Sentences with phrase «public school employment for»

The ideal dataset to address this question would track teachers from the beginning of their careers through retirement, and include information on their demographics (including gender) and public school employment for each year.

Not exact matches

Moderator: William V. Harris, William R. Shepherd Professor of History and Director, Center for the Ancient Mediterranean, Columbia University Speaker 1: L. Randall Wray, Research Director of the Center for Full Employment and Price Stability and Professor of Economics, University of Missouri - Kansas City Speaker 2: Michael Hudson, President, Institute for the Study of Long - Term Economic Trends and Distinguished Research Professor, University of Missouri - Kansas City Tuesday, September 11, 2012 About the Seminar Series: Modern Money and Public Purpose is an eight - part, interdisciplinary seminar series held at Columbia Law School over the 2012 - 2013 academic...

The platform planks for «32 embodied a number of Century concerns: U.S. adherence to the World Court protocol; U.S. entry into the League of Nations, provided that its covenant be amended to eliminate military sanctions; U.S. recognition of the Soviet Union (which was granted a year later); the safeguarding of the rights of conscientious objectors (including those denied citizenship, such as Canadian - born theologian D. C. Macintosh of Yale Divinity School); the abolition of compulsory military training in state - supported educational institutions other than military and naval academies; emergency measures for relief and public - works employment; the securing of constitutional rights for minorities; the reduction of gross inequality of income by steeply progressive rates of taxation on large incomes; «progressive socialization of the ownership and control of natural resources, public utilities and basic industries»; «the nationalization of our entire banking system»; and so on (June 8, 1932).

These, according to a list provided by Curtin, are the criminal background restrictions for employment at D.C. Public Schools:

Since 2011, Keith has worked for City Council Speaker Peter Vallone, Sr. helping to advocate for after school funding, expanded Advanced Placement, prevent bullying of LGBT students in public schools, secure funding for employment and workforce programs, create new affordable housing, and preserve the quality of life on the Upper East Side, In 2006, Keith was the tenant organizer for the «Preserve Stuyvesant Town and Peter Cooper Village» campaign during the sale of the neighborhood to Tishman Speyer.

«Further, they would have the effect of leading potential educators through an essentially fake certification process,» the suit continued, «one not valid for employment in New York's public school districts, other charter schools, or the public schools of other states.»

«If the Report recommendations on the workforce are implemented it will be akin to using schools as a test bed for removing the employment rights of workers in the public sector.

A party for those whose priorities include the Welfare State, workers» rights, trade unionism, the co-operative movement, consumer protection, strong communities, conservation rather than environmentalism, fair taxation, full employment, public ownership, proper local government, a powerful Parliament, the monarchy, the organic Constitution, national sovereignty, civil liberties, the Union, the Commonwealth, the countryside, grammar schools, traditional moral and social values, economic patriotism, balanced migration, a realist foreign policy, and a base of real property for every household to resist both over-mighty commercial interests and an over-mighty State.

This year, his campaign is pushing for a single - payer health care system, 100 percent reliance on clean energy in 15 years, a «Green New Deal» to boost employment and fully - funded public schools.

«We are campaigning for a Green New Deal for New York, including full employment through public jobs for the unemployed, a $ 15 - an - hour minimum wage, single - payer health care, fully funded public schools from pre-K through college, affordable housing and expanded mass transit,» Hawkins said.

The UFT / NYSUT lawsuit, which asks the court to overturn the Charter School Committee's action, said the new rules would not only «significantly undercut the quality of teaching in SUNY - approved charter schools,» but also would create «an essentially fake certification process, one not valid for employment in New York's public school districts, other charter schools or the public schools of other states.&School Committee's action, said the new rules would not only «significantly undercut the quality of teaching in SUNY - approved charter schools,» but also would create «an essentially fake certification process, one not valid for employment in New York's public school districts, other charter schools or the public schools of other states.&school districts, other charter schools or the public schools of other states.»

He said his progressive tax reforms would also fund «A Green New Deal for New York» featuring full employment, living wages, single - payer health care, fully - funded public schools, affordable housing and mass transit, and a 100 percent clean energy system by 2030.

The UFT on Jan. 13 asked the state's Public Employment Relations Board to order mediation to bring negotiations on a teacher evaluation system for 33 restart and transformation schools back on track, after the city walked out of the talks during the Christmas break week.

NEC members praised his conference speech and drew attention to Tory attacks on employment rights including access to tribunals, the paradox under which British railways can be run by states as long as they are foreign states, the need for good jobs not just any jobs, further cuts in public service pay, the threat of a new European / United States trade agreement, excessive warmth towards free schools, and expansion of food banks and payday loans into mainstream society.

The UFT, which represents teachers at three Victory charter schools in New York City, has cited Victory management at the New York State Public Employment Relations Board for firing educators for union activity, coercing employees to withdraw their union support and discriminating against employees who are union supporters.

The state's Public Employment Relations Board (PERB) has decided to grant the UFT's request for the appointment of a mediator to help break the impasse between the union and the Department of Education over teacher evaluations in 33 schools.

When I graduated without medical school acceptance letter in hand, my interest in finding employment and their interest in adding a second science writer to their staff came together in the form of a job offer as public relations assistant, responsible for publicity in the engineering school and most other scientific disciplines outside the medical school.

In particular, I examine 1) whether a child was below grade for age while still of school age (a proxy for grade retention); 2) three indicators of adult educational attainment (high school dropout, high school degree only, and some college); 3) adult wage and salary earnings and indicators of employment and receipt of public assistance income; and 4) an indicator for residence in institutionalized group quarters, a widely used proxy for incarceration.

Schwartz was the first director of the Boston Compact, a public - private partnership formed to improve access to higher education and employment for urban high school graduates.

I find evidence that state funding of universal kindergarten lowered high - school dropout and institutionalization rates among whites, but not among African Americans, and detect no impact of state funding for children of either race on grade retention, public assistance receipt, employment or earnings.

«With the passage of EHA, public schools were now mandated to provide a «free and appropriate public education» with the ultimate goal of preparing students for positive postsecondary outcomes such as employment or postsecondary education.»

«Reform in education is set to continue and in the current economic and employment climate, it is increasingly important for education providers, whether academy groups, FE colleges or schools, to understand the impact that this may have,» says Claire Purchase, head of public services at FreshMinds.

When Congress passed charter school legislation for Washington, D.C., in 1995, our public schools were a national disgrace, characterized by decrepit buildings, a meddling school board, patronage - based employment, sky - high truancy, and some of the nation's lowest graduation rates and test scores.

To establish that the school was a «state actor,» he made five arguments: that Arizona law defines a charter school as a public school; that a charter school is a state actor for all purposes, including employment; that a charter school provides a public education, a function that is traditionally and exclusively the prerogative of the state; that a charter school is a state actor in Arizona because the state regulates the personnel matters of such schools; and that it is a state actor because charter schools, unlike traditional private schools, are permitted to participate in the state's retirement system.

Tenure for public school teachers is increasingly under attack, with the Vergara v. California judge ruling in June that «both students and teachers are unfairly, unnecessarily and for no legally cognizable reason... disadvantaged by the current Permanent Employment Statute.»

Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education Program (PDF) Human Growth and Development (webpage) Indoor Air Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF) Program and Curriculum Modifications — Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications — Teacher (PDF) Title I Professional Qualifications — Teacher Assistant Youth Options Courses (PDF)

Human Resources works with employees in all matters related to employment, serves as the primary contact for all individuals considering employment with Springfield Public Schools.

«Early Childhood Preparation for School Leaders: Lessons from New Jersey Principal Certification Programs» by the Center for the Study of Child Care Employment at the University of California, Berkeley, found that principal familiarity with pre-K is a problem nationwide but researchers zeroed in on New Jersey, which has a highly regarded public pre-K program but no requirement for principals to have college - level coursework in early childhood education.

We operate high - performing urban public charter schools, a unique graduate school of education that trains teachers for high - poverty schools, and a hybrid college and jobs program that seeks unprecedented degree completion rates and employment outcomes.

In accordance with Title VI of the Civil Rights Act of 1964 («Title VI»), Title IX of the Education Amendments of 1972 («Title IX»), Section 504 of the Rehabilitation Act of 1973 («Section 504»), Title II of the Americans with Disabilities Act of 1990 («ADA»), and the Age Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activities.

We'll analyze the Court's approach in several decisions affecting public schools - EEOC v. Abercrombie & Fitch (finding need for religious accommodation need only be a motivating factor in an employment decision) and Perez v.

Background Preparation for employment has always been considered one of the major purposes of public education, but the particular ingredients of current career - oriented programs were specified in the School - to - Work Opportunities Act adopted by the U.S. Congress in 1994.

Most adults would be embarrassed if their parents showed up at their place of employment to chastise their bosses over how they were being treated at work, but apparently that's not the case for a teachers union leader in Chelmsford Public Schools, a small district northwest of Boston.

Nashville is a city that is experiencing strong growth in population and employment, and public schools are experiencing problems with overcrowding because of high demand for their services.

Additionally, candidates pursuing the Regular I license must have a current employment offer from a District of Columbia public school, unless they meet the requirements for a Regular II license.

• School Expansion, Growth & Strategic Planning • State and Federal Employment Law • School Board and Nonprofit Governance • Administrative Law & Appeals of State and Federal Agency Decisions and Actions • Special Investigations & Legal / Compliance Audits • Policy Guidance and Development • Constitutional Challenges and Claims • School Employee and School Board Training • Litigation in Federal and State Courts • Administrative Hearings and Appeals Before State and Federal Agencies • Public Entity Purchasing and Procurement; Business Transactions; & Contract Negotiation, Review and Drafting • Construction Law, AIA Construction Contracts, Review and Drafting • Real Estate Transactions and Condemnation • Special Education under IDEA and Section 504 • Student Rights & Discipline Issues and Hearings • State and Federal Claims of Discrimination • State and Federal Civil Rights • Administrative Grievances and Hearings • False Claims Act / Qui Tam Defense for Local Government Entities

Human Resources Employment Policies and Practices (hiring, firing, evaluations, and wage and hour issues); Collective Bargaining and Working with Unions; Workplace Policies Regarding Email Internet Privacy and Teacher / Student Interactions; Personnel Responsibility Particular to Public Schools and Teachers (FERPA, mandated reporter status, 4th and 5th amendment student rights, etc.); Workers» Compensation; Workplace Wellness; Avoiding Burnout; Best Practices for Employee Leaves; Appropriate Handling of Sexual Misconduct Allegations

The School Staffing Surge: Decades of Employment Growth in America's Public Schools, Part II Benjamin Scafidi Friedman Foundation for Educational Choice The School Staffing Surge, Part II is a companion report to a 2012 report called The School Staffing Surge.

Omid Amini of Denver Public Schools Department of Extended Learning Cecelia Auditore of Northeastern University, Center for Community Service Devan Blackwell of New Jersey Department of Education, Division of Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of Deep Center Briana Flannery of For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Infor Community Service Devan Blackwell of New Jersey Department of Education, Division of Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of Deep Center Briana Flannery of For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, InFor Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Infor Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Inc..

It is the policy of the Virginia Beach City Public Schools that applicants for employment shall be afforded equal opportunity without regard to race, color, religion, national origin, political affiliation, disability, sex, or age.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Even the AFT and CEA have admitted that Governor Malloy's 2012 Corporate Education Reform Industry Initiative sought to eliminate tenure for all public school teachers in Connecticut and replace it with a system of short - term contracts in which continued employment as a teacher would depend, in part, on the test scores teachers» students got on the unfair and inappropriate Common Core Standardized Tests.

These policies undermine public education and facilitate its replacement by a market - based system that would do for schooling what the market has done for health care, housing, and employment: produce fabulous profits and opportunities for a few and unequal outcomes and access for the many....

Increases the required notice from five days to 30 days when a K - 12 public school teacher terminates employment before the first day of the school term for students; an exception is permitted upon mutual agreement.

In Back to the Staffing Surge, Dr. Ben Scafidi, professor and director of the Education Economics Center at Kennesaw State University, measures U.S. public school employment growth versus student growth, as well as teacher salary fluctuations and student outcomes for the past 65 years.

Eighty - five percent of Colorado teachers and other school employees will leave public employment with insufficient retirement savings and no Social Security benefit for that work.

(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.

In a recent study, researchers from Penn State and Duke looked at 753 adults who had been evaluated for social competency nearly 20 years earlier while in kindergarten: Scores for sharing, cooperating and helping other children nearly always predicted whether a person graduated from high school on time, earned a college degree, had full - time employment, lived in public housing, received public assistance or had been arrested or held in juvenile detention.

The Institute will support their search for employment in a charter school or other public school, as well as provide a viable pool of candidates for administrators in the charter sector to recruit and hire teachers prepared to enter classrooms and transition into the teacher preparation pathway via the GCSA GaTAPP.

If you are seeking employment as classroom teachers in kindergarten and primary grades you must fulfill the Colorado De partment of Education requirements for licensure in addition to the ECE master's degree; some preschool programs in public schools also require licensed teachers.