Sentences with phrase «other public school administrator»

While such a comment would get any other public school administrator, teacher or student arrested, fired or suspended, neither the Hartford superintendent of schools nor the Hartford Board of Education took any disciplinary action against Perry for his actions.

Not exact matches

I / WE HEREBY RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys, representatives, agents, beneficiaries, legatees, representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC SCHOOLS — LAKE VIEW HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities used by the participant, including its owners, managers, promoters, lessees of premises used to conduct the event or program, premises and event inspectors, underwriters, consultants and others who give recommendations, directions, or instructions to engage in risk evaluation or loss control activities regarding the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys, representatives, agents, beneficiaries, legatees, representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC SCHOOLS — LAKE VIEW HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities or events held at such facility and each of them, their directors, officers, agents, employees, all for the purposes herein referred to as «Releasee»... FROM ALL LIABILITY TO THE UNDERSIGNED, my / our personal representatives, assigns, executors, heirs and next to kin FOR ANY AND ALL CLAIMS, DEMANDS, LOSSES OR DAMAGES AND ANY CLAIMS OR DEMANDS THEREFORE ON ACCOUNT OF ANY INJURY, INCLUDING BUT NOT LIMITED TO THE DEATH OF THE PARTICIPANT OR DAMAGE TO PROPERTY, ARISING OUT OF OR RELATING TO THE EVENT (S) CAUSED OR ALLEGED TO BE CAUSED IN WHOLE OR IN PART BY THE NEGLIGENCE OF THE RELEASEE OR OTHERWISE.

Concussion and Sports - Related Head Injury: Code 18 -2-25a (2013) requires the governing authority of each public and nonpublic elementary school, middle school, junior high school and high school, working through guidance approved by the department of health and communicated through the department of education, to do the following: (A) Adopt guidelines and other pertinent information and forms as approved by the department of health to inform and educate coaches, school administrators, youth athletes and their parents or guardians of the nature, risk and symptoms of concussion and head injury, including continuing to play after concussion or head injury; (B) Require annual completion by all coaches, whether the coach is employed or a volunteer, and by school athletic directors of a concussion recognition and head injury safety education course program approved by the department.

Teachers are not, and I know this because my husband is an academic administrator here in North Carolina he was also an academic administrator in Chicago public school and that was something that I was working in Chicago public schools is because in health education we teach about sex, we teach about STI's we teach about all these other public health issues.

For instance, the Administrator said through the Schools Support Project, the Foundation hoped to answer to infrastructural needs of schools in Lagos State and work with manufacturers of building and construction materials, building technology professionals and other well meaning sponsors to help refurbish and upgrade public schools, while the Foundation has so far won three awards for projects executed at Government Technical College, Agidingbi; St. Jude's Primary School, Ebute Metta and Ojokoro Community LSchools Support Project, the Foundation hoped to answer to infrastructural needs of schools in Lagos State and work with manufacturers of building and construction materials, building technology professionals and other well meaning sponsors to help refurbish and upgrade public schools, while the Foundation has so far won three awards for projects executed at Government Technical College, Agidingbi; St. Jude's Primary School, Ebute Metta and Ojokoro Community Lschools in Lagos State and work with manufacturers of building and construction materials, building technology professionals and other well meaning sponsors to help refurbish and upgrade public schools, while the Foundation has so far won three awards for projects executed at Government Technical College, Agidingbi; St. Jude's Primary School, Ebute Metta and Ojokoro Community Lschools, while the Foundation has so far won three awards for projects executed at Government Technical College, Agidingbi; St. Jude's Primary School, Ebute Metta and Ojokoro Community Library.

The Post's interviews with parents and staffers at JHS / MS 80, as well as public documents, painted a picture of a school where students are allowed to shirk their studies, hurt each other and play on computers in rat - infested buildings, while administrators turned a blind eye and even discouraged staffers from reporting violence.

«The contract with the teachers» union expired in October 2009, while contracts with the union for principals and other school administrators and District Council 37, the city's largest public employee union, expired in March 2010.

She said the need for the landmark engagement was crucial considering the fact that schools have resumed and there was need for key stakeholders such as principals, school administrators, Nigerian Union of Teachers (NUT), public and private school guidance counsellors, evaluators and others, to become conversant with and abreast of the provisions of the policy.

Cardinal Timothy Dolan and Assemblyman Robert Rodriguez today rallied with religious school parents, kids and administrators in East Harlem for the passage of the controversial education investment tax credit — which would incentivize private donations for scholarships at parochial schools and other private schools, as well as public school scholarship funds.

