This is not a call for a new organization as much as it is a challenge for those in
the reading teacher education community to become more visible and more active in research within existing structures such as IRA, NCTE, NRC, AERA, and AACTE.
Our goal in this section will be to speak directly to
the reading teacher education community regarding an agenda for future research that is considerate of our history and the conditions and the challenges we currently face.
Not exact matches
TopSchoolJobs.org is
Education Week's career
community — a place where K - 12
teachers and administrators can go to look for jobs and professional - development resources,
read the site's Career Corner blog, and join free online job fairs.
Reading, Writing,» Rithmetic,» Rogramming Slate, 4/15/15 «Karen Brennan is a Harvard University
education professor and founder of ScratchEd, an online
community of
teachers using Scratch, a novice - friendly computer code developed at MIT.
Jataun Austin, Paraprofessional Jon Bacal, Chief Entrepreneurship Officer Hannah Bech, Americorps VISTA
Community Engagement Specialist Reva Berman, Middle School Special
Education Teacher Brittany Boegel, 6th Grade STEM
Teacher Desmond Brooks, Maker
Teacher Alexei Casselle, Paraprofessional Clara Catalan, Enrollment & Operations Coordinator Yesenia Cuadra, Paraprofessional Derek Davidson, High School Dean of Instruction &
Reading Teacher Dawna Diamon, Middle School Special
Education Teacher John Dietzen, Social Worker Shannon Durphy, Paraprofessional CJ Ellsworth, High School Math
Teacher Erik Erickson, Paraprofessional Marques Fondren, Paraprofessional Corey George, Paraprofessional Katie Green, 6th Grade Humanities
Teacher Michelle Harris, Paraprofessional Megan Hartman, Youth Program Manager Marcus Heidelberg, Paraprofessional Travis Heidelberg, Student Support Liaison Margaret Holland, High School Partnership Coordinator Jamaal Jarmon, Paraprofessional Anne Keroff, High School Special
Education Teacher Chris Keller, Paraprofessional Levi Kotas, Paraprofessional Jessica Loper, 8th Grade STEM
Teacher Alex Mingus, Paraprofessional Anne Molitor, Middle School Special
Education Teacher Deris Morgan, Paraprofessional Kerry Muse, School Leader / Chief Learning Officer Peter Pisano, High School Social Studies
Teacher Danika Ragnhild, Paraprofessional Sarah Reschovsky, 7th Grade STEM
Teacher Carlos Rivera, Middle School Special
Education Teacher Luis Rodriguez, Middle School Special
Education Teacher Jose Ruiz, Paraprofessional Amanda Salden, Paraprofessional Brian Shephard, 7th Grade Humanities
Teacher Heidi Smith, High School Science
Teacher Jacob Smith, ESL
Teacher Troy Strand, Maker
Teacher Dexter Summers, 6th Grade Deeper Literacy / Culture
Teacher Stephanie Tofte, Intervention Specialist Paraprofessional Carlos Torres, Recruitment Specialist Bre Vollrath, Middle School Dean of Instruction Mike Warner, Dean of Culture Elise Wehrman, Operations Director Lee Wright, 8th Grade Humanities
Teacher
On one hand, since
teachers» work lives often leave little time for professional
reading and professional
community, social media may serve important functions by providing
teachers with quick access to current events in
education and crucial access to professional
communities or political action campaigns that otherwise might not be available through their local schools,
communities, or
teacher education programs.
While the corporate
education reformers would dismiss Barth Keck since he is «only a school
teacher,» those who care about our public schools and the students, parents,
teachers and taxpayers who make up our
education community would do well to
read his pieces.
Over the last 10 years, Jason B. Allen has worked in
Education servicing our students, families and
communities in various positions from After School and Summer Camp Director,
Teacher Assistant, Associate
Teacher, ELA &
Reading Teacher (elem, middle and high school), Parent Liaison and a Family Engagement Specialist.
Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and
education in China, his father's career in engineering, his mother's background and
education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the
community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art
education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and
teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts,
education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects,
reading and writing, form and content, and phases of development.
Barrington
Community School, Woodridge, VA 11/2014 — Present Second Grade
Teacher • Teach
reading, language arts, social studies, mathematics, science, art and physical
education to second grade students • Create and impart effective lesson plans for each subject • Develop instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when needed • