Ruth also has
experience as an elementary school principal, classroom and special education teacher.
Not exact matches
She has extensive
experience as a reading / language arts curriculum coordinator for several local
school districts and
as an
elementary school principal.
As part of the study circle
experience, members of the circles toured all three
elementary schools, were introduced to the
principals, and were able to meet residents from other areas of town.
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.
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.
Her previous
experience includes work
as a classroom teacher, gifted resource teacher, and
elementary school principal.
Dr. Sciarappa has 26 years of
experience as an
elementary and middle
school principal and has received numerous awards for her work.
Dr. Finkel has over 27 years of
experience in urban education
as a former
school psychologist and
elementary school principal for Worcester Public
Schools in Massachusetts.
The article highlights the work of Kimi Kean, Oakland Unified
School District Regional Executive Officer and a longtime National Equity Project partner and her experience with our coaching as principal of Acorn Woodland elementary s
School District Regional Executive Officer and a longtime National Equity Project partner and her
experience with our coaching
as principal of Acorn Woodland
elementary schoolschool.
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 effe
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 effe
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 effe
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 effe
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 effe
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 effe
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 effe
school leadership and provide opportunities for mentor
principals and other educators who are
experienced and effective.
Based on his own philosophical view, Makiguchi used his
experience as a classroom teacher and
elementary school principal to create practical guidance for educators to use in implementing his system of «Value Creating Pedagogy.»
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 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.
When my grandfather organized student sit - ins at downtown diners that wouldn't serve black customers at the counter, when my aunt integrated her
elementary school as a frightened first grader, and when my mother and her parents fought a suspension when her
principal singled her out
as the only black child in class who didn't address him
as «sir,» the fight for social justice through education became the lifeblood of my family's
experience in and love for Tennessee.
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.