Sentences with phrase «experience as a school administrator»

Personal characteristics measured in our study include leader race / ethnicity, gender, years of experience as a school administrator, and years of experience in one «s current school.

Successful professional experience as a school administrator; superintendent experience is preferred and special consideration will be given those who have such experience.

Not exact matches

Gordon Smith, reflecting on his experience as an a administrator, makes a case for the importance of a school discerning its own corporate vocation.

Mark has experience as a college administrator and currently works as a special education teacher and teacher - trainer at Clear Creek Elementary School.

Ashanti Howard has extensive experience in elementary middle schools as a teacher, literacy coordinator, administrator and a member of academic leadership teams.

What I liked best about this format for presenting information was the «360 degree» perspective it offered: Casey gave the issue a framework, with useful advice on how to persuade principals and administrators to implement in - classroom breakfast programs; Nora followed, sharing her personal story with using free / reduced programs when her children were young, and stressing the importance of taking care of «the whole child»; Rosario charmed the crowd with her experiences implementing in - classroom breakfast in her district, sharing a story about how excited her kids got about breakfast after a power outage — not how excited they were about the return of electricity, but about getting breakfast; Barry inspired the group by explaining how he took his successes as a school food director as a springboard to a new career as a consultant, replicating and spreading that success in other classrooms.

With experience as a classroom teacher, Director of Staff Development and district - level administrator, Brandon has practical school - based experience that allows him to work closely with schools to aide their development.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

Most IEP students arrive with professional experience in international education and development, perhaps as teachers or administrators at international schools, Peace Corps volunteers, field researchers with NGOs, or policy analysts with U.S. - based aid organizations.

The personnel data combine time as a teacher and as an administrator into total experience, so it is not possible to measure tenure as a principal accurately for those who became a principal prior to the initial year of our data (the 1990 — 91 school year).

New Leaders usually requires its applicants to have two years of classroom experience in order to meet guidelines for certification as a public schools administrator.

Although the institutes offered new administrators an opportunity to grow comfortable with their position — it also strengthened experienced leaders like Noemy Renee Garcia whose dual role as superintendent and principal of Kennedy County - Wide Common School District in Sarita, Texas.

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.

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 (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 (School of Education (2004).

As one of nine research teams for Students at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered learning.

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.

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.

Dr. Hill has more than 22 years of experience in public education as a special educator and school administrator with substantial knowledge and experience working with Title I schools and transformation initiatives.

With nearly two decades of experience as a New York City bilingual teacher and school administrator, she now stands at the forefront of statewide change for ESL / bilingual teachers and English Language Learners.

Mr. Sinclair comes to BMCCHS with 12 years of experience as a teacher, curriculum coach, and administrator at both the high school and middle school levels.

As leaders of instructional teams of teachers and / or administrators, such as curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instructioAs leaders of instructional teams of teachers and / or administrators, such as curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instructioas curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instructioas the team makes decisions that influence instruction.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Kathlene Holmes has more than 15 years of experience as a school consultant, college administrator, and educator at the elementary and undergraduate levels.

Schools serving students from lower socioeconomic and diverse linguistic backgrounds experience retention problems among teachers and administrators, and often transiency within the student population as well.

«Anybody experienced in running an organization as complicated as a school can see pretty quickly that the experience of the faculty and staff and administrators and principals all working together is a huge asset in improving a school,» said John Simmons, the president of the Chicago - based Strategic Learning Initiatives, which has turned around schools in that city while largely retaining their staffs.

I agree that poorly prepared teachers is one cause of the high dropout rate, but as with most problems, many causes exist, including an anti-intellectual culture that values over-paid athletes and celebrities w / no obvious talent (e.g. Kim Kardashian); parents who think all their male children will grow up to be Yankees so never put books in the kids» hands; pseudo education reformers who sell a narrative that a first year teacher is no different from a veteran with a grad degree and thirty years teaching experience, administrators who hire based on coaching rather than teaching, school boards that cut library programs rather than sports, etc..

We'll have many more coming that get into the nitty - gritty as schools gain some experience with their new models, which design teams of teachers and administrators adapt to fit each school's needs.

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.

Dr. Moody's experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

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.

Additionally, such experiences help the teacher candidates realize that «schools, as professional communities, are made up of numerous persons in various roles: students, parents, administrators, professional and non-professional support staff and other teachers in the schools as well as members of the professional community at large» (p. 659).

School administrators describe their districts» experiences with pull - out programs; «push - in» programs (in which an English as a second language teacher assists in instructing students within the mainstream classroom); and team - teaching models.

We know that CA urban schools are under - resourced, and to overcome this, every teacher and supervisor needs to play a leadership role and collaborate as a team, yet a traditional teacher's or administrator's training program typically offers a fragmented experience, detached from their school or peers» reality.

NBOA's Essentials of the Business Office is a six - week online course designed for both business officers new to independent schools as well as the more experienced business administrator who wants to gain new insights.

However, my experiences as a teacher and school district administrator remind me that this act does not come naturally!

About the presenter: Michele Tissiere has extensive experience as a classroom teacher and senior administrator in secondary schools.

His career includes experience as a child find specialist, an instructional coach and a special education administrator for the department of special education district office for Prince George's County Public Schools.

Beverly LaCoste, a leadership coach with UIC College of Education's Urban Education Leadership program, has more than 38 years» experience as a teacher, principal and district level administrator in several urban school districts.

This 5 - chapter monograph includes: Chapter 1, One Person's Links Between Administration and the Academy by Ann Weaver Hart; Chapter 2, Reflections of a Practitioner in Academia, by Diana G. Pounder; Chapter 3, Reappraising Personal Experience in the Reform of Curriculum in Educational Administration, by Paul V. Bredeson; Chapter 4, Career Assessment as a Guide to Administrator Preparation and Evaluation, by Virginia L. Wylie and Robert O. Michael, and Chapter 5, Professional Formation and a Tri-Dimensional Approach to the Preservice Preparation of School Administrators by John C. Daresh.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

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.

With over 15 years of experience as an educator and administrator, Jason has a dynamic and engaging perspective regarding education in rural schools.

With experience across a number of schools in Detroit and Chicago, she has served as a teacher, instructional coach, and administrator.

Jeffrey Benson has worked in almost every school context in his 35 years of experience in education: as a teacher in elementary, middle, and high schools; as an instructor in undergraduate and graduate programs; and as an administrator in day and residential schools.

Eliminate Expiration Dates for Teaching and Administrator Licenses — Provisional three - year licenses would be provided for new educators, administrators, and pupil service professionals, with a lifetime license granted after the completion of six semesters of successful experience, as certified by the school board (s) where the person worked.

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

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.

Angie's experience and passion include: Early Childhood Ed.; K - 12 Public and Charter Schools Initiatives; International Baccalaureate Program (Coordinator, Administrator, English, TOK, C AS, EE); Project Based Learning; Proficiency / Competency Based Learning; Advisory programs; Love and Logic; 7 Habits; Global Online Educational Training Design (IB); Portfolio Based Assessment etc..

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

Dr. Carbaugh is a visionary leader and educator with more than 29 years of experience as a successful problem solver, curriculum leader, school administrator, and a strategic planner for school improvement at the school and district level.