Sentences with phrase «graduates of teacher»

Nineteen of the class members were new graduates of our teacher preparation program that includes a required, three - credit technology course in which students learn how to develop Web pages, digital video projects, and multimedia projects for classroom applications.

The accreditation process has standards to insure that graduates of teacher preparation programs have a deep knowledge of their field and a deep knowledge of child and adolescent growth and development.

Principals in that district determined their hiring needs and began recruiting early, working with local universities to connect graduates of teacher preparation programs with schools that have openings.

The Seton Semester Corps is a ideal opportunity for winter graduates of teacher preparation programs who are looking for full - time, salaried opportunities to teach and grow in a supportive, faith - filled environment.

Nationwide, in order for graduates of teacher education programs based in colleges and universities to gain state certification as a teacher, the programs must follow state requirements such as required entrance and exit exams and the number of credit hours in specific subjects such as reading, math and special education.

The state identifies its low - performing teacher education institutions and has established a warranty for graduates of teacher education programs.

The charge followed changes made in 1989 to Vermont's licensure standards that required all graduates of teacher - education programs to have a liberal - arts major by July 1995.

Graduates of teacher education programs also are critical of their educations.

Not exact matches

One girl, who declined to be identified, told WSVN she was a graduate of the school and had returned on Wednesday to visit a teacher.

Among their ranks are MP Erin O'Toole (captain, Canadian Armed Forces), Jim Leech, CEO of the Ontario Teachers» Pension Plan (RMC graduate), Tim Hodgson, former CEO of Goldman Sachs Canada (reserve officer, Canadian Armed Forces), and Larry Stevenson, former CEO of Chapters (captain, Canadian Airborne Regiment).

After graduating from the first Imagine K12 incubator class in 2011, Class Dojo co-founders Sam Chaudhary and Liam Don were armed with a background in education, seed capital, and interviews with thousands of teachers about the biggest time - suck they faced at school — behavior management.

She attended Michigan State University and graduated with honors, earning her bachelors degree in child development — with intentions of pursuing a career as a preschool teacher until Pure Barre came into her life.

In my graduate school days I was not aware of the importance of this aspect of Whitehead's thought, although some of my teachers had understood this all along.

I can remember in college and graduate school reading Eliot, Yeats, Auden, Beckett, and Camus while bemoaning with everyone else, including the teacher, the loss of a shared vision about the purpose of human life.

One of my teachers as a graduate student at Harvard had been the brilliant psychologist Troland, who happened to be a psychicalist, influenced by a founder of his science, Fechner.

The Azhar's traditional pattern of instruction was for the students to choose their teachers according to their inclinations and the standards they had achieved, continuing their studies for an indeterminate time with no examinations until they were ready to graduate.

Some of the teachers have studied in the West, notably the present Rector, who is a graduate of a French university with a high degree.

or the first time, more than 100,000 engineers are graduating from American schools every year, and we're on track to accomplish my goal of training 100,000 excellent new STEM teachers in a decade.

The same demand is made in the United States for the teacher on the graduate level but not necessarily for those entrusted with the teaching of undergraduates.

Since the professional effectiveness of teachers, ministers, social workers, counseling psychologists, nurses, and psychiatrists depend so much on their skills in relating and communicating, graduate schools training them should make extensive use of growth groups.

Merle M. Ohlsen describes group counseling of adolescents and children in schools.9 Helen Driver reports on two groups for high school seniors, three groups for college students, and four leaderless teachers» groups.10 The second part of Driver's book reports on forty - four projects using small groups in elementary, high school, college, and graduate professional schools (as well as mental health settings), as described by the leaders of each group.

For teachers and students, and for the graduate student teaching assistants who were organizing as well, the issue was whether, in the event of a strike, classes should be moved off campus, so that no one would be crossing a picket line.

In the summer of 1935 the graduating class of my Hebrew Teachers Seminary organized a trip to Palestine.

Ed Pawson, chair of NATRE and head of RE at The King's School in Devon, added: «It is great news that teacher training bursaries for prospective secondary RE teachers have been brought back, although we are puzzled as to why the figure for RE graduates is less than 50 % of that offered to Geography or D&T graduates earning a 2:1 degree.

They have influenced denominational seminaries toward a greater adjustment to intellectual trends, have offered advanced training for their graduates, and have been an important source of their teachers.

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

Professional education for college teachers should also include considerably more attention to the art of teaching than do most of today's graduate programs.