Education Week is reporting on an Empire Center's report that says over the past decade «public schools hired nearly 15,000 teachers and almost 9,000 administrators, guidance counselors and other support workers over the last 10 years as enrollment dropped by more than 121,000 students.

The exhibit, in which 15 teachers demonstrated their work through posters, attracted an audience of graduate students, administrators, and educators from other communities, as well as representatives from Project Zero and the Center for Collaborative Education, an organization that partners with public schools and districts «to create and sustain effective and equitable schools.»

The Minnesota Leadership Academy for Charter and Alternative Public Schools pairs practicing and aspiring principals and other school administrators with business leaders, in an effort to give school leaders better training on how to manage their employees and get better results.

The deans of education we spoke with indicated that this is because the training of school administrators in certificate and degree programs is typically viewed (especially by the public universities) as a «cash cow,» expected to produce surplus revenue to be used by other, more important programs in the school of education.

From observing conditions there and in other cities, we believe that bargaining and related union activity have not only hampered urban public schools with such things as cumbersome contracts, but have introduced practices into the education system that are counterproductive, fomenting a demoralizing pattern of acrimony between teachers and administrators that is fundamentally at odds with effective education.

Those entrusted with directing our public schools can bring to bear the creativity of experts, parents, administrators, and other concerned citizens to find a way to achieve the compelling interests they face without resorting to widespread governmental allocation of benefits and burdens on the basis of racial classifications.

He has represented clients before the Commissioner of Education, Public Employment Relations Commission and the courts in a variety of matters including tenure, seniority, pensions, special education, grievances, employee benefits and the myriad of other issues which confront school districts and administrators.

But Mr. Goodling, a former public school teacher and administrator, was less sanguine about other aspects of the...

• Risk underestimated the resistance to change from the organized interests of the K - 12 public education system, at the center of which were the two big teacher unions as well as school administrators, colleges of education, state bureaucracies, school boards, and many others.

Weary of what they describe as unfounded attacks and increasing criticism leveled at the nation's public schools, the leaders of several national groups convened a conference of administrators, teachers, and other education experts here this month to launch a counterattack.

Copyright 1988 Editorial With an annual salary of $ 150,000, Schools Chancellor Richard R. Green of New York City is not only the nation's highest - paid public - school administrator but earns more than any other state or local public official in the country, according to a national survey.

While other factors — families, peers, neighborhoods — are obviously elements in a student's learning, it is the school and particularly the teachers and administrators that are given the public responsibility for the education of our youth.

The Local Wellness Committee will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (e.g., school nutrition director); physical education teachers; health education teachers; school health professionals (e.g., health education teachers, school health services staff (e.g., nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services), and mental health and social services staff (e.g., school counselors, psychologists, social workers, or psychiatrists); school administrators (e.g., superintendent, principal, vice principal); school board members; health professionals (e.g., dietitians, doctors, nurses, dentists); and the general public.

An estimated 150 teachers, school administrators, parents and others from around the state came to the conference at the University of Washington Tacoma to learn about charters, which are public schools that permit significant decisions to be made at a school level, rather than by a school district or state officials.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rSchools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rschools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement rschools established under this article accountable for meeting measurable student achievement results.

Standards for teachers, administrators and other educators in Virginia's public schools recognize the link between preparation and content knowledge and student achievement.

In a detailed 2010 survey, school and district administrators, policymakers and others declared principal leadership among the most pressing matters on a list of issues in public school education.

In his Sunday column, «Drawing a line on vouchers,» Chris Rickert wrote: «If you're not a public school teacher, administrator or some other worker whose livelihood depends on the hegemony public schools have historically enjoyed over pre-K-through-12 education, there's little inherent reason to oppose school vouchers.»

Teachers and Rutherford County administrators have also seen some low - performing children sent away from the charter and back to the traditional public school system just before end - of - grade tests, an important measure of how schools stack up against each other, said Dr. John Mark Bennett, the chair of the county school board and a local family physician.

Kristin Towkaniuk, president of the Newark Students Union, spoke to PolitickerNJ by phone from the eighth floor of the Newark Public Schools headquarters, where the offices of Anderson and other administrators are located.

And so have public schools seen a return on this massive investment in teachers and especially administrators and other non-teaching staff?

