Sentences with phrase «experience as a high school principal»

Through years of experience as a high school principal, I have learned to get really nervous whenever I hear someone proclaim what «all» schools and «all» students should do.

The second response, based on my experience as a high school principal and assistant superintendent for instruction, is that some people take longer to get on board, needing evidence that the change will achieve the desired results and is therefore worth their time and energy.

Not exact matches

The leader of the assistant principal search team had just been appointed principal of our new Junior High (after serving several years as an assistant principal of the high school); he was assisted by an assistant principal (three years of experience) from another schHigh (after serving several years as an assistant principal of the high school); he was assisted by an assistant principal (three years of experience) from another schhigh school); he was assisted by an assistant principal (three years of experience) from another school.

Your education experience: [I worked] 17 years as a teacher, three years as a high school teacher and activities director, three years as a middle school principal, and one year as the current high school principal.

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.

His previous work experience includes twelve years as a high school teacher, K - 8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility.

Ronald Tabano has over 40 years experience in education beginning his work as a 6th grade teacher, moving to teaching social studies and ELA at the middle and high school levels, eventually becoming an Assistant Principal.

Recent experience underscores that investing in better school leadership could make economic sense, too - not only because of what principals can do to boost instruction and student achievement, but because of how leadership can act as a magnet for drawing talented teachers to high - needs schools.

Starting in the 2012 - 2013 school year, high - potential candidates experience a typical day as a Chicago principal.

Candidates must hold an Administrator II certification and a minimum of three years experience as a principal or compatible position in a middle or high school with documented evidence of academic accomplishment.

Mary Asbury, Principal in Residence, discussed the challenges of redesigning a high school based on her experience as principal of Crawford High School leading up to its conversion into four smallPrincipal in Residence, discussed the challenges of redesigning a high school based on her experience as principal of Crawford High School leading up to its conversion into four small schohigh school based on her experience as principal of Crawford High School leading up to its conversion into four small scschool based on her experience as principal of Crawford High School leading up to its conversion into four smallprincipal of Crawford High School leading up to its conversion into four small schoHigh School leading up to its conversion into four small scSchool leading up to its conversion into four small schools.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

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.

Additional leadership experience includes serving as the Principal at Central High School in Macon, the Director of Professional Learning at Griffin RESA, the Director of Curriculum and Instruction for the Thomaston - Upson Schools, and the Principal at Pike County Elementary School.

LaShawn has a 13 - year tenure in the organization and previously served as a coach and director of the high school redesign initiative, where her team pioneered new school design processes, principal network development and site coaching that transformed educational experiences and outcomes for teachers and students in Oakland, CA.

An experienced educator, Treviño has been a teacher at all levels and served as middle and high school principal and a central office administrator.

She has experience as a classroom teacher (elementary, middle school and high school), a reading specialist, and a principal.

Her experience as a principal at both the middle and high school levels provides a practical knowledge base to formulate successful strategies for partner school districts.

Anderson now is the deputy superintendent for academics in Atlanta's 96,870 - student Fulton County Schools and has 21 years of experience in education, including as a teacher and high school principal.

With 30 years of combined experience as an educator, Will began his career as a high school teacher, but has since held positions as an elementary school principal, a Language Arts / Media Supervisor, K - 12 Curriculum Director, Assistant Superintendent, and Area Superintendent.

With over 25 years of educational and corporate leadership experience, Keith has served as a high school assistant principal, math teacher, athletic director, and basketball coach.

Her 35 years of experience as an educator began with 11 years of classroom teaching experience and include time serving as a middle school assistant principal, middle and high school principal, and assistant / area superintendent in Gwinnett County Public Schools.

High school, college, being a teacher and principal — all of these experiences have given me reason to think more about what it means to be culturally responsive, not just as an educator but also as a human being.

Cendie's experience in education includes five years of classroom teaching at the middle school level in Texas, four years as assistant principal in Spring Branch ISD before becoming the founding director of a high performing charter school in Houston, Texas, YES Prep Northbrook - SKY Partnership.

Professional Profile Self - motivated student - focused professional seeking to leverage significant experience and education as a High School Principal.