Sentences with phrase «middle or high school level»

You can even mention whether you would like to teach for middle or high school level.

I've seen some brief mention of climate change principles in high school texts, but I would be interested in whether others have discovered texts with more adequate coverage appropriate at the middle or high school level.

To attend the Reno school, students must be at the middle or high school level across all subject areas and score in the 99.9 th percentile on IQ or college entrance tests, such as the ACT or SAT.

To be eligible to attend The Davidson Academy, students must be at the middle or high school level across all subject areas and score in the 99.9 th percentile on IQ tests or at the extreme for their age groups on aptitude tests.

Some think that because there is little or no «research» at the Middle or High school level that RTI is not valid.

Please visit www.utahcivility.org to view a short video spot that highlights a variety of conversations schools could have at the elementary, middle or high school level.

It pledged the use of other resources in order to «encourage all schools to achieve an African - American enrollment equivalent to the average district - wide African - American enrollment at the school's respective elementary, middle or high school level.»

Upon successful completion of their first year, T2MS students earn the equivalent of the Initial Teaching Certification from the Commonwealth of Massachusetts in at least one science or math subject area at the middle or high school level and a Masters of Education degree from the Harvard Graduate School of Education.

In the future, I would like to obtain a teaching position either at the middle or high school level.

This is a connection that he knows will remain after graduation, as he plans to return to teaching on the middle or high school levels, and continue his youth development work.

Come All You Brave Soldiers would be an excellent read aloud for fifth grade American History studies, or great independent reading at the middle or high school levels.

The dropout problem is not one that can be addressed exclusively at the middle or high school levels; by then it is too late for some students.

Graduates of the Educational Leadership and Special Education Administration program work as building principals at elementary, middle or high school levels; and district level positions including special education directors and central office administrators.

Each teacher at... Each year, DCS seeks qualified and effective athletic coaches at the middle or high school levels

Not exact matches

Our matches are usually held on Friday nights, Saturday or Sunday, and comprise of a round - robin / jamboree format at the youth (U8 - U12) levels, and full matches from Middle School up through High School Varsity.

Our goal is to prepare your daughter for the next level; whether that is her middle school, high school, or college program.

If your child plays a contact or collision sport, whether at the youth, middle school or high school level, odds are that at some point in their athletic career they will suffer a concussion.

If your child plays a contact or collision sport, whether at the youth, middle school or high school level, chances are they will suffer a concussion at some point in their athletic career.

For the average child (keeping in mind individual kids may be exceptions to these guidelines), an acceptable amount of homework per night is as follows: — Elementary school: approximately 10 minutes or so per grade level — Middle school: an hour or so — High School: 2 to 2-1/2 hours Any homework beyond these limits is no longer providing any advantage, and is probably cutting into those things that do provide advantages like adequate sleep and what we at Challenge Success call «PDF» — that is, play time, down time and familyschool: approximately 10 minutes or so per grade level — Middle school: an hour or so — High School: 2 to 2-1/2 hours Any homework beyond these limits is no longer providing any advantage, and is probably cutting into those things that do provide advantages like adequate sleep and what we at Challenge Success call «PDF» — that is, play time, down time and familyschool: an hour or so — High School: 2 to 2-1/2 hours Any homework beyond these limits is no longer providing any advantage, and is probably cutting into those things that do provide advantages like adequate sleep and what we at Challenge Success call «PDF» — that is, play time, down time and familySchool: 2 to 2-1/2 hours Any homework beyond these limits is no longer providing any advantage, and is probably cutting into those things that do provide advantages like adequate sleep and what we at Challenge Success call «PDF» — that is, play time, down time and family time.

Other possible changes may include a greater use of technology in the classroom or at home, or increased student responsibility (often the grade levels in preparation before transitioning to middle or high school).

These are children of school teachers, nurses, administrative grade civil service jobs and high level technicians — jobs which did not require a degree 20 to 30 years ago but which are now regarded as graduate or middle class jobs.

In New York City, the Executive Budget also requires that a charter's entire planned grade configuration — elementary, middle or high school — be located within a single building including grade levels not yet in operation at the time of opening.

