Sentences with phrase «public school experience includes»
Her extensive public school experience includes middle and high school principal, high school assistant principal, and special education teacher.
https://www.edleadershipsims.com/ Not exact matches
His professional experience includes being a lawyer in private practice, a partner of Grossman, Lavine and Rinaldo, a public defender for the Legal Aid Society, in the City of New York and an instructor of Cardoza Law School's Intensive Trial Advocacy Program.
Fedor's career experience includes working as teacher with Toledo Public Schools.
The winning concepts included a school on a barge in the wetlands of New Orleans, where students will learn about coastal restoration and urban planning; a school located in the Grand Rapids (Michigan) Public Museum; another focusing on homeless and foster children that will include physical sites, online learning, and mobile resource units that travel to the students; and a lab school in Brooklyn that will aim to give students career experience through partnerships with nonprofits, cultural institutions, businesses, and universities.
The experience taught Klinsky a great deal about the New York City public schools, and the Gary Klinsky Children's Center has since grown to include many sites.
To the bewilderment of some of his friends — and to the delight of the Jacksonville, Fla., public schools — Mr. Rudolph decided to put his vast experience, including two advanced degrees and postgraduate studies in microbiology, to use as a high - school mathematics and science teacher.
But as we've learned from roughly a quarter - century of experience with state - level school choice programs and federal higher education policy, any connection to the federal government can have unintended consequences for choice, including incentivizing government control of the schools to which public money flows.
Each has something to offer — the discipline of school uniforms, the strength of a core curriculum, or the rich experience that public schools have gained in educating and including the disabled.
Program stood out for several reasons, including its crossdisciplinary approach where students experience key issues from several perspectives, including education, public policy, and business, by taking classes at both the Harvard Kennedy School and the Harvard Business School.
Together, PASA, the Providence Public School District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experiSchool District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experischool day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experischool credits for high quality out - of - school experischool experiences.
These include students» grade level, Limited English Proficiency status and eligibility for subsidized school meals, their teachers» years of experience in North Carolina public schools, class size, school size, schools» racial and socioeconomic makeup, and schools» average math and reading scores on statewide tests.
Bob Wedl's career in public education includes experience in both district as well as chartered schools, state department leadership and higher education.
With over a decade of experience teaching math, science and literacy in New York City Public Schools and in California's Oakland Unified School District, she is a recipient of several teaching awards, including the Presidential Award for Excellence in Mathematics Teaching for the state of New York.
Tomlinson's experience as an educator includes 21 years as a public school teacher working with preschoolers, middle school students, and high school students.
Previous experiences include: Director of Assessment, Research and Accountability for Fayetteville Public Schools, researcher at the National Office for Research on Measurement and Evaluation Systems, preschool teacher, and early elementary classroom teacher.
Those who enter the program are diverse in background experience: some are licensed educators with experience in public school settings; others hold graduate degrees in fields other than education and have had experiences in various educational settings, including private or community education settings or organizations such as Peace Corps and Teach for America.
His career includes experience as a child find specialist, an instructional coach and a special education administrator for the department of special education district office for Prince George's County Public Schools.
Her past professional experiences include being a dropout prevention mathematics teacher, assistant to the chief of accountability for Baltimore City Public Schools (2001 - 2004), director of accountability for Montgomery County Public Schools (2004 - 2007), and has served as the vice-president of the American Education Research Association Division H, Research, Evaluation and Assessment in Schools, as well as held leadership roles in the Directors of Research and Evaluation and National Association of Test Directors.
Drawing on over 40 years of research and experience, Ravitch champions public schools across the country and critiques today's most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the proliferation of charter schools.
As educators are on the front lines every school day, we need to take the lead in reforming public education and ensuring our voice and experience is included in the larger conversations on reform.
Carolyn McKanders background includes 28 years of experience in Detroit Public Schools as a teacher, counselor and staff development specialist.
Tracy's rich experiences throughout the early years of her career were hands - on at many levels, including teaching and learning for the hearing impaired, 6th grade classroom, and serving as a speech pathologist for Battle Creek Public Schools from 1984 to 1994.
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.
Grant Callen, president of Empower Mississippi, a nonprofit dedicated to «school choice» options, including vouchers and charter schools, says an experience like Kast's illustrates a range of failures on the part of public schools.
Jamie is an educator with 13 years of elementary school teaching experience in diverse environments, including traditional public schools, independent schools, and charters schools; Amana Academy and Atlanta Neighborhood Charter Sschool teaching experience in diverse environments, including traditional public schools, independent schools, and charters schools; Amana Academy and Atlanta Neighborhood Charter SchoolSchool.
Her experiences include teaching physical education and health classes in public schools, youth summer fitness programs, college weight training classes, and senior center wellness groups.
Dennis Eastman has two decades of teaching and administrative experience in public and private high schools, including Brethren Christian High School, Lutheran High School of Orange, and NOVA Academy Early College High School.
General Responsibilities: + Develop & implement strategies to meet the needs of each individual student + Instruct students in academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to meet the students varying needs and interests as guided by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curriculum.
Her professional experience includes coordinating the K — 12 Mathematics Teaching and Learning Program for the Olathe, Kansas, public schools for more than twenty - five years; teaching mathematics methods courses at Virginia's Mary Baldwin University; and serving on the Board of Directors for the National Council of Supervisor's of Mathematics, The National Council of Teachers of Mathematics, and the Kansas Association of Teachers of Mathematics.
Angie's experience and passion include: Early Childhood Ed.; K - 12 Public and Charter Schools Initiatives; International Baccalaureate Program (Coordinator, Administrator, English, TOK, C AS, EE); Project Based Learning; Proficiency / Competency Based Learning; Advisory programs; Love and Logic; 7 Habits; Global Online Educational Training Design (IB); Portfolio Based Assessment etc..
Our students are diverse in background experience: some are licensed educators with experience in public school settings; others hold graduate degrees in fields other than education and have had experiences in various educational settings, including private or community education, or organizations such as Peace Corps and Teach for America; some are international students whose experiences are in public or private school settings in their own countries.
The Committee to Re-Model Athletics supports the Boston Public Schools (BPS) initiative to restructure athletics to be an educational process where sport - related sciences (including explicit SEL skills) are learned, experienced, and practiced on student - centric teams.
This study concluded that voucher programs introduce risks, including: «increased school segregation; the loss of a common, secular educational experience; and the possibility that the flow of inexperienced young teachers filling the lower - paying jobs in private schools will dry up once the security and benefits offered to more experienced teachers in public schools disappear.»
The State Board of Regents issued a quick statement of concern, noting that «The Board of Regents and State Education Department are focused on ensuring that strong and effective teachers with the proper training, experience and credentials are educating New York's children in every public school — including charter schools.
Alexandra's experience includes working in the public school setting primarily with individuals with mild to moderate disabilities and supporting students with autism.
A report from the National High School Center at AIR and the University of Chicago Consortium on Chicago School Research (CCSR) found that ninth grade course performance is more predictive of high school graduation for English language learners (ELLs) in Chicago Public Schools (CPS) than other ELL - specific indicators, including English language proficiency level and whether students experienced interruptions in their educSchool Center at AIR and the University of Chicago Consortium on Chicago School Research (CCSR) found that ninth grade course performance is more predictive of high school graduation for English language learners (ELLs) in Chicago Public Schools (CPS) than other ELL - specific indicators, including English language proficiency level and whether students experienced interruptions in their educSchool Research (CCSR) found that ninth grade course performance is more predictive of high school graduation for English language learners (ELLs) in Chicago Public Schools (CPS) than other ELL - specific indicators, including English language proficiency level and whether students experienced interruptions in their educschool graduation for English language learners (ELLs) in Chicago Public Schools (CPS) than other ELL - specific indicators, including English language proficiency level and whether students experienced interruptions in their education.
A native of New Orleans, Grant joins NSNO following more than five years in public accounting, including substantial experience auditing charter schools and non-profit organizations in the Greater New Orleans area.
Ellen's classroom experience includes three years as a public elementary school ESL teacher in Raleigh, North Carolina, and one year as private English as a foreign language tutor in Bilbao, Spain.
Partnerships: The Planning Grant winners include organizations with deep experience in school reform — such as BattelleEd (OH), Building 21 (PA), Internationals Network for Public Schools (NY), and New Tech Network (FL)-- that are joining in «Breakthrough School Developer Partnerships» with districts or charters to incorporate breakthrough personalized, competency - based, and blended learning approaches into their existing academic mschool reform — such as BattelleEd (OH), Building 21 (PA), Internationals Network for Public Schools (NY), and New Tech Network (FL)-- that are joining in «Breakthrough School Developer Partnerships» with districts or charters to incorporate breakthrough personalized, competency - based, and blended learning approaches into their existing academic mSchool Developer Partnerships» with districts or charters to incorporate breakthrough personalized, competency - based, and blended learning approaches into their existing academic models.
With the help of the ConnectEd Studios, a robust online platform, credential candidates, public school teachers and administrators, university teacher preparation faculty, and industry leaders now have a» one stop shop «that offers a common venue to collaborate through conversations that include sharing experiences, problem curriculum ideas, job openings, and lessons learned.
Her 35 years of experience as an educator began with 11 years of classroom teaching experience and include time serving as a middle school assistant principal, middle and high school principal, and assistant / area superintendent in Gwinnett County Public Schools.
His experiences include teaching in an American school in Saudi Arabia and in public, rural Wisconsin, schools.
Brandon has notable experience in a variety of sectors including non-profits, public schools, juvenile corrections and social services.
Entitled Remembrance: A National School Assembly, this unique learning experience will include a close - up view of the wonderful poppy installation which has captured the public's imagination, as well as plenty of opportunities to reflect on the meaning of Remembrance 100 years on from the start of the First World War.
Additionally, the course includes structured / guided observation and non-teaching tasks in local public PK - 12 schools under the supervision of an experienced teacher.
The obstacles that teachers deal with in many low performing schools include limited resources, support, experience, and lack of specialized preparation or knowledge (Public Education Network, 2005).
Those who enter these programs are diverse in background experience: some are licensed educators with experience in public school settings; others hold undergraduate or graduate degrees in fields other than education and have had experiences in various educational settings, including private or community education or organizations such as Peace Corps and Teach for America.
This significant progress was the result of both public and private investment in arts instruction, including the work of arts partners to provide arts education experiences during the school day.
His 42 - year academic experience included six years in Detroit Public Schools, 19 years at the University of the Pacific in Stockton, CA (7 years as Department Chairman) and 17 years at Georgia State University in Atlanta, GA (11 years as Director of the School of Art and Design).
It is a partnership between the city of Oberlin and Oberlin College to: (1) create a sustainable economy driven, first, by the redevelopment of a 13 acre Green Arts District to USGBC platinumnd standards; (2) achieve climate neutrality; (3) create a 20,000 acre greenbelt for a revived local farm economy; (4) create an educational collaborative including the College, public schools, a Vo - Tech School, and a Two year College to prepare young people for the challenges and opportunities of the 21st century; and (5) replicate our experience through a network of similar efforts at varying scales and circumstances nationwide.