Sentences with phrase «experience teaching middle school»

QUALIFICATIONS: * 5 years» experience teaching middle school * Licensed to teach middle school Math and Science and high school Algebra * Excellence in general, special and exceptional education * Trained in education outreach of sustainability and renewable energy * Expert in Integrated Technology, Blended Learning, Mentoring * Trained in Visual Literacy * Team player but also independently self - motivated * Proficient in e...

Not exact matches

Coach Murray who has years of coaching and teaching experience with middle and high schoolers is excited to once again inspire and motivate young runners to reach their potential.

Experience the distinct teaching methods used by our dedicated faculty to bring challenging subject matters, such as nature studies in elementary school and platonic solids in middle school, to life.

He was then able to work with the students at his chosen middle school for an entire school year — teaching and learning, and experiencing what school lunch struggles are like on the ground.

I will be sharing all of my middle school science teaching experience, tips and tools, as well as some of the great resources I create.

About Blog Middle School Principal at St. Mary's International School who shares his teaching experiences.

I haven't met you yet, and I don't know what kind of experience you have, but after 25 years teaching middle school, I've learned a little bit about what makes for effective school leadership.

A writer, teacher, and activist with more than a decade of experience teaching middle and high - school - aged students.

My experience includes teaching at the elementary and middle school levels, district level administration for curriculum, instruction, and after - school programs, and high school administration.

In part ten of his year - long series, Kevin Jarrett reviews the learning and teaching experiences during the first year of his middle - school makerspace program.

I was looking forward to my last substitute assignment, teaching middle - school French, as a chance to experience secondary - school teaching and use some language skills.

Middle School Day Has Ups and Downs I was looking forward to my last substitute assignment, teaching middle - school French, as a chance to experience secondary - school teaching and use some language sMiddle School Day Has Ups and Downs I was looking forward to my last substitute assignment, teaching middle - school French, as a chance to experience secondary - school teaching and use some language sSchool Day Has Ups and Downs I was looking forward to my last substitute assignment, teaching middle - school French, as a chance to experience secondary - school teaching and use some language smiddle - school French, as a chance to experience secondary - school teaching and use some language sschool French, as a chance to experience secondary - school teaching and use some language sschool teaching and use some language skills.

Linda Howard, for example, a sixth - grade English teacher at Morton Middle School in Fall River, Mass., describes her experience teaching in a model in which students rotate between working online and face - to - face: «I get to work with small groups a lot more.

So little of what I find for middle school science teachers incorporates labs, experiences, or link - ups with scientists for those of us who teach earth science.

Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

Thirty years of firsthand experience has taught me, at least, that when it comes to educating boys and girls in middle and high school, equity is essential — and separate makes the most sense.

This isn't to say that children older than middle - schoolers who have not directly experienced social and emotional learning in school, are a lost cause, but, as Jones attests, as children become older the approach may need to be different in teaching these lessons.

Teaching and Curriculum (TAC) is designed for both recent college graduates in the humanities, math, and science, and experienced professionals in the humanities, who are committed to teaching in public middle and high schools in urban envirTeaching and Curriculum (TAC) is designed for both recent college graduates in the humanities, math, and science, and experienced professionals in the humanities, who are committed to teaching in public middle and high schools in urban envirteaching in public middle and high schools in urban environments.

Category: Africa, Asia, Central America, End Poverty and Hunger, English, Europe, global citizenship education, Global Partnership, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: academic social action collective, Adam Carter, ASAC, cause affect, cause and affect, challenge 20/20, community service, global awareness, global citizen, global citizenship, global citizenship education, global issues network, iearn, international school, micro-philanthropy, non-profit, pen pal, philanthropy, schools, service learning, social action, social action club, students, teach now, tiged

Lee, who at the time was teaching high school history, focused on this population because, he says, «there was a lot of emerging research that middle school was really a critical juncture, especially for kids with limited experience.

Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community - based organization that provides a path to college, starting in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school district in Austin Future plans: Teaching 6th grade at a project - based learning school in Mexico City that seeks to educate the whole child

Silas Kulkarni is Executive Director of Teaching Lab, leading powerful professional learning experiences in school districts around the country by applying lessons learned as a record - busting middle school teacher in Washington, D.C., and New York City.

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.

Through teaching, counseling, coordinating and advocating, Lauren's experience has continued to leave her enthusiastic and connected to the middle school brain, the middle school pedagogy and how leadership in middle school influences all other initiatives in K - 12 and beyond.

Contrary to the arguments of some conservative reformers, focusing on achievement gaps even helps White middle class children by improving the quality of teaching, curricula and school environments all students experience.

The structure includes: focused grade bands to provide new teachers with specialized knowledge about the students and content they will teach; defined clinical experiences and foundational coursework for each grade band; unique preparation for instructing middle level learners; and enhanced content knowledge preparation for middle school teachers to award high school credit.

Tammy's teaching experience ranges from early childhood to intermediate and middle school.

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.

She has more than twenty years» experience in administration, supervision and teaching at the elementary, middle, and high school levels.

Preservice teachers enter the 15 - month initial licensure program as a cohort, completing coursework including a three - course, subject - specific methods sequence with extensive supervised practicum and student teaching experiences in both middle and high school settings.

Agile Mind brings you comprehensive, Common Core State Standards aligned middle and high school programs to enhance the teaching and learning experience and achieve transformative results in STEM coursework.

Most of his experience is at the middle school level, but he has also taught demonstration classes at the elementary and senior high school level.

After finishing their teaching requirements in Kansas and earning teacher certification in Kansas, teachers go on to earn an average income of $ 44,240 for elementary schools, $ 46,050 for middle schools, and $ 45,660 for high schools, with salaries varying depending on a teacher's experience, degree level, and subject taught.

Question: I have four experienced teachers with multiple subject teaching credentials teaching single - subject courses at the middle school level.

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching / learning experience — middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history.

Prior to their field experience, I polled 43 education majors to determine their attitudes about teaching middle school.

At the end of their placement, they wrote a paper summarizing their experiences and indicating whether their attitudes about teaching middle school had changed.

He later taught in middle and high schools, and his experience in multicultural, international schools is extensive.

Minimum of three - five years experience teaching in relevant elementary and / or middle school grades

Jones has 21 years» teaching experience and is the 2006 - 07 Old Town Elementary School Teacher of the Year; 2012 - 13 and 2016 - 17 Ruth Raines Middle School Teacher of the Year; and the 2006 - 07 and 2016 - 17 Dixie County District Teacher of the Year.

Many middle schools» creative approaches to programing and instruction (through interdisciplinary team teaching, interest - based activities, thematic schoolwide events, creative problem solving, and hands - on experience) and responsiveness to young adolescents» developmental needs embody the best features of effective gifted programs.

His professional experiences include operating a summer and afterschool academic enrichment program in New Haven, CT as well as teaching middle and high school English in New Haven, CT and London, England.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mischool leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 miSchool District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

My first experiences with visual tools came during the early 1980s, when I began teaching writing in an urban middle school in Oakland, California.

My middle school teachers, who shared their life experiences, when relevant, were given a chance to clear the misinformation and direct students» attention back to teaching.

With 30 years experience as a classroom teacher and reading specialist, she has taught elementary, middle, and high school students in rural Virginia and on the Navajo Reservation in northern Arizona.

She also has nearly a decade of experience teaching at the university and elementary / middle school levels.

Jillian Davidson has ten years of educational experience which include teaching both middle and high school and leadership positions with School Improvement, Curriculum Council, and the District Dataschool and leadership positions with School Improvement, Curriculum Council, and the District DataSchool Improvement, Curriculum Council, and the District Data Team.

Strong candidates will have middle school certification with a concentration in math and independent school experience in teaching 6th and 7th grade math, pre-algebra and Algebra.

7 - 12 General Science Teacher or 5 - 9 Middle School Science Considered REQUIRED CREDENTIALS: N.Y.S. teacher certification, successful prior teaching or student teaching experience, knowledge of New...