Sentences with phrase «including school district staff»

Not exact matches

For all district schools, safety protocols for routine school operations are being reinforced, including requiring students and staff to wear identification badges while on campus; locking classroom doors at all times; locking and securing exterior doors and gates throughout the day; and being vigilant in monitoring the campus throughout the day.

After eight years of work to «fix school food», I am convinced that while on paper it may be possible to draw up a budget to operate a school meal program, including all of the expenses — food, labor, overhead, kitchen facilities, equipment, staff training, office expenses, everything it takes to run a meal program — with nutritious scratch cooked lunches for $ 2.72 apiece, no district of any size is, in fact, doing it, despite the best efforts of many capable people like Ann Cooper.

Eastport - South Manor school officials, whose district is among four on Long Island identified by the state comptroller as fiscally stressed, have begun notifying residents that belt - tightening measures — including staff and program cuts — may lie ahead.

Eastport - South Manor school officials, whose district is among four on Long Island identified by the state comptroller Thursday as fiscally stressed, have begun notifying residents that belt - tightening measures — including staff and program cuts — may lie ahead.

In recent years, the city's school district has made several decisions to help close budget gaps, including cutting about 200 staff positions.

The preliminary 2013 - 14 School District budget presented to the community includes a 4.5 % tax increase and a reduction of 56 staff positions.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

To systematize accessibility in a school or district takes a coordinated effort that includes examining purchasing policies, staff capacity on the issue, how accessibility legislation applies to new and emerging technologies, and much, much more.

The more than 30 pages of proposed rules for the Family Educational Rights and Privacy Act, or FERPA, include protections for educators who seek to share information to protect a student's health or safety, new guidelines for school districts on sharing student data with educational researchers, and a proposed requirement that schools safeguard electronic and other records, including from some school staff members.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

As part of the program, district staff members — including school psychologists, social workers, and teachers — received training so they can coach their colleagues on topics like embracing family diversity and preventing bias - based bullying.

My role in this process includes researching and identifying potential new sites, developing relationships with school districts, establishing a university partnership for ongoing professional development, hiring local Teach For America staff, fundraising, and developing community support.

But in an age where flip flops appear in White House photos, some school districts want to make it clear how they expect all staff members — including teachers — to dress.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

The information obtained by a mentor through interaction with the new teacher while engaged in the mentoring activities of the program shall not be used for evaluating or disciplining the new teacher, unless withholding such information poses a danger to the life, health, or safety if an individual, including but not limited to students and staff of the school; or unless such information indicates that the new teacher has been convicted of a crime, or has committed an act which raises a reasonable question as to the new teacher's moral character; or unless the school district or BOCES has entered into an agreement, negotiated pursuant to article 14 of the Civil Service Law whose terms are in effect, that provides that the information obtained by the mentor through intervention with the new teacher while engaged in the mentoring activities of the program may be used for evaluating or disciplining the new teacher.

Teams can include a combination of district / CMO staff, school faculty, students, parents, community members, partner organizations, and / or local industry and business community.

guidelines and programs for in - service education programs for all district staff members to ensure effective implementation of school policy on school conduct and discipline, including but not limited to, guidelines on promoting a safe and supportive school climate while discouraging, among other things, harassment, bullying and discrimination against students by students and / or school employees; and including safe and supportive school climate concepts in the curriculum and classroom management; and

Where a school registered pursuant to this paragraph is in a district in which one or more schools have been designated as a school in improvement, corrective action or restructuring, the commissioner shall determine the accountability status of the newly registered school based upon his review of the proposed educational program, including but not limited to such factors as: school mission, school administration and staff, grade configurations and groupings of students, zoning patterns, curricula and instruction and facilities.

Most often the target audience includes principals or aspiring leaders, but may also include teacher - leaders, other members of school leadership teams or district staff.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Each cohort will consist of five eight - member teams of state and district leaders, which will include chief state school officers, state board members, district superintendents and their senior staff, school principals, board members, and possibly civic and union leaders.

The district conducts an annual climate survey — reaching parents, students, business people, faculty and staff members from local colleges, and other community partners including members of faith - based organizations — to learn what community people think about school and district programs and practices.

The teachers in an edfirm have full authority to decide how they spend their revenue, including the amount of space they rent from the school district, the nature and amount of learning resources they buy or rent, and the number and types of staff they hire.

During these years, SSA has successfully executed over 3200 professional development contracts (including many multi-year partnerships) and has built an exceptional staff of professionals who provide support in all areas necessary for developing and implementing customized professional development programs for multiple school districts nationwide.

A school or district staff member who reasonably believes a child may be a child with a disability has a legal duty to refer the child, including a homeless child or a child advancing from grade to grade, to the school district in which the child is enrolled.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

No school can succeed for long without doing so, but, especially for community schools, success depends on the quality of the relationships that school and district staff maintain with various partners, including teachers, counselors, social workers, parents, clergy, elected officials, business leaders, volunteer tutors, and others.

The school leadership operates with broad local control, exemptions from District policies and some waivers from the teachers union contract, including the unique ability to replace staff at the end of each school year.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

The school - and district - level profiles include many of the practices I saw at Quitman, from rigorous interviewing protocol for prospective staff to personalized, data - driven instruction.

We also recommend that district leaders follow Montgomery County's approach and put restrictions on how schools can use parent donations, including banning the use of private dollars to pay school staff.

Reducing or eliminating funding for these programs would also be especially harmful to charter management organizations that recruit heavily from the AmeriCorps alumni network, including KIPP, Success Academy Charter Schools, and Green Dot Public Schools, all of which have formed official «career partnerships» with City Year, or Uncommon Schools, which advertises on the AmeriCorps alumni career site.34 Likewise, public charter schools and traditional districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proSchools, and Green Dot Public Schools, all of which have formed official «career partnerships» with City Year, or Uncommon Schools, which advertises on the AmeriCorps alumni career site.34 Likewise, public charter schools and traditional districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proSchools, all of which have formed official «career partnerships» with City Year, or Uncommon Schools, which advertises on the AmeriCorps alumni career site.34 Likewise, public charter schools and traditional districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proSchools, which advertises on the AmeriCorps alumni career site.34 Likewise, public charter schools and traditional districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proschools and traditional districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proschools and subject areas also rely on AmeriCorps - funded teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the proschools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the program.36

Unlike legislation last summer that would have at one point required student test scores be among the performance indicators - Calderon's bill would require governing board of school districts to regularly «evaluate and assess the performance of certificated staff using multiple measures, including a minimum of four rating levels.»

Opponents, which include the California Teachers Association, have argued the bill could result in requiring districts to bargain aspects of the system, evaluation criteria - for instance - which could intrude on the school districts rights to exercise managerial prerogatives, according to staff analysis.

Guilderland Central School District employs nearly 1,000 employees in a variety of capacities including teachers, administrators, support staff and substitutes.

Except in the case of excessive force or cruel and unusual punishment, a teacher or other member of the instructional staff, a principal or the principal's designated representative, or a bus driver shall not be civilly or criminally liable for any action carried out in conformity with State Board of Education and district school board rules regarding the control, discipline, suspension, and expulsion of students, including, but not limited to, any exercise of authority under s. 1003.32 or s. 1006.09.

Develop, in consultation with school district staff including, but not limited to, district school superintendents, district school board members, and district human resources personnel, a long - range plan for educator recruitment and retention.

Before joining the Deputy Mayor's Office, she worked at District of Columbia Public Schools as Chief of Staff to the Chief Operating Officer during which she supported the agency's portfolio planning activities, including school closures, grade configuration changes, and enrollment projections.

They do not include any spending for property and for buildings and alterations completed by school district staff or contractors or paying down interest on school debt.

The series includes a guide to help district and state leaders choose the best restructuring option for each school, updated in a 2nd edition released in 2009, and white papers identifying what we know from research about when the first four restructuring options under NCLB work: reopening as a charter school, contracting with external providers, turnarounds with new leaders and staff, and state takeovers.

The so - called inquiry would include questioning school staff, community members, parents and «even students if appropriate,» according to a Feb. 18 letter sent to districts from state schools Superintendent Tony Smith.

His research interests include: organizational and systems change in schools; personalized professional growth for staff; and advocating the use of social media in school districts.

Thank the school board members for considering the priorities of families, students, staff and the community when making decisions for our district, including budget decisions.

The funds are conditioned on the agreement that districts agree to undertake one of one of four aggressive turnaround models for the target schools that include replacing most of the staff or reopening as a charter.

Sheldon emerged as the top candidate following an extensive interview process that included Superintendent Dr. Robert Machak, Southeast School staff members, parents, District principals from three schools (including current Southeast Principal Ms. Alice Spingola), three District directors, and four members of the D124 Board of Education.

Visitors included staff from the US Departments of Education and Labor, the District of Columbia public school system, youth programs that focus on issues such as juvenile justice, employment, and education, and representatives from intermediaries that work with cities and other local entities.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

6) Likewise, when a parent (and sending district school psychologist) ask repeatedly what the kindergarten staff: student ratio is, absent 1:1 aides, it is unwise to then show these visitors the K classroom with 13 kids, one teacher staring into her desk, and 3 aides including a 1:1 when you'd said there would never be more than 12 kids and a 3:1 ratio.

The appointed review team then undertakes an intensive visit to the country spanning at least one full week that includes visits to schools, teacher education programs, inspection and assessment services, local school districts, teachers» and administrators» organizations, university and Ministry research departments, and the offices of Ministers and their senior staff.