In middle and high school, increased opportunities such as science camps like SciGirls, recruitment of girls to participate in upper level science courses or extracurricular activities, informal science learning experiences and increasing visibility and access to women scientists both fictional and real are other methods to sustain girls interest and engagement in so called «hard science» fields.

The puzzles can be used at all levels of high school and middle school, as homework activities or as in - class, small - group activities.

The standards in social studies / history are not clear and specific at the elementary, middle, or high school level.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

These intangible middle class advantages include such things as a computer with internet access at home, a quiet place to study and complete homework, working parent (s) above the poverty line, no pressure to get a low - level job in high school to help pay the rent or support the family, and no fear of the streets upon which they live.

This is particularly the case with middle schools and high schools, serving as they do students who might be four or five grade levels behind when they enter.

A researcher at Harvard surveyed 10,000 middle and high school students in 33 different schools around the nation about what they thought their folks cared about most: that they achieve at a high level, that they are happy (defined as «feeling good most of the time»), or that they care for others.

If you're a larger school, instead of having one schoolwide team, you can create multiple teams — a middle school and high school team or grade - level teams, suggests St. Louis.

And in middle and high school, you'd continue this approach with separate tracks: «challenge» or «honors» for the top kids, «regular» or «on - level» for the average ones, and «remedial» for the slowest.

While the media has in recent years been focusing on sexual assaults at college, Finn says that middle and high school children — even elementary school children — are increasingly experiencing or witnessing high levels of violence and sexual assault and harassment.

Nevertheless, many English language arts teachers (including 56 percent at the middle school level) assign none of the literary or informational texts listed in the survey, which represented both CCSS exemplars and other high - quality texts.

Study Links Academic Setbacks to Middle School Transition Education Week, November 28, 2011» «I don't see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&Middle School Transition Education Week, November 28, 2011» «I don't see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&School Transition Education Week, November 28, 2011» «I don't see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&School of Education.»

Use these weekly no prep writing activities with many different levels whether you teach primary immersion, primary core, or traditional middle and high school.

The original focus of this project was to develop a curriculum for an after school program or «club» for at - risk students at the middle and / or high school level.

John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.

This school received two School Quality Snapshots because it includes grade levels in elementary and / or middle school and high sschool received two School Quality Snapshots because it includes grade levels in elementary and / or middle school and high sSchool Quality Snapshots because it includes grade levels in elementary and / or middle school and high sschool and high schoolschool.

To be considered highly qualified as a middle or secondary school teacher who is new to the profession, you must also have demonstrated a high level of competency in each of the academic subjects in which you teach.

An ANOVA indicates that responses to the six questions did not differ significantly by school level (elementary, middle, high school), school size, or characteristics of the student population (percent non-white and percent eligible for free and reduced - price lunch).

A 2016 report by the Stanford History Education Group, analyzing the work of roughly 7,800 middle school, high school, and college - level students, found that a majority were unable to tell sponsored advertisements from real articles, or to recognize where information they read was coming from.

Individual or Institutional membership is $ 250 and open to all principals, assistant principals or administrators who are engaged in the practice or supervision of middle level and / or high school administration and who are a W - 2 payroll employee of a district / state / private school system.

The National Blue Ribbon Schools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achieSchools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achieSchools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achieschools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

The Master of Arts in Teaching Program is a 12 - month program for full - time students seeking initial licensure for teaching at the middle, junior, or senior high school levels in accordance with requirements in the state of Massachusetts.

The program prepares graduates to assume roles as building principals at elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.

Models compress the learning cycle into a predictable set of routines that may be effectively implemented in classroom schedules at the elementary, middle, and / or high school levels.

As Eva Moskowitz puts it: «If (we) backfilled older grades... the incoming students» lower relative academic preparation would adversely affect the schools» other students... We have an obligation to the parents in middle and high school, and the kids in middle and high school, that until the district schools are able to do a better job, it's not really fair for the seventh - grader or high school student to have to be educated with a child who's reading at a second - or third - grade level.»

The procedure that the report develops for calculating teacher value - added varies greatly between subjects within school levels (math or English in elementary / high school) and between schools within subjects (elementary or middle school math / English), indicating that the calculated teacher value - added may be random.

The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and / or central office administrators.