Sentences with phrase «ground work in districts»

Our on - the - ground work in districts has accelerated implementation.

Not exact matches

In his current role as neuropsychological consultant to several large school districts in the Boston area, he is on the ground, in schools and working with kids and their teachers several days each weeIn his current role as neuropsychological consultant to several large school districts in the Boston area, he is on the ground, in schools and working with kids and their teachers several days each weein the Boston area, he is on the ground, in schools and working with kids and their teachers several days each weein schools and working with kids and their teachers several days each week.

Cat's campaign manager, Eben Bronfman, despite working on non-competitive elections with District Attorney Robert Morgenthau, was somehow hired to manage a citywide election that could have taken off in the right direction but never did because Bronfman's strategy emphasized media outreach and press events instead of organizing boots on the ground for a grassroots GOTV operation.

Since director Ridley Scott is busy working on Alien: Covenant right now, director Neill Blomkamp (District 9, Chappie) has to wait to get his own chapter in the Alien franchise off the ground.

Thank you very much, Charlotte and Charlene, for taking a break from your busy schedules to give us an on - the - ground perspective of how the stimulus package is working in districts, one year into it.

Grounded in research and in the author's work with teachers and administrators, it offers guidance on retooling report cards to better reflect the whole child, integrating SEL and CD into any school - or district - wide grading system.

«I wanted the opportunity to learn from the field's preeminent scholars, yet remain grounded in the real work of schools and districts.»

We know from our work with districts that effective school transformation strategies must be grounded in what and how students learn — a capacity where women currently have the most experience and influence.

Based on several years of on - the - ground work developing and implementing instructional frameworks and standards - based instruction in districts throughout the country

And even as they badmouth families, they also engage in intimidating families daring to speak out on the ground, and are working together with traditional districts to push back against Parent Power and choice initiatives in states such as Mississippi and Alabama.

While we saw some good examples of districts and CMOs putting a stake in the ground over a smaller number of high - impact instructional leadership practices, we were surprised that many districts self - assessed that they were busy working to evaluate and support principals without a clear and shared vision of what they meant by instructional leadership.

In 2012, a group of parents and educators at Crestwood Elementary School decided that there was power in finding common ground and working together to support public education in the Madison Metropolitan School DistricIn 2012, a group of parents and educators at Crestwood Elementary School decided that there was power in finding common ground and working together to support public education in the Madison Metropolitan School Districin finding common ground and working together to support public education in the Madison Metropolitan School Districin the Madison Metropolitan School District.

Partners» monitoring and evaluation work is grounded in our Theory of Impact which states that with consistent, high - quality delivery of our approach, we will build the capacity of teachers and leaders to transform low - performing public schools and districts, driving breakthrough student achievement results.

• Is able to articulate a philosophy of education grounded in equity and social justice • Has a strong content background • Shows evidence of working collaboratively • Expresses an interest in serving the community • Has a grasp of data - based inquiry • Has an asset - based orientation to family and community • Possesses effective communication skills • Will commit to three years of teaching in a partnering school district upon certification

Through their boots - on - the - ground preparation, candidates know the challenges, rigors, and joys of the work in the district and the specific school sites where they will serve — and understand and support a school's vision for success — long before they become teachers of record.

We ground the content and structure of these first four days by framing the teachers» work in authentic learning experiences, collaboration with colleagues, and exposure to the expertise of a diverse group of district stakeholders, including students.