Sentences with phrase «education chief made»

Mayor Bill de Blasio says his pick for schools chancellor had already accepted the job a week ago and had OKed an announcement about it — when the would - be education chief made an abrupt about - face Thursday, saying he won't take the job after all.

NYC Mayor Bill de Blasio said Carvalho had already accepted the job a week ago and had OKed an announcement about it — when the would - be education chief made his abrupt about - face.

Not exact matches

The same report stated that many clergy were resentful of the fact that after years of education and training, they earned only «what a crew chief makes at McDonald's.»

However, as elaborated above, that is not for students today the chief obstacle to making education interesting.

Celina Cunanan - Kelly, Division Chief of Nurse Midwifery at University Hospitals, and Babies Need Boxes board member, says «We don't really think that [the box] itself is going to stop infant sleep - related deaths, but it's a way for us to give parents the education and tools to make that less likely, [and to] help them succeed!»

NY Times Archive - National Desk: April 28, 2005 «Soccer Mom» Education Chief Plays Hardball for Bush Team» «I would just say that I nursed my kids for a long time; I made my own baby food,» Ms Spellings told repoerters at a press breakfast.»

Education about healthy behaviors and the involvement of parents are crucial to making a lasting impact on obesity rates because students do not eat just at school, said Dr. Stephen Daniels, pediatrician - in - chief at The Children's Hospital in Denver.

Earlier in his remarks, the Chairman, State of Osun Nigeria Football Federation, Chief Taiwo Ogunjobi commended the team for coming out with fying colours and for making the state proud in education and football competitions.

Some chief executives have even issuing executive orders declaring that education decisions would be made by their state governments, not at the federal level.

The city, however, didn't make the decision lightly, said Sarah Aucoin, the chief of wildlife and education at the Parks Department, in a statement.

The announcement was made Thursday by Chief Judge Janet DiFiore, State Education Commissioner MaryEllen Elia and State Archivist Thomas Ruller.

And who better to learn from than Patrick Hanaway, MD, Medical Director of the Center for Functional Medicine at the Cleveland Clinic, and IFM's Chief Medical Education Officer, making his keynote debut this month.

Caroline Rookes, Chief Executive of the Money Advice Service, (who kindly provided funds to support the inquiry) said: «We welcome the APPG's report and the continuing efforts to make meaningful, positive changes to the approach to financial education among young people.

Our chiefs, key leaders in the state departments of education and local school systems, postsecondary institutions, and individual educators have made an unprecedented commitment to this work.

Our earnest Secretary of Education, along with AFT chief Randi Weingarten and NEA honcho Dennis Van Roekel, grandly made this announcement down in Tampa.

Confronted with studies that show black students making gains as a result of being given vouchers (full disclosure: these studies were led mainly by Paul Peterson, this journal's editor - in - chief), Rothstein turns to Stanford education professor Martin Carnoy to build a strict critique.

In response to a call for evidence from the Women and Equalities Committee the BHA has said that the government's decision not to make PSHE compulsory «flies in the face» of the recommendations made by a huge number of education, health, and children's rights experts, including the Chief Medical Officer, the Children's Commissioner for England, and the NSPCC.

Afterward, in 1980, I spent a year at the Harvard Graduate School of Education, steeping myself in research on what seemed to make some urban schools work, and then was hired as the chief architect of a new citywide curriculum.

When I published them, a state education chief took me to task for, in his opinion, drastically undercounting the number of decisions that had to be made.

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 oeducation 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 oEducation, 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 oEducation, 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 oeducation 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 oeducation 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 oeducation 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 oEducation, 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 oeducation 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 oeducation 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 oEducation, 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 oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

WASHINGTON — The National Education Association has made another step toward allying itself more closely with its chief rival, the American Federation of Teachers, as well as with other education associations and the labor movement asEducation Association has made another step toward allying itself more closely with its chief rival, the American Federation of Teachers, as well as with other education associations and the labor movement aseducation associations and the labor movement as a whole.

David Hughes, chief Executive of the Association of Colleges, said choices about education should be based on what was the best option and «not just making the decision based on the cheapest bus or train fare».

Beyond the Classroom: Mindset — How You See Yourself and What You Want Makes All the Difference Miami Herald, 5/19/15 «David Dockterman, Scholastic's chief architect of learning sciences and an adjunct lecturer at the Harvard Graduate School of Education, says that kids don't mind failing.

Chicago schools chief Paul G. Vallas said he «gave a little, and got a lot» from a compromise he made with state education officials after threatening not to administer state tests that the district's 430,000 students ended up taking last week.

Editorial decision - making and the creation and publication of content — including content produced with support from philanthropic funding — remain in the sole control of Education Week, under the direction of its Editor - in - Chief and Executive Editor.

It provides a foundation for conversation with teachers about how to make sure that their child succeeds throughout their education,» says Susan Beltz, the chief technology officer at OUSD.

The role of the chief technology officer in school districts is evolving into one of the most important leadership positions in education, yet many who currently fill that job lack the skills and background to make the best decisions for the educators and students in the districts they serve.

In this webinar, Karen Cator, chief executive officer of Digital Promise and former director of the Office of Educational Technology at the U.S. Department of Education, will lead a conversation with assistant state superintendents from the Florida, Tennessee, and Delaware Departments of Education to discuss: • Each state's work on competency - based professional development using micro-credentials, • What changes they believe states and districts will look to make in the future, and • What the impact on teacher quality and retention will be.

School leaders now have «compelling evidence» to make sure the # 4bn spent on teaching assistants each year is used in ways that improve results for pupils, the chief executive of the Education Endowment Foundation (EEF) has said today.

