In the above article Chalkbeat focused on how some district practices, in Boulder
specifically, discouraged
high school students from taking state standardized tests: for the second year in a row, Boulder
high schools continued instruction for ninth - grade students who opted -
out of PARCC assessments, effectively penalizing students who took the state assessments as they had to catch up on the content later (1).
Still, in the 2015 - 16
school year, 51 %
of CPS students (students enrolled in Chicago public
schools) opted
out of their assigned neighborhood
schools; among
high school students
specifically, this number jumps to 73 % (Hing and Richards, 2016).
• Comprehensive knowledge
of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a
high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with
school work • Adept at disciplining children in accordance to the methods meted
out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing children
of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development
of children by teaching basic social and cognitive skills • Track record
of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally