Sentences with phrase «experience as a middle school principal»

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When a new Japanese family arrived in the middle of the school year, the origami instructors worked with the principal to encourage these children to sign up for their after - school class, where they could show off Japanese culture as experts while experiencing the comfort of using their own language in a classroom setting.

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.

As a student in School Leadership Program (SLP), Webb put her mission to work as the principal intern at an all - girls middle school, an experience that served as both motivation and inspiration during the past yeaAs a student in School Leadership Program (SLP), Webb put her mission to work as the principal intern at an all - girls middle school, an experience that served as both motivation and inspiration during the pastSchool Leadership Program (SLP), Webb put her mission to work as the principal intern at an all - girls middle school, an experience that served as both motivation and inspiration during the past yeaas the principal intern at an all - girls middle school, an experience that served as both motivation and inspiration during the pastschool, an experience that served as both motivation and inspiration during the past yeaas both motivation and inspiration during the past 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.

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.

Dr. Sciarappa has 26 years of experience as an elementary and middle school principal and has received numerous awards for her work.

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.

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.

There, you and a group of your K - 12 talent management leaders will come together to help advance student achievement and learn from influential educators, such as Todd Whitaker, whose experience as a teacher, coach, principal and middle school staffing, curriculum and technology coordinator has made him one of the leading authorities on staff motivation, teacher leadership and principal effectiveness.

She has acquired an impressive resume of career teaching experience in Special Education, and in Elementary and Middle School, and has worked as a Curriculum Director, an Assistant Principal and a Principal.

Linda has over 45 years of experience in education as a former teacher, assistant principal, director of an alternative middle school in East Harlem, and faculty member of the Department of Curriculum and Teaching at Hunter College in New York City.

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

Isobel Stevenson, Program Coordinator Isobel Stevenson comes to the Center with eleven years» experience in school leadership, including 9 as a middle school principal in the Boulder Valley School District, Colschool leadership, including 9 as a middle school principal in the Boulder Valley School District, Colschool principal in the Boulder Valley School District, ColSchool District, Colorado.

Her administrative experience includes serving as the principal of a K - 12 school and as a middle school division head.

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

Kathleen Sciarappa, Ph.D., has 26 years of experience as an elementary and middle school principal and has received numerous awards for her work.

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.

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.

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.

Linda has over 45 years of experience in education as a former teacher, assistant principal, director of an alternative middle school in East Harlem, and faculty member of the Department of Curriculum and Teaching at Hunter College in New York City.