Perhaps national organizations (such as the National Association of State Boards of Education, National Conference of State Legislatures, Council of Chief State School Officers, and National Governors Association) could help expand this research to inform our understanding of the state education policy - makingEducation, National Conference of State Legislatures, Council of Chief State School Officers, and National Governors Association) could help expand this research to inform our understanding of the state education policy - makingeducation policy - making process.

School superintendents and state education chiefs often find themselves in a peculiar position when making policy decisions that could deeply affect children's lives.

He worked with the Council of Chief State School Officers (CCSSO) to design and develop the free, Web - based Data - Based Decision Making Tool: A Resource for Teachers (www.edvantia.org/dbdm), a comprehensive guide for developing and implementing school improvement efforts; and also developed the Web - based version of the K - 12 Total Cost of Ownership, or TCO, Calculator (www.edvantia.org/tco), which is based on the work of the Integrated Technology in Education Group.

There are 15 regional centers around the country, funded by the U.S. Department of Education, made to provide assistance directly to the education agencies and the chief state school officers and their executiEducation, made to provide assistance directly to the education agencies and the chief state school officers and their executieducation agencies and the chief state school officers and their executive teams.

To support these efforts, Partners for Each and Every Child (Partners for) and the Council of Chief State School Officers (CCSSO) developed Meaningful Local Engagement Under ESSA — a guide for local education agencies (LEAs) and school leaders as they engage with stakeholders on ESSA and other policy and decision - making opportunities.

Education Secretary Betsy DeVos, «who made a career of promoting local control of education, has signaled a surprisingly hard - line approach to carrying out an expansive new federal education law, issuing critical feedback that has rattled state school chiefs and conservative education experts alike,» tEducation Secretary Betsy DeVos, «who made a career of promoting local control of education, has signaled a surprisingly hard - line approach to carrying out an expansive new federal education law, issuing critical feedback that has rattled state school chiefs and conservative education experts alike,» teducation, has signaled a surprisingly hard - line approach to carrying out an expansive new federal education law, issuing critical feedback that has rattled state school chiefs and conservative education experts alike,» teducation law, issuing critical feedback that has rattled state school chiefs and conservative education experts alike,» teducation experts alike,» the New...

The PARCC Governing Board, made up of the K - 12 education chiefs from each PARCC state, and the Advisory Committee on College Readiness, made up of the higher education chiefs from the PARCC states, approved the PARCC College - and Career - Ready Determination Policy in October 2012, after input from nearly 800 K - 12 educators, higher education faculty, parents, and community members.

Sir Kevan Collins, chief executive of the Education Endowment Foundation, supported the committee's call to «encourage schools to use evidence - based interventions to make sure the pupil premium is being spent in the most effective ways».

«It has been an honor to lead this organization and serve the nation's education chiefs as they have made enormous advancements for students in this country,» Minnich said.

As state leaders in education, the Council of Chief State School Officers (CCSSO) aims to make sure every child has an effective teacher every year they are in school.

Howard Orme, the Department for Education's chief financial and operating officer, has been made a companion of the order of the bath, an honour reserved for senior civil servants and military personnel.

Ms Spielman, who took over as chief inspector earlier this year, told delegates: «Childhood isn't deferrable: young people get one opportunity to learn in school and we owe it to them to make sure they all get an education that is broad, rich and deep.»

In response, Jennifer Alexander, the acting chief executive officer for the Connecticut Coalition for Achievement Now (ConnCAN), made the following statement: «Right now, Bridgeport ranks 163 out of 165 school districts in Connecticut, with more students trapped in failing schools than in any other city in the state, according to the State Department of Education.

Extra powers would allow them to summon chief executives or heads of underperforming academies or those not taking their fair share of hard - to - reach children, and make recommendations that it could pass on to the education secretary.

«If there are millions of kids and we could make a difference, then that's something we have to look at,» said Joanne Weiss, chief of staff to Education Secretary Arne Duncan, in a recent EdWeek interview.

In an extraordinary exchange on education expert Diane Ravitch's nationally respected blog, (see http://dianeravitch.net/2012/05/31/test-test-test-test-another-day-in-bridgeport/), Bridgeport's Superintendent of Schools Paul Vallas, and his Chief Administrator, Dr. Sandra Kase, make the case that Connecticut's Mastery Test is flawed.

«State education chiefs recognize we can always improve on how state and federal funds are spent, but cutting these funds to zero wouldn't allow for an opportunity to improve how we spend those dollars and would turn our back on the commitments we have made to teachers and students.

Lizzie Rowe, chief operating officer of the Education Fellowship, the lowest rated primary academy trust, said that trusts needed to be given time to make progress and that this was not always shown in immediate results.

According to Education Week, the U.S. Department of Education's Acting Assistant Secretary for Elementary and Secondary Education Jason Botel told a gathering of state school chiefs recently «that he wants states to be innovative in working to close the nation's yawning achievement gap, but also wants them to make sure they comply with the Every Student Succeeds Act in doing so.»

It is your role as the Chief Education Officer to make sure that you are meeting the needs of all students, while also encouraging student voice and choice to make sure that student wants are addressed as well.

But as we think about the fact that we have a new law of the land in the United States called the Every Student Succeeds Act and we have a new secretary of education and in the state levels we have approximately 27 or 28 new state chiefs and we have new legislative people, there are some opportunities for you as panelists to think about what's the one thing that you would want to say to a policymaker that has decision - making authority about things that you feel are important?