Sentences with phrase «other high school principals»

Meanwhile, the authors explain, «other high school principals took responsibility together for accepting the dispersed students as each failing school was closed, even though each new academy that replaced a closed school increased competition among them.

Not exact matches

In his 27 - year tenure as a social worker at Buffalo Grove High School, «he could make a connection with them where other people couldn't,» said Trisha Dean, an assistant principal at the sSchool, «he could make a connection with them where other people couldn't,» said Trisha Dean, an assistant principal at the schoolschool.

Superintendent District Leadership - Technology District Leadership - Curriculum, Instruction, Assessment, PD District Leadership - Business, Communications, HR District Personnel - Other (Admin., Specialist, etc.) School - based Leadership (Principal, Asst. Principal) Teacher - Early Childhood / Elementary Teacher - Middle School Teacher - High School School - based Technology Coordinator School - based Personnel - Other (Admin., Specialist, etc.) Library Personnel / Media Specialist University or College Faculty / Administration Federal Government Personnel State Government Personnel Education Product / Service Provider (including Consultants) Investment Community Association / Advocacy Organization Philanthropy Education Research / Analysis Media Education Services Agency School Board Member Student Parent / Community Member

Get a group of parents together, even two, go to your principal and talk about getting rid of the slushies, or hot cheetos being sold at your high school store, or other unhealthy foods on your campus.

SYRACUSE, N.Y. — Three high schools will have new principals this fall, and other changes are afoot as the Syracuse City School District prepares for its next schoolSchool District prepares for its next schoolschool year.

In fact, Clinton was so outstanding in high school that the school's principal barred him from running for class president, to preserve some accolades for other students.

Also at 11 a.m., Assemblywoman Nily Rozic joins Townsend Harris High School students, alumni, parents, teachers and others at a rally against acting Principal Rosemarie Jahoda and her candidacy in the C - 30 process to choose the next principal, City Hall steps, MPrincipal Rosemarie Jahoda and her candidacy in the C - 30 process to choose the next principal, City Hall steps, Mprincipal, City Hall steps, Manhattan.

«Veterans with PTSD had a very high sleep disorder prevalence of 16 percent, the highest among the various health conditions or other population characteristics that we examined,» said Principal Investigator and senior author James Burch, PhD, Associate Professor in the Department of Epidemiology and Biostatistics in the Arnold School of Public Health at the University of South Carolina.

Dating is a stage of romantic relationships in humans whereby two people meet socially with the aim of each assessing the other's suitability as a Northwood High School Jerad Ward, Principal Stacy Poston, Assistant Principal.

In the series, a new half - hour comedy from Eastbound & Down's McBride and Jody Hill, Goggins plays Lee Russell, a bow tie - wearing, pattern - loving sycophant and one of two vice principals (the other being McBride's Neal Gamby) fighting hard to be named principal of a South Carolina high school after the current boss (Bill Murray) steps down.

Despite Pegg leading the pack, the rest of the principal players are simply captivating, each embracing their role, presenting the different aspects and flaws of adulthood, but also beautifully capturing the relationship of a group of friends that have known each other since High School.

Both Professor Lavonen and the principals of the schools we visited expressed that one of the key factors of why the Finnish system trumps all others is the huge investment that is made in developing high quality teachers.

Once the survey was done, Huntington and the other 50 middle and high schools that took part in the initiative were given reports in clear, accessible language that summarized the results, plus a set of resources and customized strategies that teachers and principals could use to make changes based on their results.

Put another way, it examines whether some schools have higher achievement than other schools that serve similar students and attributes that achievement difference to the principal.

High school principals in Philadelphia voted last week to eliminate interscholastic sports and other extracurricular activities for next school year to meet budget cuts imposed on them.

(She lists five other «solutions» that simply amount to rolling back reforms: Ban for - profit charters and charter chains; eliminate high - stakes standardized testing; don't allow «non-educators» to be teachers, principals, or superintendents; don't allow mayoral control of the schools; don't view education as a «consumer good.»)

While 75 percent of the principals from 1,960 randomly selected high schools reported last summer that they were familiar with the new ncaa requirements, only 12.6 percent said they had attempted to inform parents of the requirements, and only 11.5 percent said they had changed graduation requirements or made other moves to make sure their...

The majority of SLP students see themselves working as principals or other educational leadership roles in schools or organizations — many in high - need districts.

Grades: Professional This site, sponsored by the Union Pacific Corporation, provides a wealth of practical articles, research briefs, timely news articles and other resources to support the work of high school principals.

Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback on teacher effectiveness in the classroom.»

McNeely, principal at Oak Hill High School in Hineston, Louisiana, decided she would use the extra bucks to benefit the entire community — students, teachers, and other community members — by dividing the dough three ways.

Job Title Kindergarten Teacher Grade 1 Teacher Grade 2 Teacher Grade 3 Teacher Grade 4 Teacher Grade 5 Teacher Grade 6 Teacher Elementary School Teacher Middle School Teacher High School Teacher Resource Teacher / Specialist English Language Arts Teacher Mathematics Teacher Science Teacher Social Studies Teacher Librarian / Media Specialist Curriculum & Instruction District Administrator Bilingual / ELL Special Education Title I Before / After School Staff Development Principal / Assistant Principal Parent Business / Finance / Purchasing Technology Other

(Among other things, test scores help determine teacher and principal evaluations, and in New York City they also have an impact on middle and high school admissions to some schools.)

• A substantial share of the ineffective principals in high - poverty schools tends to move on to take principal positions in other schools and districts, rather than leave the profession.

Designed for curriculum directors, principals, and other school and district leaders, this research - driven guide examines the most essential aspects of high - quality reading practice and the elements that accelerate reading growth.

«That we've seen another rise in the graduation rate — despite a significant increase in the expectations for high school students — indicates the hard work and professional expertise of the teachers, principals and other educators in the commonwealth's high schools are making a real difference,» Staples said in a statement.

Former principal Stephen Jackson credited the school's ninth - grade academies — started four years ago to provide intensive support for a cohort of incoming freshmen — a model that has since spread to other high schools.

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).

See also a post written about this by Carol Burris — New York State's 2013 High School Principal of the Year, among other things — on her newly released «Round the Inkwell» blog here.

Principals can also support the purchase of high - quality materials and other resources that teacher leaders can use in their work and that embody the school's vision for improvement.

Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the universities of Minnesota and Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the universities of Minnesota and principals for spurring leadership in the faculty, according to the research from the universities of Minnesota and Toronto.16

It urges Secretary King to make issuing specific guidance for addressing principals and other school leaders under ESSA a high priority.

Is it a surprise, then, that principals at schools with high teacher ratings for «instructional climate» outrank other principals in developing an atmosphere of caring and trust?

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

The district allowed several transferring principals to bring along their English Language Arts and math coaches, one or two high - performing teachers to serve as models for other teachers in their new schools, and an assistant principal in the case of middle and high schools.

As a result of this type of support from Congress, state legislatures, and philanthropic organizations, a steadily increasing number of principals will be affected by compensation systems that offer additional compensation based on student achievement, professional knowledge and skills, and service in high - poverty and other hard - to - staff schools.

Other panelists included Finnish educator Pasi Sahlberg and Carol Burris, South Side High School principal and 2013's New York Principal of the Year, aptly filling in for headliner Diane Ravitch who couldn'tprincipal and 2013's New York Principal of the Year, aptly filling in for headliner Diane Ravitch who couldn'tPrincipal of the Year, aptly filling in for headliner Diane Ravitch who couldn't make it.

Fallon Daniels, assistant principal at Danbury High School in Danbury, CT: «Suspensions and other punitive punishments are used as an attempt to find a one - size - fits - all solution to a myriad of issues.

In addition to his title of Director of Curriculum and Assessment, Dr. Nelson worked for fourteen years as an elementary and high school Spanish teacher and administratively has served as a principal, curriculum / instruction director and worked collaboratively with special services, technology, and other school district supports.

Teachers and parents spoke to the misconceptions some have of Travis High School, and Principal Ty Davidson told the crowd that, despite its challenges, the school's graduation rates and other school measures are imprSchool, and Principal Ty Davidson told the crowd that, despite its challenges, the school's graduation rates and other school measures are imprschool's graduation rates and other school measures are imprschool measures are improving.

«I congratulate the superintendents, principals, teachers and other educators in all of the divisions and schools that earned VIP awards this year,» said Superintendent of Public Instruction Patricia I. Wright, who proposed the awards program in 2007 as a means of rewarding high - achieving schools and divisions.

Summary: This is an article about New Milford High School (NJ) where Principal Eric Sheninger used technology among other methods to respond to student interests and needs.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

«You're competing with a lot of other districts for candidates, so you want to move quickly with high - quality talent,» explained Melva Cárdenas, regional strategic advisor at PeopleAdmin and former school district HR executive director, principal and teacher.

Quitman Street School and Central High School, where I was principal, along with five other schools in Newark's Central Ward, collaborated with New York University to develop the Global Village strategy from 2009 until the Renew strategy was implemented in 2012.

Westerberg provides comprehensive research on high school reform from leading education experts, candid examples from his 26 years as a principal, and thought - provoking insights from other high school leaders who have taken up the call to improve their schools.

Keep abreast with latest developments in technology, especially as applied to curriculum and instruction and state testing, disseminate such information to the high school principal and others as appropriate.

«The first half of his tenure was marked by a series of reforms: closing more than one dozen failing schools and programs and creating several others that have thrived; decentralizing the system by cutting the headquarters staff by more than half; giving principals power over budget decisions; creating choice for city families, and competition among middle and high schools; and signing a landmark pay - for - performance teachers» union contract that was hailed as a model in the nation.

«I've never seen a group of teenagers so accepting of other teenagers, said Debbie Lieber, Classical Academy High School Assistant Principal.