Sentences with phrase «experience in public education as»

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

Rachel has over twenty - five years of experience in public education as a secondary - level teacher, guidance counselor, Director of Guidance, Assistant Principal, Director of Curriculum & Instruction, and Superintendent in the state of Wisconsin.

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.

Kerin appreciates the excellent education her children received at public schools, and she wants to make sure that all children have the same kinds of positive experiences in public education as her children have had.

Not exact matches

Various experiences in many continents of the world show that mobilisation in favour of the reaffirmation or recognition of water, gas and electricity, of education, health, urban transport, rail as common public goods and services, pays off over time.

Each of the voices in this conversation brings a breadth of experience, research, and knowledge — and BOND is a tremendous opportunity to bring it all together: research on infant / early child development, attachment, sociology, public health, education, the experience of medical professionals, pediatric support professionals, educators, volunteer, and manufacturers, and of course, our collective minds and skills as a service community working to strengthen human bonding and family health.

Flanked by Assemblymember Millman and Congresswoman Nydia Velázquez, Simon stressed her deep roots in the district and decade of experience as district leader, her progressive credentials and her work on community issues both big and small — from public transportation to traffic calming in Downtown Brooklyn, access to affordable housing and education, and saving Long Island College Hospital, to name a few.

Kathryn S. Wylde, president of the Partnership for New York City, a business group, said she had often had dealings with Mr. Klein and that his experience at the Education Department «established his ability to take on a difficult challenge in a straightforward, honest way, and enhanced the credibility that he established during his years in Washington as a defender of the public interest.

This Childhood Stress study, led by Chilton with several Drexel graduates in the School of Public Health, used both quantitative and qualitative methods to gather information about 31 Philadelphia mothers» experience with deprivation, abuse, violence and neglect, as well as their experiences with hunger, education and employment and more.

Dr Rebecca Lacey, Research Associate in the UCL Department of Epidemiology and Public Health and lead author of the study, said: «Our study suggests that it is not parental divorce or separation per se which increases the risk of later inflammation but that it is other social disadvantages, such as how well the child does in education, which are triggered by having experienced parental divorce which are important.»

Combined with her experience as a registered nurse in labor and delivery, public health and childbirth education and over 45 years of yoga, Colette bridges western medicine with alternative healing arts in teaching thousands of pregnant and postpartum women.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Under her arm she carries a heavy, black, three - ring binder, more than four inches thick, documenting her professional experience and development as the director of special education in the Waterville public schools, located north of here off Interstate 95.

A normative political philosopher who researches civic education, multiculturalism, youth empowerment, and educational ethics, Levinson draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools.

Together, they bring decades of experience promoting the social and emotional welfare of children as classroom teachers, developmental psychologists, pediatricians, nonprofit leaders, and leading voices in public education policy.

According to a longtime observer of the Florida education scene, rather than have the school control the educational experiences, as occurs in course access, a subset of parents, particularly at the elementary school level — both public and home - school — are opting to manage their children's education and customize a mix of public brick - and - mortar school, online school, home school, and even some private school (such as private music lessons) experiences.

HDP graduates are putting their Harvard degree and experience to work at all levels of the education sector — public and independent schools, nonprofit organizations, and government agencies — as well as pursuing careers in public health, social services, child advocacy, and social policy.

Due to the highly technical nature of the Race to the Top Assessment Competition, the Department sent invitations to two groups of individuals to serve as peer reviewers: 1) experts who served as panelists for the Race to the Top Assessment public meetings (these were nominated by the director of the National Academies of Sciences» Board on Testing and Assessment, by the U. S. Department of Education's National Technical Advisory Council chair, and / or by Department experts); and 2) persons experienced as peer reviewers in the Title I review of State assessment systems (all recruited on the basis of assessment expertise).

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.

Here, they draw on their experience, as well as the best available research and data, to show why improving schools will require overhauling the way financing, incentives, and accountability work in public education.

In her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifIn her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifin college, career and life.

Bob Wedl's career in public education includes experience in both district as well as chartered schools, state department leadership and higher education.

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.

The way the media often covered education, the way politicians discussed education, and therefore the way the general public experienced education was to lump student outcomes as equals in a bucket with how adults working in the system are feeling at the moment about policies.

He has nearly 30 years of leadership and management experience in public education, having led the Montgomery County, Md., Public Schools as deputy superintendent for education and the District of Columbia Public Schools as chief of staff and interim superintepublic education, having led the Montgomery County, Md., Public Schools as deputy superintendent for education and the District of Columbia Public Schools as chief of staff and interim superintePublic Schools as deputy superintendent for education and the District of Columbia Public Schools as chief of staff and interim superintePublic Schools as chief of staff and interim superintendent.

