Sentences with phrase «experience as a public school teacher»

Founder Charles Best combines his own experiences as a public school teacher in the Bronx with data and analytics savvy that's straight out of Silicon Valley.

Tomlinson has more than 20 years of experience as a public school teacher and more than 12 as a program administrator of special services for struggling and advanced learners, and she has been named Virginia's Teacher of the Year (1974) and Outstanding Professor at Curry School of Education (2004).

As a special educator with seven years» experience as a public school teacher and now seven more as a private tutor, I've worked with students with huge academic and behavioral challenges.

Scott has 15 years» experience as a public school teacher.

Mehrnoosh Watson weaves the insights gained from her work as an educational consultant, Parent Coach, Mindful Instructor and years of experience as a public school teacher.

Not exact matches

Marianne is a highly experienced, trained Waldorf teacher with over 35 years of teaching experience in public and private Waldorf schools as well as experience as a Spanish - bilingual teacher in New York.

Dr. Betty has extensive experience as a New York City public school teacher, local superintendent and as a member of the Board of Regents.

Fedor's career experience includes working as teacher with Toledo Public Schools.

Woody Harrelson, handed the supreme cliché role of cliché roles (as the wise teacher Mr. Bruner), is a hilariously mean foil for Nadine as an educator whose compassion has been chipped away at by years of experience in the public - school system.

As a public school teacher in a state experiencing painful budget cuts, I want to send teachers a message that they can create a blended learning model using web 2.0 technology that is readily available and, in many cases, free.

As a founding teacher at the NYC public school with a unique game - like learning model (currently in its fifth year), I have worked through many iterations of this game and how it affects students» mathematical experience over the years.

A few years into my experience as a public school parent, I can confidently say that I know what angers us moms and dads the most: when a teacher puts on a movie during the school day.

To the bewilderment of some of his friends — and to the delight of the Jacksonville, Fla., public schools — Mr. Rudolph decided to put his vast experience, including two advanced degrees and postgraduate studies in microbiology, to use as a high - school mathematics and science teacher.

As the University of Wisconsin - Milwaukee (UWM) considered authorizing charter schools for the first time in 1999, the local teachers union and top administrators in the Milwaukee Public Schools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison Sschools for the first time in 1999, the local teachers union and top administrators in the Milwaukee Public Schools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison SSchools threatened to ban the college's student teachers from obtaining required classroom experience if UWM approved any charter schools that would be managed by the for - profit firm Edison Sschools that would be managed by the for - profit firm Edison SchoolsSchools.

An experienced educator, administrator, and curriculum designer, he has taught elementary, middle, and high school students in public and private schools, as well as community college and teacher preparation courses.

Eva's experience as a teacher, college professor, elected official, Chair of the New York City Council's Education Committee and public school parent make her uniquely qualified to effectively lead the organization in establishing high - performing schools and pioneering for educational excellence.

Isadora Baum (@LfyniBaum) introduces us to the work of Chicago Public School teacher Lindsay Barnett, who sees cultural diversity in the classroom as beneficial to «educational and social experiences».

This article discusses the authors» experiences leaving their roles as teachers in public schools and then returning to teaching some time later, focusing on how these experiences expose a gap in understanding between U.S. policymakers who work on educational law and the teachers to whom educational laws apply.

Principals lack the experience and expertise in early childhood education that is needed as pre-K programs expand in public elementary schools and that could inhibit their ability to manage and support pre-K teachers, according to a new report.

With over 25 years experience in multiple capacities of public education, Amy Wieland has valuable experience as a teacher, school leader, technology facilitator, and curriculum specialist in Sarasota County Schools.

Happily, as New York City public school students return to class, New York state's committee to implement this federal education law has pledged collaboration with higher education to improve aspiring teachers» student teaching and field experiences.

Dr. Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon and a national public school consultant.

A graduate of the University of California, Santa Cruz, Sharhonda started her career in education as a public school teacher and also brings years of legislative and electoral campaign experience in both volunteer and leadership capacities to her work at Education Cities.

Tomlinson's experience as an educator includes 21 years as a public school teacher working with preschoolers, middle school students, and high school students.

Bill Sheskey is a lifetime educator with experience as a public school instructional technology specialist, classroom teacher, athletic coach, and is now affiliated with Heidi Hayes Jacobs's Curriculum Designers Inc. as a faculty member.

Individuals interested in seeking National Board Certification must have earned a baccalaureate degree from a regionally accredited institution, have completed three years of full - time teaching or school counseling experience and have held a valid state license without deficiencies (not an interim or emergency license) during the three years of employment, possess a valid five - year Virginia license, and be employed as a public school teacher or school counselor in a Virginia public school.

William Anderson, a friend and member of Education Leaders of Color (EdLoC) and a teacher leader in Denver Public Schools, articulates his experiences as a teacher that mirrors the experiences of so many Black male educators in Chalkbeat:

Cathy has 15 years of teaching experience in public and private schools, the last ten as a classroom teacher in a school for gifted and talented.

Her past professional experiences include being a dropout prevention mathematics teacher, assistant to the chief of accountability for Baltimore City Public Schools (2001 - 2004), director of accountability for Montgomery County Public Schools (2004 - 2007), and has served as the vice-president of the American Education Research Association Division H, Research, Evaluation and Assessment in Schools, as well as held leadership roles in the Directors of Research and Evaluation and National Association of Test Directors.

