Sentences with phrase «middle grades teacher who»

Hugh is an experienced middle grades teacher who was one of the early adopters of the Genius Hour concept.

Nancie guides newcomers to a rich, satisfying practice while sharing her latest innovations and refinements with middle school and middle grades teachers who have made In the Middle their teaching touchstone (#InTheMiddle3).

Not exact matches

Bigger Than Life (Criterion) Ostensibly a drama about prescription drug misuse and abuse and drawn from an article in The New Yorker, this portrait of a grade - school teacher and middle class father (played by James Mason, who also produced and helped develop the project) is as much about adult male masculinity and responsibility as a husband and father, and the pressure on him to live up to the ideal, as Rebel Without a Cause is about the emotional realities of being an American teenager.

In the same way, taking the time to recognize a handful of new teachers at each level (primary, middle grades and high school teachers) who also demostrate a level of expertise beyond there years of experience sends a powerful message of support for excellence in the profession.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

Into the middle of this bog stepped Merryl H. Tisch, a former 1st - grade teacher with an EdD from Teachers College, Columbia University, and a spouse, James Tisch, who heads Loews Corporation and has sometimes appeared on the Forbes 400 list of the richest people in America.

Reflections From a Teacher's Heart is a collection that will bring a tear to the eyes and a smile of recognition to the faces of anyone who teaches middle grade students.

Although the book is written with the middle - grade student in mind, teachers, counselors, and parents are reading it and learning a healthy way to discuss death with young people who have loved ones with terminal illnesses.

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

«The Blackboard Jungle helped me decide to become a teacher,» concurred Fran Borden, who teaches eighth grade at Unadilla Valley Middle School in South New Berlin, New York.

For example, Mizelle (1995) found that students who stayed together with the same teachers through sixth, seventh, and eighth grades and experienced more hands - on, life - related learning activities, integrated instruction, and cooperative learning groups were more successful in their transition to high school than were students from the same school who had a more traditional middle school experience.

In the same year, 89 percent, each, of students in kindergarten through second grade, and students in third through fifth grade, had a parent who attended a scheduled meeting with a teacher, compared with 71 percent of students in middle school and 57 percent of students in high school.

Always Formative Jason Buell is a middle school science teacher from California who writes about standards - based grading, education conferences, education books and more.

In 2012, more than 90 percent of students in kindergarten through fifth grade had a parent who attended a meeting with their teachers, compared with 87 percent of middle - school students, and 79 percent of ninth - through twelfth - grade students.

Studies by Balfanz et al. (2006) and Ruby (2006) examined the relationship between teacher leaders who engaged in a set of instructional support practices, including demonstration lessons, and student achievement in middle grades mathematics (Balfanz et al., 2006) and middle grades science (Ruby, 2006).

The participants in this qualitative research study were a 13 - year veteran social studies teacher and the student intern who worked with this teacher during a year - long professional development school experience in a culturally and economically diverse middle grades school.

Two Federal Hocking (OH) Middle School teachers — Robin Hawk, an eighth - grade social studies teacher who led the team, and Tessa Molina, a seventh - grade math teacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher who led the team, and Tessa Molina, a seventh - grade math teacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduTeacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher education; and Lisa Harrison, associate professor of teacher eduteacher education.

Like the high school teacher who blames the middle - school teacher and the middle - school teacher who blames the elementary school (as a first grade teacher I often wondered what had happened in Kindergarten), our yellow schools should be among our first line of intervention to ensure schools don't eventually become persistently low - performing.

Building a Lattice for School Leadership: Report focuses on England's school system reforms leading to three leadership levels, including middle - level teachers who take responsibility for teaching and leading in a grade level or cluster, or subject area http://edexcellence.net/publications/building-a-lattice-for-school-leadership

«We want them to think critically and be able to solve problems,» said Camelia Cherry, middle school science teacher in the Atlantic City schools who ran a summer program in science, technology, engineering and math, or STEM, for 25 students in grades six through eight.

We got an interesting email in response to our post about LAUSD's low math scores from a Cochran Middle School math teacher named Rustum Jacob, who offers two additional reasons why scores are as low as they are: more 9th grade students being placed into Geometry, and no real alternatives for 9th graders who aren't...

A Los Angeles book launch event on Dec. 2 featured four Teach Plus Teaching Policy Fellows and contributing writers: Sujata Bhatt, founder of the Incubator School; Kyle Hunsberger, a mathematics teacher at Johnnie L. Cochrain, Jr., Middle School who developed and successfully implemented a 6th - grade basic - skills intervention program; Jeannette Marrone, a founding teacher at Environmental Science and Technology High School; and Stephanie Widmer, a Teach for America Learning Team Leader and humanities teacher at Camino Nuevo Charter Academy.

These administrators identified elementary and middle grades teachers from their districts who were exemplary language arts instructors to participate in the project.

School Data Nerd is the nom de plume of Benjamin Feinberg, an eighth - grade math and science teacher at Luther Burbank Middle School, in Highland Park, who uses public data to guide his thinking on educational issues rather than resorting to rhetoric or politicking.

Specifically addressing problems at Lakewood Middle School, which has 1,207 students grades 6 - 8 who are 87 percent Latino and 9 percent Black (77 percent are economically - disadvantaged and about the same percentage speak Spanish at home), Ms. Morales detailed her child's struggle in a math class that had no teacher for a month.

Today's guest, Michael Matera, is a middle school social studies teacher who runs a sixth grade game - based history class.

The district is starting to consult with their own experts, including several who joined the committee meeting, Randy Romero, principal of Hollenbeck Middle School, and Gustavo Lopez, an 8th grade history and social science teacher in Luther Burbank Middle School.

Windham Superintendent Ana Ortiz said her district already implemented a gifted school in one section of Windham Middle School this academic year, devoting four teachers to work with 127 students in grades 3 to 8 who scored well on standardized tests.

We have a middle school teacher who rewrote my menu for the sixth - grade curriculum, and a few elementary school teachers are now making it their own.

Ted Christensen, 47, a seventh - grade English language arts teacher who has taught at Valor Middle Academy for six years and has been a teacher for 18 years, said the evaluations he gets during classroom observations make him feel valued.

Teachers who hold a Middle Childhood - Early Adolescence (grades 1 - 8) regular education license and have at least four semesters of teaching experience in grades 1 or 2 can add a regular education license at the Early Childhood level (birth to grade 3) by passing the Praxis II Elementary Education Content Knowledge test and the Foundations of Reading Test.

In Adelphi, MD, Autumn Snell, an AVID Coordinator who prepares students for college, will coordinate implementation of the Food Insecurity Curriculum with two teachers and 16 students at the 8th grade level at Buck Lodge Middle School.

The Southside Middle School «Students Who Achieve Good Grades Earn Respect» known as SWAGGER Recovery Team, led by Mrs. Kelli Turner, consists of teachers J.D. Craft and Kris Berry, instructional assistant Marwin Strong, Student Assistant Coordinator Kim Conner, counselors Lisa Rose and Marla Campbell, and assistant principals Phil Seale and Don Cowper.

Lara White, a new language arts teacher for Milner's middle school grades, said she makes a point of telling students who are used to staff turnover, «We're not going anywhere.»

As a former eighth grade English teacher, he saw first - hand that many gifted students who hadn't been reclassified as proficient English speakers before middle school were sidetracked into remedial classes where they soon became bored, frustrated, and at higher risk of dropping out.

Cynthia Hunter, a sixth - grade math and science teacher at Curtiss Middle School in Carson who took a two - day course aimed at teachers, said she found the sessions useful.

Outreach Teacher 2006 — 2007 Proficiently taught four core content areas to 6th and 7th grade students who were at risk for dropping out of middle school.

: In this moving clip a middle school assistant principal tells her own story of how a teacher who was a «master of SEL» turned her life around in fifth grade.