - going client invoices in an accurate and timely fashion to increase, cash flow and reduce aging receivables, providing consistent attention to overhead costs and vendor arrangements • Administered all company insurance policies, including E&O, general liability, bonds, partner life and disability, conducting annual benefits reviews and employee / company insurance audits • Obtained necessary certificates for consulting contracts while processing federal, state, and local business reporting requirements to maintain licenses and incorporation status • Directed all marketing efforts and oversaw logistical aspects of national educational workshop series, utilizing sponsorship arrangements to offset production costs • Transformed «brochure» website into a dynamic tool to better illustrate company opportunities through relevant case studies, as well as maintaining all other promotional media, including press kits and video Association of California School Administrators (Burlingame, CA) 1993 — 1997 Issues and Planning Committee Coordinator • Executed all phases of event planning and implementation for a membership - driven organization including 23 state committees, 5 task forces, 6 strategic planning conferences, and a conference of 1,500 attendees • Focused on facility evaluations, bid requests, site visits, contract negotiations, and all pre - and post-conference planning processes • Produced statistical and financial reports, including budget projections and cost monitoring for developmental training efforts • Oversaw all participant - level responsibilities, including inquiries, eligibility, registration, correspondence, and billing statements • Managed all legal professional standards calls for Northern California regions, including the processing of attorney authorizations, the preparation of legal assistance letters, and liens on cause of action • Served as second point of contact for computer inquiries and troubleshooting efforts as well as provided back - up executive administrative support for Executive Director, Committee Chairs, and the State Superintendent of Public Instruction • Held responsibility for software installation and hardware configuration while performing weekly AS / 400 backup and report generation

The Education Directorate Dress Standards and Uniforms in Canberra Public Schools policy, procedure and guideline provide direction and advice to schools in developing and implementing school based student dress staSchools policy, procedure and guideline provide direction and advice to schools in developing and implementing school based student dress staschools in developing and implementing school based student dress standards.

Each Canberra public school, in conjunction with their school board, develops and implements school student dress standards policy and procedures in partnership with the school community.