The person has also taken an additional 18 graduate credits towards a 092 Intermediate Administrator and Supervisor Certificate at a Connecticut university AND has five years of successful public school teaching experience as a certified teacher in Connecticut.

Carolyn McKanders background includes 28 years of experience in Detroit Public Schools as a teacher, counselor and staff development specialist.

As a group of classroom teachers who came together to build a new public school several years ago, my colleagues and I saw the Common Core standards as an opportunity to grow as professionals and create transformational experiences for our studentAs a group of classroom teachers who came together to build a new public school several years ago, my colleagues and I saw the Common Core standards as an opportunity to grow as professionals and create transformational experiences for our studentas an opportunity to grow as professionals and create transformational experiences for our studentas professionals and create transformational experiences for our students.

Led by the Charter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill itself.

Meet one of Vision Public Charter School's most outstanding teachers, Chris Allen, as she talks about her unique experience working with students at her public charter sPublic Charter School's most outstanding teachers, Chris Allen, as she talks about her unique experience working with students at her public charter sSchool's most outstanding teachers, Chris Allen, as she talks about her unique experience working with students at her public charter spublic charter schoolschool.

As a previous teacher and student at a public district, I was unfamiliar and uneasy about charter schools; however, my experience at CCSA this summer helped me understand and realize that charter schools are created in response to a need.

She has extensive experience in public education as a special education teacher, teacher leader, and school administrator.

Officials of the District of Columbia Public Schools, or DCPS, have added teacher - voice - organization opportunities such as the Hope Street Group National Teacher Fellowship, the Teach Plus Teaching Policy Fellowship, and the U.S. Department of Education's Teaching Ambassador Fellowship to their list of leadership - training experiences in DCPS's career - ladder program for teachers known as the Leadership Initiative For Teachers, oteacher - voice - organization opportunities such as the Hope Street Group National Teacher Fellowship, the Teach Plus Teaching Policy Fellowship, and the U.S. Department of Education's Teaching Ambassador Fellowship to their list of leadership - training experiences in DCPS's career - ladder program for teachers known as the Leadership Initiative For Teachers, oTeacher Fellowship, the Teach Plus Teaching Policy Fellowship, and the U.S. Department of Education's Teaching Ambassador Fellowship to their list of leadership - training experiences in DCPS's career - ladder program for teachers known as the Leadership Initiative For Teachers, teachers known as the Leadership Initiative For Teachers, Teachers, or LIFT.

The team at New Visions for Public Schools is made up of staff with experience as teachers, principals and superintendents, bringing first - hand knowledge of New York City's public schools to our work helping to raise student achievPublic Schools is made up of staff with experience as teachers, principals and superintendents, bringing first - hand knowledge of New York City's public schools to our work helping to raise student achieSchools is made up of staff with experience as teachers, principals and superintendents, bringing first - hand knowledge of New York City's public schools to our work helping to raise student achievpublic schools to our work helping to raise student achieschools to our work helping to raise student achievement.

Third, we find considerable differences in teacher support and teacher influence on instructional policies and practices between charter schools and traditional public schools, which might help explain the higher returns to experience on teacher effectiveness as well as the observed effectiveness gaps between charter schools and traditional public schools serving disadvantaged students.

Previously, she served as the Lead Teacher of the Academy of Government, Law & Public Administration at Hammond High School in Columbia, Maryland, and has 14 years of teaching experience.

In Louisiana, traditional public school teachers transferring from district to district receive full credit for their experience, as do those coming from out - of - state schools.

As a teacher with 34 years of experience here in Utah, I know the rewards and the challenges our public school teachers face each day.

March, 2014 — Program Day Three In February, I joined 19 Washington, D.C. PreK - 12 public and charter school teachers on a trip to California for the first of our «travel and learn» experiences as part of CityBridge Foundation's Education Innovation Fellowship (EIF).

Barbara Mammen has more than 25 years» experience in public education, beginning her professional career as a middle school science teacher and later, as a Supervisor of Science and Technology.

Holtz, a former teacher, principal and superintendent, touts himself as a more experienced educator and clear conservative candidate, in part because Humphries signed a petition to trigger a 2012 recall of Walker after the passage of Act 10, which curtailed collective bargaining and sparked massive protests — especially from public school teachers.

Before I moved to Chicagoland, where I taught in a private school as the public schools could hire two beginning teachers rather than one experienced one like me (but that s another issue), I taught in a public school in Oregon that was rated number 1 in the state.

In addition to his experience in the higher education setting, Dr. Fowler served as a coach, teacher, athletic director, technology coordinator, and school administrator for more than a decade in the PreK - 12 educational setting in both the private and public school sectors in Ohio.

Delisle brings nearly 40 years of education experience to the table, having previously served as a teacher, gifted education specialist, curriculum director, elementary school principal, district associate superintendent, and Ohio's State Superintendent of Public Instruction.

She is a retired public school educator with eight years experience as a school superintendent, eight as the director of technology, three as a special education administrator, and the rest of her years as a teacher of students with a variety of special educational needs.

He has a wealth of experience as a high school and middle school social studies teacher, instructional coach, and once served Roanoke City Public Schools as the Central Office Social Studies Coordinator.