Sentences with phrase «provides school and district administrators»

The emphasis is on collecting information related to a problem of practice and provides school and district administrators with ongoing data to develop professional learning opportunities for teachers.

Not exact matches

The bill, largely the same as the version introduced last Congress, would give school districts and food service administrators the tools and resources they need to prepare meals that meet the updated USDA school food standards by providing loan guarantees for kitchen infrastructure and equipment upgrades, authorizing grants for small but critical equipment purchases, and supporting innovative training opportunities to strengthen the school food service workforce.

Niskayuna Central School District's faculty and administrators work together to develop and provide an educational program that is both challenging and meaningful for students.

That means districts will be almost entirely dependent on the state to cover rising salaries and other education costs, school administrators said, and Cuomo's budget provides less than half the financial aid needed.

At noon, NYC Councilman Mathieu Eugene joins elected officials, school administrators, and clergy members for the launch of «District 40 Cares,» a collaborative relief effort to provide supplies to those affected by the devastation caused by hurricanes in Puerto Rico and the Caribbean and the earthquake in Mexico, 900 Rogers Ave., Brooklyn.

ADVERTISEMENT FOR BIDS FOR FEDERAL FOOD SERVICE PROGRAMS The Warrensburg Central School District, 103 Schroon River Road, Warrensburg, New York invites sealed bids for providing the services to operate the Breakfast and Lunch Child Nutrition Program for the Warrensburg Central School District.Bids will be received at the Office of the Business Administrator, Warrensburg Central School District, 103 Schroon River Road, Warrensburg, New York 12885 until 10:00 a.m., Monday, June 12, 2017 at which time all bids will be opened and read aloud.

The average baseline for the coming year provides relief for districts that was welcomed by many local school administrators, who said they found themselves squeezed by limits of 1.26 percent this year and 0.12 percent in 2016 - 17.

My department provides leadership, programs and services to local school districts, including programs to support administrators and teachers.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

The Ohio Supreme Court has ruled that the Columbus school district must reinstate a longtime administrator to her former job and reimburse her back pay because it provided insufficient notice when it fired her in 1990.

To keep the district solvent, the state of California provided a $ 100 million line of credit and took over the district's operations, stripping the school board of all but advisory powers and appointing an administrator to replace Chaconas.

I continue to strive to increase student achievement and build capacity in our District by providing mentoring and guidance to administrators and their school teams.

The school must post such information in clearly visible locations so that it is readily accessible for students and employees by: (1) posting such information on the district and / or school's website (s), if such a website exists; (2) posting such information in highly - visible areas of school buildings; (3) making such information available at the district and school building - level administrative offices, where applicable; (4) providing such information to parents and persons in parental relation at least once per school year in a manner as determined by the school, including, but not limited to, through electronic communication and / or sending such information home with students; and (5) providing each teacher and administrator in the school with such information.

Her research interests include: women in school leadership; examining the ways that districts provide mentoring and support for early career administrators; and leadership and small school reform.

Using descriptive information gathered from middle schools already implementing RTI, this resource provides information to school, district, and state administrators and staff about how the essential components of RTI might be implemented in middle schools.

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 page provides valuable information about State growth measures, including resources for understanding and interpreting growth scores by teachers, school and district administrators, BOCES district superintendents, network teams and NTEs, as well as the general public.

Report cards must be provided directly to parents by school districts, and all report cards must be published by December 31 each year to ensure that the information collected is provided in time to be useful for educators, administrators, elected officials, parents and families, and community stakeholders.

As senior - level administrators are both the stewards of the pension system and the recipients of the highest net benefits, the authors conclude, «There is no reason to expect school administrators or their organizations to support reforms that would provide a more modern and mobile retirement system for young educators» and suggest that districts could be recruiting young teachers more effectively by putting money in upfront salaries rather than in end - of - career pension benefits.

The effect is mediated by numerous factors: teachers» knowledge, beliefs, and existing practices; the economic, social, philosophical, and political conditions of the school or district; the stakes attached to the policy; and the quality of the support and lines of communication provided to teachers and administrators.

Susan Hasenauer - Curtis, Executive Director of School Innovation for the district, says there will be a TIF coordinator in place to provide supports for teachers and administrators.

Niskayuna Central School District's faculty and administrators work together to develop and provide an educational program that is both challenging and meaningful for students.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

For nearly 40 years, SSA has partnered with hundreds of schools, districts, and state education organizations throughout the United States and Canada to provide high - quality professional development for teachers, administrators, and school leaders.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

Yet blaming charter schools for financial woes in the school district is unfair, and it drives a poisonous wedge between administrators, educators and the broader community, who should be working together to provide kids with access to high - quality education.

These franchises are district virtual schools with district administrators and district teachers who provide virtual instruction for district students.

District and Program administrators have the unique opportunity to provide insight to schools and individual programs regarding social and emotional learning programs.

«I thought it was generous for 20 percent to be data,» says Kristen Dawn, a German teacher at Ben Davis High School and president of the Wayne Township Classroom Teachers Association, which provided input to district administrators developing the evaluation system.

Sponsored by Missouri Association of School Administrators & Missouri Association of School Business Officials MASA and MOASBO have developed a series of workshops to provide school finance training for school administrators and others responsible for district finSchool Administrators & Missouri Association of School Business Officials MASA and MOASBO have developed a series of workshops to provide school finance training for school administrators and others responsible for district finSchool Business Officials MASA and MOASBO have developed a series of workshops to provide school finance training for school administrators and others responsible for district finschool finance training for school administrators and others responsible for district finschool administrators and others responsible for district finances.

