Sentences with phrase «difference in her school community»

That was in 2008, and since then she has made a remarkable difference in her school community.

«The McGovern Medal is an award that recognizes professional excellence and thought leaders in all disciplines of school health who are making a difference in our school communities for the health, well - being, and success of our nation's students.»

Not exact matches

This week, we talk with Teresa Goines about Old School Cafe, how it's making a difference in the lives of young people and to actually effect change in local communities.

If the teachers aren't reporting or indicating that they think that there is a learning difference but a parent remains concern, a parent should absolutely follow up and ask for an evaluation whether through the school district or with someone privately in the community.

Here are some fun photos we took of Andrew's new OshKosh B'gosh outfits and at the end of this post, I'm going to share how you can team up with OshKosh B'gosh to make a difference in YOUR community, Save 20 % on your in store or online purchase, AND one lucky reader will have a chance to WIN a $ 50 OshKosh B'gosh Gift Card in time to pick up some fun Back to School items for your students!

AC: I'd like kids to see that they can make a difference in their own school and community and that lunch is a great place to start.

We salute Chris for making a big difference in his school and his community.

The difference is Cuomo's proposal requires schools under receivership to become community schools, which means they would offer other services to students in addition to education, such as medical, dental or mental health care.

«The students really enjoy being able to use their skills and what they've learned in ceramics classes to make a positive difference in their community,» said Desirae Collins, the art teacher at HFCS who spearheads the school's involvement in Empty Bowls.

This small measure actually has been proven to reduce rates of unintended pregnancy by up to 30 percent; it makes a big difference people with jobs, school, or who live in a rural community far from a pharmacy.

His pre-K for all program, his respect for teachers and parents, and his support for programs like our Community Learning Schools are making an importance difference in the lives of the children we serve.

African American and white men who live in racially integrated communities and who have comparable incomes have far fewer differences when it comes to behaviors that contribute to poor health — such as physical inactivity, smoking and drinking — compared to African American and white men overall in the U.S., according to a new study from the Johns Hopkins Bloomberg School of Public Health.

However, contrary to an earlier generation of research, there are no significant differences in BA completion rates between those students who started at a community college and successfully transferred and their peers who began at four - year schools.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

At a time of continued recruitment challenge, we know that schools in low income communities that are most in danger of losing out on talented individuals who could make a real difference.

In general, schools and communities participate by organizing professional development opportunities to encourage collaborative planning between general and special educators, entering our national poster / essay contest, organizing multicultural events and celebrations, issuing proclamations of Inclusive Schools Week in their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - editoIn general, schools and communities participate by organizing professional development opportunities to encourage collaborative planning between general and special educators, entering our national poster / essay contest, organizing multicultural events and celebrations, issuing proclamations of Inclusive Schools Week in their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - schools and communities participate by organizing professional development opportunities to encourage collaborative planning between general and special educators, entering our national poster / essay contest, organizing multicultural events and celebrations, issuing proclamations of Inclusive Schools Week in their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - Schools Week in their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - editoin their communities, giving awards and recognition to educators and community members who are making a difference for students with disabilities, holding book fairs, and writing letters - to - the - editor.

«It's critical that we let our schools and teachers in our communities know that there are things that they can do to make a difference.»

Rennebohm Franz has developed the WRITE to Care Framework, a process for integrating reading, writing, and communication / technology «while participating in meaningful local to global telecommunications projects that make positive differences in their school, community, region, state, country, and the world.»

These results, however, still do not account for differences in the backgrounds and characteristics of students who attend these types of schools that might in turn affect whether they engage in community service.

In addition, the pack contains ideas on how your school, class and community can take action to make a difference to maternal health around the world.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

«In this publication, you can see the difference between rural areas in each state and the rest of state,» said Rachel Tompkins, president of the Rural School and Community TrusIn this publication, you can see the difference between rural areas in each state and the rest of state,» said Rachel Tompkins, president of the Rural School and Community Trusin each state and the rest of state,» said Rachel Tompkins, president of the Rural School and Community Trust.

In a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencIn a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial differencin the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial difference.

We aim to be a trusted source for powerful, actionable insights into what works in education — to put smart, trustworthy, and useful information directly into the hands of practitioners, who can use it to make a difference in their classrooms, schools, districts, universities, and communities.

Industries seek profit while tax - supported schools are expected to convert children into adults who are literate, law abiding, engaged in their communities, informed about issues, economically independent, and respectful of differences among Americans.

They found purpose in their lives both in making a real difference in schools and communities and also in building caring, racially diverse communities that supported and nurtured them.

The concern is that there are fundamental differences between schools: the response for the 9500 schools in Australia should reflect the different challenges faced by school leaders and their community rather than prescriptive «one size fits all initiatives to «implement» in a school.