Led by a psychologist, the youth, teachers, and graduate students spent most of the weekends in confrontation groups of fifteen.

If the ministers stressed the need for formation, the Ph.D. graduates helped us understand what kind of formation teachers need.

Likewise, teachers can guide students toward God, but only the work of the Holy Spirit in their souls can make them into the kind of Christ - honoring graduates that we would like to produce.

Just as we have to pass to graduate from high school and have to give up being the football star, lots of good friends, and teachers we adore, we have to do the same thing on the spiritual path.

An experienced off - Broadway singer and actress in New York City, theatre teacher by trade, and graduate of George Mason University in Fairfax, VA, Gullo switched careers to professional bartending in 2009 while living in Manhattan.

I often ask my graduate students, all of whom plan to be teachers, an unnerving question: how will they set up their classrooms so that failure is rewarded?

Volume XV, Number 2 The Inner Life and Work of the Teacher — Margaret Duberley The Human Body as a Resonance Organ: A Sketch of an Anthropology of the Senses — Christian Rittelmeyer Aesthetic Knowledge as a Source for the Main Lesson — Peter Guttenhöfer Knitting It All Together — Fonda Black The Work of Emmi Pikler — Susan Weber Seven Myths of Social Participation of Waldorf Graduates — Wanda Ribeiro and Juan Pablo de Jesus Pereira Volunteerism, Communication, Social Interaction: A Survey of Waldorf School Parents — Martin Novom A Timeline for the Association of Waldorf Schools of North America — David S. Mitchell Reports from the Research Fellows More Online!

In furtherance of that goal, graduates of the Lunch Teachers ® Culinary Boot Camps are recognized as culinary ambassadors who lead the school food reform in their own districts and embrace their essential role in teaching children about the pleasures and benefits of eating real food prepared in a healthful manner.

Rosebud Lead Teacher Jahlia Osha Jahlia is a graduate of the Early Childhood Waldorf Teacher Training at Steiner House, London.

Señora Pasion, our Spanish teacher, begins working with our rising first grade students towards the end of their kindergarten year (at age 5 or 6), and Spanish studies continue until they graduate from our middle school.

A graduate of Green Meadow Waldorf School, Niko earned his BA at St. John's College in Maryland and his MA at St. John's College in New Mexico and did his Waldorf teacher training at Antioch New England; he also studied in Ireland, Japan and the Czech Republic.

She is a child of two long - time Waldorf teachers, a Waldorf graduate (K - 12 Summerfield Waldorf School and Farm in Sonoma County).

Each year, the number of job openings for Waldorf educators far exceeds the number of graduates from Waldorf teacher education programs.

Eurythmy Teacher Vasilica Hall A native of Romania, Vasilica received her eurythmy diploma from Akademie fur Eurythmische Kunst, in Dornach, Switzerland, followed by a post graduate diploma from the Eurythmy School Spring Valley.

With between 20 - 30 mm Hg graduated compression put on the legs, these socks stimulate blood flow and help treat swelling and other conditions such as spider veins commonly associated with the job of teachers.

The evening will include a presentation from Denise Pope, a senior lecturer from Stanford's Graduate School of Education and co-founder of Challenge Success, who will be working with teachers and administrators earlier in the day.

Renate graduated from McGill University with a bachelor of science degree in biochemistry and genetics and did her Waldorf teacher training at Emerson College in England.

He is also a former teacher and administrator at the Great Barrington Rudolf Steiner School and the Waldorf School of Garden City, the high school from which he graduated.

Sunbridge Elementary Teacher Education program students or graduates wishing to earn a fully - accredited master's degree may seek to apply their Sunbridge learning toward earning a Master of Education degree with self - designed concentration in Waldorf Education through our partnership with Empire State College of The State University of New York.

However, with only 16 Waldorf teacher education centers in all of the US, Canada and Mexico, there are not nearly enough newly - credentialed Waldorf teachers graduating each year to meet the nationwide and worldwide need for qualified English - speaking Waldorf teachers.

She later graduated from the University of Munich, did her Waldorf Teacher Training at Emerson College in England, and taught at the Edinburgh Waldorf School before moving to Chapel Hill in 1998 to teach at Emerson.

Jennifer holds bachelor's degrees in English and history from the University of the Incarnate Word and received her Waldorf teacher training certification from Antioch New England Graduate School.

For graduates of Prenatal Yoga Center's Teacher Training who want a little more time with the material.