Sentences with phrase «middle school levels experience»

It is important to note that, as is to be expected, the elementary and middle school levels experience overall fewer and less serious security issues than are found at the high school level.

Not exact matches

Our coaches come with a wealth of knowledge and experience at the college, high school, middle school and all Club levels.

Advanced sports clinics are offered to experienced middle school girls who are looking to improve their skills and prepare themselves to compete at the high school level in their sport of interest.

He has experience on the middle and high school level.

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.

My experience includes teaching at the elementary and middle school levels, district level administration for curriculum, instruction, and after - school programs, and high school administration.

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.

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.

He also has been a building principal at high need schools in CCSD with combined experiences at the elementary, middle, and high school levels.

Drawing on drop - out crisis research at the national level, as well as author Robert Balfanz's decade - long experience working with middle and high schools that serve low - income students, this report provides a unique guide to tackling the issue locally.

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.

A lot of my research came from elementary and high school teachers, so I relied heavily on my own experience in middle level education to predict issues and to incorporate solutions within my model.

Through the collaboration of businesses, school districts, economic development municipalities, and governmental departments, elementary and middle level students engage in real - world STEM experiences that directly align with career opportunities in Eastern North Carolina.

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.

(Professional Development) Professional development is a continuing activity in middle level schools where teachers take advantage of every opportunity to work with colleagues to improve the learning experiences for their students.

Mr. Sinclair comes to BMCCHS with 12 years of experience as a teacher, curriculum coach, and administrator at both the high school and middle school levels.

Compared to high schools and middle schools, elementary schools experience higher levels of all forms of leadership associated with student learning (see Table 1.6.3).

Middle level and high school students deserve to have access to the same high quality education that they receive in the early grades, and the failure to meet students» needs in the latter years of their educational experience often translates into lower performance and higher drop - out rates.

The structure includes: focused grade bands to provide new teachers with specialized knowledge about the students and content they will teach; defined clinical experiences and foundational coursework for each grade band; unique preparation for instructing middle level learners; and enhanced content knowledge preparation for middle school teachers to award high school credit.

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).

Ronald Tabano has over 40 years experience in education beginning his work as a 6th grade teacher, moving to teaching social studies and ELA at the middle and high school levels, eventually becoming an Assistant Principal.

She has more than twenty years» experience in administration, supervision and teaching at the elementary, middle, and high school levels.

This rigorous education provides a wide variety of content regardless of ability level and strives to ready scholars for a successful middle school experience in 6th - 8th grade.

He has experience at both the elementary and middle school levels.

Most of his experience is at the middle school level, but he has also taught demonstration classes at the elementary and senior high school level.

After finishing their teaching requirements in Kansas and earning teacher certification in Kansas, teachers go on to earn an average income of $ 44,240 for elementary schools, $ 46,050 for middle schools, and $ 45,660 for high schools, with salaries varying depending on a teacher's experience, degree level, and subject taught.

Question: I have four experienced teachers with multiple subject teaching credentials teaching single - subject courses at the middle school level.

She has over 30 years of experience at the elementary and middle school levels.

In fewer than four months, middle school students experienced half a grade level of growth within the DreamBox Learning curriculum and are making steady progress toward closing learning gaps.

Tracey's rich experience throughout the early years of her career were hands - on at many levels, dedicating five years to middle school learners in math and English for Croswell - Lexington Community Schools, followed by 6 years as a pre-school teacher for the Alcona County Pre-school Cooperative, as she recognized the importance of early education.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mischool leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 miSchool District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

She also has nearly a decade of experience teaching at the university and elementary / middle school levels.

Who: Open to any Wake County middle school educator with any level of arts experience Cost: Free, but you do need to register by emailing full name, position, school, and email address to [email protected] CEU credit available.

Entry level salary for Middle School Principal is at an annual rate of $ 85,016.80 with additional consideration for directly related experience.

In contrast to elementary classrooms, typical subject - area courses at the middle and high school levels experienced little change in class size.

At all levels - elementary, middle, and high - schools experienced moderate but steady improvements in school discipline, student safety policy and training, staff perceptions of student behavior, and student suspension and chronic tardiness rates.

Maria's experience as an educator spans over 15 years in the classroom in the elementary, middle, and high school levels.

The Middle Colleges have experienced a significant level of success to this end; which is partially due to the integral partnership we have with Chicago City Colleges: our locations within City College campuses and the developing curricular articulation creating high school to college and career certifications and pathways.

An experienced educator, Treviño has been a teacher at all levels and served as middle and high school principal and a central office administrator.

Cheryl Mizerny is a veteran educator with more than 25 years of experience — most at the middle school level.

Give middle school students the confidence they need to experience success on high - stakes assessments with this supplemental program that provides strategies for solving problems that require the use of higher - level thinking skills.

Carr has extensive experience working with administrators and teacher leaders in grades preK — 12 in highly interactive and engaging ways; though as a former middle school teacher, she has a special affinity for work at that level.

Her experience as a principal at both the middle and high school levels provides a practical knowledge base to formulate successful strategies for partner school districts.

With over 30 years of experience in education, teaching at both the middle grades and high school level and serving nearly a decade as a professional learning coordinator, Georgia is a skilled trainer in instruction and educational leadership.

Cheryl Mizerny (@cherylteaches) is a veteran educator with 25 years experience — most at the middle school level.

According to the report, officials at one Massachusetts school «said that many of their students have experienced trauma and this may lead to more aggressive behaviors at the elementary school level, and to more self - destructive behaviors at the middle school level.»

Comprehensive induction programs have strong implications for middle level schools — grade 5 to grade 9 — where teachers often lack the specific preparation and experience for their role as a teacher of young adolescents (Jackson & Davis, 2000).

Cendie's experience in education includes five years of classroom teaching at the middle school level in Texas, four years as assistant principal in Spring Branch ISD before becoming the founding director of a high performing charter school in Houston, Texas, YES Prep Northbrook - SKY Partnership.

Administrator on site experience in multiple sports that took place at [company name] at both the high school and middle school levels.

Middle school teachers applying for entry level positions in a middle school will need to supplement their lack of experience with knowledge acquired in teaching courses or traMiddle school teachers applying for entry level positions in a middle school will need to supplement their lack of experience with knowledge acquired in teaching courses or tramiddle school will need to supplement their lack of experience with knowledge acquired in teaching courses or training.