From an experience perspective, I thought it was important to bring experience growing up in public schools on Vandenberg Air Force Base in Lompoc, serving as a senior leader in the central office of a large, complex public school system in Chicago — with over 600 schools serving almost 400,000 students — and as an executive at a nationwide nonprofit working through state agencies and local districts to support public education.

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.

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 Educatioeducation 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 EducationEducation Cities.

After five years of working in California public education, Erika moved to DC in 2013 and has since experienced both ends of the school choice process, first as a parent and then as an advocate for fellow parents.

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:

As a member of the Task Force, I have also had the great privilege of having small - group, focused conversations with many critical stakeholders in public education in the state, experiences from which I have learned a great deal because I have been a very active participant.

Those who enter the program are diverse in background experience: some are licensed educators with experience in public school settings; others hold graduate degrees in fields other than education and have had experiences in various educational settings, including private or community education settings or organizations such as Peace Corps and Teach for America.

As a secondary educator with experience in a public school, I believe that alternative forms of education can be beneficial; however, not at the expense of quality educators.

Combined with his rich experience in public and higher education, Steve is widely recognized as an expert in the industry and has contributed much thought leadership through numerous professional development and presentation opportunities, association memberships and school board member service.

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.

Presenter: Dr. Daniel A. Domenech has more than 36 years of experience in public education, twenty - seven of those years served as a school superintendent with Fairfax County Public Schools in Virginia, the 12th largest school system in the nation with 168,000 stupublic education, twenty - seven of those years served as a school superintendent with Fairfax County Public Schools in Virginia, the 12th largest school system in the nation with 168,000 stuPublic Schools in Virginia, the 12th largest school system in the nation with 168,000 students.

As educators are on the front lines every school day, we need to take the lead in reforming public education and ensuring our voice and experience is included in the larger conversations on reform.

CCSA will continue to work with our members, like the Alliance, to disseminate information to parents and school community stakeholders about a variety of public education issues such as charter school renewals, facilities challenges, increasing awareness about charter schools in the community, and speaking about their family's personal experience at the charter with media.

We welcome a dialogue with Ms. DeVos and yourself to address our concerns and invite you both to talk directly to our members to assure them that as Secretary of Education she will support the mission of public schools and has the necessary experience in improving them.

Emilio Pack's two decades of experience in public education inform his belief that by investing in educators as leaders and giving them the site - level autonomy to put student needs first, we can achieve systemic reform and change.

As debate continues over an education reform model for Nashville's public schools, two local groups have teamed up to offer an event that will highlight the reform experience of the Recovery School District in New Orleans.

Combined with her rich experience in public education, Sherry is widely recognized as an expert in the industry and has contributed much thought leadership through numerous professional development and presentation opportunities throughout the state and nation.

As a leader with more than 25 years» experience working in education and government, she currently oversees public policy related to teacher preparation and licensing and directs an agency that awards over 250,000 credentials per year and accredits more than 250 colleges, universities, and local education agencies offering educator preparation programs.

Title II — establishing summer institutes within existing public institutions of higher education with funding increasing educational opportunities for all education professionals and high - needs service scholarships providing opportunities for experienced education professionals wishing to advance their education to fill identified needs in high demand subjects as well as high - needs schools and locations.

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, or LIFT.

General Responsibilities: + Develop & implement strategies to meet the needs of each individual student + Instruct students in academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to meet the students varying needs and interests as guided by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curriculum.

The Dean has 21 years of experience with consulting on issues such as public school strategic planning for diversity, rehabilitation counseling, and multicultural diversity with the Office of Special Education and Rehabilitative Services, the National Institute on Disability and Rehabilitation Research, and the Food and Drug Administration's Center for Devices and Radiological Health; and on issues of ethics and consumer protection with the Alabama Board of Examiners in Counseling.

Our experience extends to the areas of economic development corporations and municipal law, and in the representation of special purpose districts, cooperatives, shared service arrangements, utility districts, head start agencies, private schools, public and private colleges and universities, chambers of commerce, and education foundations as well as other nonprofit organizations.

He joined the Southern Regional Education Board in 1987 as director of the High Schools That Work initiative, bringing more than 40 years of experience working on issues of education policy and practice in the publiEducation Board in 1987 as director of the High Schools That Work initiative, bringing more than 40 years of experience working on issues of education policy and practice in the publieducation policy and practice in the public sector.