Private schools generate similarly higher levels of satisfaction than choice and district schools in all three types of communities, but significant differences between charters and chosen district schools are not observed in any of the three areas.

Working in collaboration with a diverse group of educators, advocacy groups, community organizations, and policymakers, the project ultimately aims to grow the number of quality schools where all children can have equitable learning outcomes, feel like their culture is valued, learn to live together with appreciation of differences, and be engaged in understanding how to dismantle racism and systemic oppression.

«As school leaders, we have enormous opportunity to make a difference in the culture of our very own school community.

So often in education we focus problem - solving on «made up» or already - solved situations, when funneling that energy into real world issues that could make a difference in their lives is not only motivating to students, but also a great benefit to your school and community.

Hear how the conditions — collaboration in a real team, a compelling purpose, the right people, clear norms of conduct, support and appropriate coaching — were created to enable high school students to deliver enterprise quality solutions that made a real difference to the campus community.

But there's also that 10 % difference in each school's DNA that serves to define the discourse that takes place between and amongst the members of the school community.

«[We] came out quite convinced,» report co-author Jeannie Oakes said by phone, «that not only community schools as a whole, but [their] components all made a positive difference in things like student achievement, attendance, behavior and graduation rates.»

Anne Malamud's 4/5 class at Mills College Children's School, the laboratory school for the School of Education at Mills College in Oakland, California, is learning how to run a successful business and to make a difference in their own commSchool, the laboratory school for the School of Education at Mills College in Oakland, California, is learning how to run a successful business and to make a difference in their own commschool for the School of Education at Mills College in Oakland, California, is learning how to run a successful business and to make a difference in their own commSchool of Education at Mills College in Oakland, California, is learning how to run a successful business and to make a difference in their own community.

«Community schools embody the values we believe should drive public education and make a real difference in student achievement,» de Blasio said.

Based on the largest - ever analysis of research on effective school leaders, our school - level leadership PD guides principals in choosing the right focus for school improvement efforts; effectively leading changes in your school; and transforming your school culture into a purposeful community that believes it can make a difference.

«Community schools can, and in time will, make a difference in every part of the city,» de Blasio said Monday.

I also control for differences in the average level of education attained by the parents of other students in the school, the average length of time that its students have lived in their community, and the political diversity within the school population (as measured by differences in self - reported major - party affiliation).

The activities also encourage pupils to make a tangible difference to the lives of the communities they have learnt about by holding a fundraising event or campaigning for change - and they'll be in with a chance of featuring as our star school on our website and social media channels!

At yesterday's Harvard Graduate School of Education convocation ceremony in Radcliffe Yard, speakers from the HGSE community challenged the graduating class of 2008 to change education and to find people to make a difference in teaching and learning across cities around the world.

Based on a cross-case analysis of online and on - campus courses, the results of the study indicate that while there was no significant difference between online and on - campus courses in terms of teacher acquisition of knowledge related to CLD instruction and assessment, questions remain about whether distance learning can promote critical self - reflection, culturally responsive teaching practices, and collaboration within schools, when teacher learning is not supported and situated in schools and communities in an ongoing and structured way.

«Since launching last session, the Anti-Bullying Caucus has helped shine a light on bullying in the United States and the long - term impacts it has on young people who experience, witness, or perpetrate it,» said Representative Honda, «To truly make a difference, we need to explore ways to prevent bullying before it takes hold of a school or community, and we are delighted to highlight the groundbreaking steps being taken by the RFK Center and the Bully Project to achieve these goals.»

Trent College's Community Service programme is a key activity in students helping to make a difference within the school's local catchment area.

Alturas International Academy School Type: Charter Public Location: Idaho Falls Grades Served: K - 8 ’20 in 10 ′ Investment: $ 1,000,000 over five years ’20 in 10 ′ Impact: 538 new seats About the School: Alturas International Academy promotes academic distinction, while empowering students to be principled and intellectual leaders as they explore, create, investigate, and analyze in a safe, engaged, collaborative environment that inspires them to make a genuine difference in their local and global community.

Through these efforts teachers will be able to will enhance school climate, make a difference in the lives of their students, change the fabric of their classroom communities and impact systemic change in their districts.

The poll found that 85 percent of voters say states should take action to correct differences in the quality of education within the state, and 84 percent say their states should adjust school funding to ensure greater fairness between wealthy and poor communities.

NEHS provides the opportunity for young students to make a difference in their schools and communities.

And we'll look at how their own actions can make a big difference when it comes to issues of intolerance, bullying, and prejudice at school or in the community.

In order to cross this divide, educators must, not only understand the cultural differences between them and their students, but also be able to reflect on their own cultural relevance and how this may benefit or harm the school community.