Teachers and school administrators in Thornton High School District 205, a low - income district in Chicago's south suburbs, were desperate to provide effective education to stuschool administrators in Thornton High School District 205, a low - income district in Chicago's south suburbs, were desperate to provide effective education to stuSchool District 205, a low - income district in Chicago's south suburbs, were desperate to provide effective education to sDistrict 205, a low - income district in Chicago's south suburbs, were desperate to provide effective education to sdistrict in Chicago's south suburbs, were desperate to provide effective education to students.

Notwithstanding any other provision of this act, a school district that received an exemption under Florida's Race to the Top Memorandum of Understanding for Phase 2, as provided in s. (D)(2)(ii) of the memorandum, is allowed to base 40 percent, instead of 50 percent, of instructional personnel and school administrator performance evaluations upon student learning growth under s. 1012.34, as amended by this act.

Dr. Moody's experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

In determining the grandfathered salary schedule for instructional personnel, a district school board must base a portion of each employee's compensation upon performance demonstrated under s. 1012.34 and shall provide differentiated pay for both instructional personnel and school administrators based upon district - determined factors, including, but not limited to, additional responsibilities, school demographics, critical shortage areas, and level of job performance difficulties.

The Department of Education has provided to school districts across Florida sample models and forms that may be utilized within each school district's evaluation systems for instructional personnel and school administrators.

In her 32 years with the Anchorage School District, Ann followed two decades as a classroom and Special Education teacher at both the elementary and secondary levels with twelve years of providing professional development for teachers, administrators and school sSchool District, Ann followed two decades as a classroom and Special Education teacher at both the elementary and secondary levels with twelve years of providing professional development for teachers, administrators and school sschool staffs.

(c) A school district and intermediate unit shall provide, under section 1205.1 of the School Code (24 P. S. § 12 - 1205.1), in - service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted educschool district and intermediate unit shall provide, under section 1205.1 of the School Code (24 P. S. § 12 - 1205.1), in - service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted educSchool Code (24 P. S. § 12 - 1205.1), in - service training for gifted and regular teachers, principals, administrators and support staff persons responsible for gifted education.

The links provided by CSDE are billed as «nonscientific» and include SBAC - developed surveys: the Administrative Survey is really a Smarter Balanced Proctor Survey Report completed by an unreported number of district administrators; the Smarter Balanced Field Test Student Survey was provided by the testing company and had 1800 respondents (less than one - percent of students who took the test in CT); and the Superintendent's Survey was specific to the Smarter Balanced Testing Calendar and from the 79 respondents listed (out of a possible 169 school districts) it is easy to understand why this information provided by the CSDE should be viewed with caution.

Dr. Sandy Austin manages district partnerships and provides instructional leadership support for district and school administrators.

Nick provides consultation, training, and technical assistance to administrators of colleges, school districts, and community partners to create dual - credit programs for young people who have left school without a diploma.

«I have read that some of the surrounding districts have talked about the financial viability of continuing to provide a summer camp experience,» said Scott Carson, Shadow Mountain administrator and assistant principal at Landmark High School.

Alexandria, VA --(04/26/10)-- The 170,000 educator members of ASCD today announced their support for legislation that would provide resources to school districts to implement comprehensive induction programs for new teachers as well as targeted professional development for all teachers, principals, and administrators.

«District and school administrators overwhelmingly agree with ISBE that every high school junior should have access to a college entrance exam, a policy that promotes equity and access and that provides each and every student with greater opportunities in higher education,» state Superintendent of Education Tony Smith said in a written statement.

Connecticut law provides that school administrators be certified, to ensure that our schools and school districts are led by individuals with the knowledge and experience to properly oversee the education of our children.

Test data should only be used in evaluations provided that the district and administrators at each school adequately support teachers» professional growth in those areas identified as «needing improvement.»

Our theory of action calls for: the building and sustaining of a collaborative partnership with the local school district and its school - based leadership; building and sustaining of a collaborative partnership with the philanthropic and business community; providing supplementary supports to students, teachers, and administrators; and tracking and monitoring the progress of projects.

· Project RED Phase II created a professional learning community providing tools, resources and collaboration opportunities for district leaders and school administrators who are passionate about bringing change to learning and preparing students for successful futures.

NETS - A, the technology standards for K - 12 school administrators (Technology Standards for School Administrators Collaborative, 2001), define the technology knowledge and skills needed by building - and district - level administrators as they provide leadership for technology adoptions and educational rschool administrators (Technology Standards for School Administrators Collaborative, 2001), define the technology knowledge and skills needed by building - and district - level administrators as they provide leadership for technology adoptions and educational rSchool Administrators Collaborative, 2001), define the technology knowledge and skills needed by building - and district - level administrators as they provide leadership for technology adoptions and educational reform.

This guidebook for administrators, instructional leaders and teachers in the District of Columbia unpacks the eight affirmative steps that LEAs and schools must take to ensure English Learners are provided equal access to educational opportunities.

Adding to this list of challenges is the fact that many educational stakeholders — legislators, state education administrators, school district superintendents, teachers and parents — have only a vague understanding of the value provided by their own state virtual schools.