Sentences with phrase «district as high school principal»

Scherry has been superintendent since 2010, and previously served the district as high school principal and assistant superintendent.Despite financial struggles in recent years, North Spencer has -LSB-...]

Not exact matches

SYRACUSE, N.Y. — Three high schools will have new principals this fall, and other changes are afoot as the Syracuse City School District prepares for its next schoolSchool District prepares for its next schoolschool year.

During my 17 years as a high school principal I have worked in districts that were rural economically disadvantaged as well as affluent suburban.

Ameer Kim El - Mallawany School Leadership Program Current city: Los Angeles Current job: Director of Family & Community Engagement, Partnership for Los Angeles Schools Career highlight: Serving as the founding principal of Columbus North International School — a world language and international studies themed lottery high school in the Columbus City Schools district in Columbus, Ohio — for four and a half of the last fiveSchool Leadership Program Current city: Los Angeles Current job: Director of Family & Community Engagement, Partnership for Los Angeles Schools Career highlight: Serving as the founding principal of Columbus North International School — a world language and international studies themed lottery high school in the Columbus City Schools district in Columbus, Ohio — for four and a half of the last fiveSchool — a world language and international studies themed lottery high school in the Columbus City Schools district in Columbus, Ohio — for four and a half of the last fiveschool in the Columbus City Schools district in Columbus, Ohio — for four and a half of the last five years

A former school principal and deputy superintendent in Boston, Riley has made the nearly 30 - mile trek north for the past three years as the district's first receiver, overseeing a high - poverty school system that had suffered from chronic underperformance.

This «move up» enables students to meet with their new teachers, get to know the new facilities they will be attending, and ask questions, said DeGenova, who is assistant principal at Slippery Rock (Pennsylvania) Area High School and as well as a part - time elementary principal at the district's Har - Mer Elementary School.

School districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School Principalsschool leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool Principals says.

The Texas educators attending came from nearly 70 communities throughout the state representing a mix of rural, urban, and suburban districts as well as elementary, middle, and high school principals.

The majority of SLP students see themselves working as principals or other educational leadership roles in schools or organizations — many in high - need districts.

At a district high school, the principal noted that the proficiency rate had risen to 25 percent from as low as 17 percent in the previous year.

John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.

Lisa Wilson, Director of Assessment & Research, Blue Valley School District, KS Lisa Wilson has served in public education for twenty - seven years as a junior high and high school English teacher, lead teacher, Associate Principal for Curriculum and Instruction, and currently as the Director of Assessment and Research for Blue Valley School District, a public district in Overland Park, KSchool District, KS Lisa Wilson has served in public education for twenty - seven years as a junior high and high school English teacher, lead teacher, Associate Principal for Curriculum and Instruction, and currently as the Director of Assessment and Research for Blue Valley School District, a public district in Overland Park,District, KS Lisa Wilson has served in public education for twenty - seven years as a junior high and high school English teacher, lead teacher, Associate Principal for Curriculum and Instruction, and currently as the Director of Assessment and Research for Blue Valley School District, a public district in Overland Park, Kschool English teacher, lead teacher, Associate Principal for Curriculum and Instruction, and currently as the Director of Assessment and Research for Blue Valley School District, a public district in Overland Park, KSchool District, a public district in Overland Park,District, a public district in Overland Park,district in Overland Park, Kansas.

As an award - winning mathematics teacher, the district's first secondary technology coordinator, its first virtual high school principal, and the founder and current chair of the Nevada Commission on Educational Technology.

As they say with the principalship, especially in high school, «high school is the tail that wags the dog in terms of the district» and there's a great deal of pressure on high school principals to meet certain expectations that are determined by Central Office and stakeholders.

Later, as dean of students and then principal at West Chicago High School in Illinois» Community High School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school School in Illinois» Community High School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school school board.

Over time, as it becomes clearer which programs consistently graduate high - performing principals, this new approach would create a robust marketplace that rewards institutional excellence and helps school districts make smart hiring decisions.

As the Opportunity Culture initiative was beginning, three principals signed on to lead low - performing, high - poverty schools in the Charlotte - Mecklenburg and Metropolitan Nashville districts.

They include Ray Giamartino, who is currently Superintendent of the East Rochester School District and a former city school administrator; Suzanne Johnston, longtime principal of the Wilson Magnet High School and Ralph Spezio, who spent 12 years as principal of School numbSchool District and a former city school administrator; Suzanne Johnston, longtime principal of the Wilson Magnet High School and Ralph Spezio, who spent 12 years as principal of School numbschool administrator; Suzanne Johnston, longtime principal of the Wilson Magnet High School and Ralph Spezio, who spent 12 years as principal of School numbSchool and Ralph Spezio, who spent 12 years as principal of School numbSchool number 17.

The program prepares graduates to assume roles as building principals at elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.

«I am extremely proud that Anibal Soler, Jr., Principal of East High School in Rochester, an amazing principal in my own school district, is an honoree, as he reflects successful urban school leadershiPrincipal of East High School in Rochester, an amazing principal in my own school district, is an honoree, as he reflects successful urban school leadership.&School in Rochester, an amazing principal in my own school district, is an honoree, as he reflects successful urban school leadershiprincipal in my own school district, is an honoree, as he reflects successful urban school leadership.&school district, is an honoree, as he reflects successful urban school leadership.&school leadership.»

At the board's retreat in late August, Schneider moderated a panel that included Ken Parshall, principal of Salem's McKay High School; McKay High School leadership coach Kathleen Hanneman; Chris Rhines, who serves both as a district coach for Salem - Keizer, as well as leadership coach at Salem's Scott School; and Mike Garling, regional network coordinator in the Eugene area.