The second thing that might be even more interesting: When revenues were growing in public schools, they had a preference for non-teaching staff, but when revenues were falling, they actually laid off teachers more than they laid off administrators and all other staff.

His expertise is labor, education, and employment law with 40 years of experience representing, «over 100 school administrator associations, in addition to individual employees, school superintendents, and other public sector unions, including teacher, police, fire, secretarial, paraprofessional, nurse, and town hall employee units in collective bargaining, grievance arbitration, termination matters, and unfair labor practice complaints.

And there is no better way to complete the public schooling monopoly — to let the teacher unions, administrator associations, and other adult interests do one - stop shopping for domination — than to centralize power in one place.

Golden Got Awards Highlight the Nonprofit Organization's Core Values and Focus on Student Success LOS ANGELES — As it continues to celebrate its 15th anniversary, Green Dot Public Schools will pause this Saturday to honor the teachers, administrators, counselors, and other staff members who best exemplify the core values that drive its work at its...

I have read over 700 research articles, technical reports, news stories, and other Op - Eds just like this, and never has even one of them (i.e., that is from a pro VAM perspective) ever been written by a teacher or administrator working in America's public schools and living out the realities of these systems in practice.

LOS ANGELES — As it continues to celebrate its 15th anniversary, Green Dot Public Schools will pause this Saturday to honor the teachers, administrators, counselors, and other staff members who best exemplify the core values that drive its work at its third annual Golden Dot Awards ceremony.

The state, along with the Louisiana Association of Public Charter Schools and various other charter schools, had asked the judge to put the 1st Circuit ruling on hold, warning that the ruling will dramatically impact more than 16,000 charter school students and thousands of teachers, administrators and otherSchools and various other charter schools, had asked the judge to put the 1st Circuit ruling on hold, warning that the ruling will dramatically impact more than 16,000 charter school students and thousands of teachers, administrators and otherschools, had asked the judge to put the 1st Circuit ruling on hold, warning that the ruling will dramatically impact more than 16,000 charter school students and thousands of teachers, administrators and other staff.

For more than a decade, the debate over public school reform has created friction between teachers unions, administrators, school boards, parents, policymakers, and other stakeholders in public education and has fueled disagreements over how to improve the quality of teaching and learning for children.

Our paid subscribers include school administrators, teachers, education service center staff, legislators and many others who have a stake in the business of running Texas public schools.

The State Department of Education memo instructs Connecticut public school superintendents and other school administrators what they are to say to mislead, trick and lie to Connecticut parents.

In his «historic» call for «education reform», an end to teacher tenure and a disproportionate transfer of public dollars to charter schools the Governor failed to point out that (1) Connecticut already has one of the longest probationary periods for teachers in the country — four years — which gives school administrators more opportunity to judge a teacher's capability than do those in most other states and that (2) in 2010 the Legislature adopted major revisions to the teacher evaluation process that already gives Malloy's Department of Education the power to revamp how teachers are evaluated and require school administrators to actually conduct appropriate evaluations.

The State Department of Education memo then goes on to instruct Connecticut public school superintendents and other school administrators about what they should say to mislead, trick and lie to Connecticut parents.

Like other New Haven Public Schools, our teachers, administrators, and staff work under the appropriate union contracts.

Places where teachers and administrators can experiment and take risks, create new programs that, if successful, could then be replicated at other public schools to improve the entire system.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

The other session will cover the role of Chicago Public Schools» teachers and administrators, parents, community activists and organizations as responders to the student discipline problem.

(b) The purposes of establishing charter schools are: (i) to stimulate the development of innovative programs within public education; (ii) to provide opportunities for innovative learning and assessments; (iii) to provide parents and students with greater options in selecting schools within and outside their school districts; (iv) to provide teachers with a vehicle for establishing schools with alternative, innovative methods of educational instruction and school structure and management; (v) to encourage performance - based educational programs; (vi) to hold teachers and school administrators accountable for students» educational outcomes; and (vii) to provide models for replication in other public schools.

The bill also requires public and private schools to conduct annual school violence drills and requires reporting of school violence threats by teachers, school administrators, counselors, other school employees, physicians, and other medical and mental health professionals.

While Connecticut Governor Dannel Malloy and his administration misleads, lies and threatens parents, teachers and school administrators in an unethical attempt to derail the opt out movement in the Constitution State; public officials in other states actually take action to respect the will of their constituents.

Our urban public school is open to teachers and administrators who want to see effective teaching strategies at work in real classrooms, share ideas with other committed educators and see measurable gains in student achievement.