The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

More importantly, given that rates of suspensions can be as high in mostly - black schools run by black principals (and overseen by superintendents), it's hard to argue whether the problem is one of racial bigotry (as implied by Duncan in his announcement), a matter of class bias (just as likely), or haphazard school and district policies.

He served two years as associate principal at Whitefish Bay High School in Whitefish Bay, Wisconsin, and served nine years as the director of curriculum and instruction for the School District of Whitefish Bay.

She joined the Hillsborough Township School District in 1999 as a vice principal at the high school before moving into her current posSchool District in 1999 as a vice principal at the high school before moving into her current posschool before moving into her current position.

Previously, Maureen taught middle level science, served as a middle level administrator and, for the last 13 years of her career in a district, served as principal of a suburban high school.

His professional career began as a high school teacher in Southern California, serving in five diverse school systems as a teacher, assistant principal, principal, and district office administrator in elementary, middle, and high school settings.

Before joining the district office, Jamie led School Improvement Grant efforts as an assistant principal, while leading the magnet school development at Central High School as the performing arts coordiSchool Improvement Grant efforts as an assistant principal, while leading the magnet school development at Central High School as the performing arts coordischool development at Central High School as the performing arts coordiSchool as the performing arts coordinator.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

The district allowed several transferring principals to bring along their English Language Arts and math coaches, one or two high - performing teachers to serve as models for other teachers in their new schools, and an assistant principal in the case of middle and high schools.

Dr. Robert Bryant has served as a teacher, assistant principal, and principal of a high school, assistant superintendent, district superintendent, and school board member.

As principal of Boone Elementary in Chicago, the diverse, high - poverty school became the first in the district ever to receive the International Reading Association's annual Exemplary Reading Program Award for the State of Illinois.

In addition to monetary incentives, states and districts should offer good working conditions, new equipment, lower class sizes, preferential hiring and staffing as a way to recruit highly effective principals to high - need schools

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

In addition to his title of Director of Curriculum and Assessment, Dr. Nelson worked for fourteen years as an elementary and high school Spanish teacher and administratively has served as a principal, curriculum / instruction director and worked collaboratively with special services, technology, and other school district supports.

While working in dual roles as an Associate Principal and Curriculum Director, two schools showed an increase 6 to 10 SPS point gain as well as another rated the second highest improvement rate for grades 3 - 8 in 2009 and 2010 within Louisiana Recovery District.

Graduates of the Educational Leadership and Special Education Administration program work as building principals at elementary, middle or high school levels; and district level positions including special education directors and central office administrators.

After moving back to Chicago and being trained through the New Leaders principal training program, her professional trajectory changed somewhat as she moved into school - level (both elementary and high school) and district - level administration.

Dr. Coby Davis currently serves as the assistant principal for Archer Learning Center, the sole alternative high school within the Springdale Arkansas School District, one of the largest districts in the school within the Springdale Arkansas School District, one of the largest districts in the School District, one of the largest districts in the state.

He testified that 22 percent of new teachers in California leave the profession after four years and that the percentage of teachers who transfer out of high - poverty schools is twice that from low - poverty schools, He said 20 percent of new principals in urban school districts leave after just two years and pointed to the Oakland Unified School District as an extreme: There, he said, 44 percent of new principals leave the field after just two - school districts leave after just two years and pointed to the Oakland Unified School District as an extreme: There, he said, 44 percent of new principals leave the field after just two - School District as an extreme: There, he said, 44 percent of new principals leave the field after just two - years.

When Chandler originally joined the district as an assistant high school principal more than ten years ago, one of the primary objectives was to develop a plan for improving graduation rates.

Now in her second year as principal at North Grand High School, Emily joined the Principal Advisory Council to gain a better understanding of our District's vision and to contribute her voice and knowledge in a way that will benefit all CPS schools and the services theyprincipal at North Grand High School, Emily joined the Principal Advisory Council to gain a better understanding of our District's vision and to contribute her voice and knowledge in a way that will benefit all CPS schools and the services theyPrincipal Advisory Council to gain a better understanding of our District's vision and to contribute her voice and knowledge in a way that will benefit all CPS schools and the services they provide.

He served as a middle school teacher and union chapter leader, and spent seven years as a school principal, first at a district middle school and then as the founding principal of a charter high school serving over-age and under - credited students who were court - involved or in foster care He comes to Parent Revolution with a deep belief that all students, from all communities and in all kinds of situations, deserve excellent schools and the opportunities afforded by a high quality education.

AMERICAN FORK — Alpine School District officials on Thursday appointed Dan Weishar as the new principal of American Fork High School.

In her home community of San Jose, California, Nancy founded and served as the principal of Renaissance Academy, which remains the highest performing middle school in the district and a California Distinguished Sschool in the district and a California Distinguished SchoolSchool.

A few years later, he became assistant principal at Twin Peaks Middle School in Poway, then principal at Rancho Bernardo High before heading to the Poway Unified district office for jobs as area superintendent, deputy superintendent and chief business officer.

Steele, who has nearly 30 years of experience as a teacher, high school principal and district administrator, recently joined ConnectEd to serve in this position.

Illinois CSI works at the district level, partnering with school superintendents, as well as with principals and other education leaders to connect the dots between strong leadership teams and successful students — a data - driven strategy proven to produce high - performing schools.

For teacher evaluation pilot districts, DEAC members include: school board representative; elementary, middle, and high school teachers (as applicable given pilot participation); principal; superintendent; central office representative; administrator conducting evaluations; data coordinator; parent; and others as determined by the district.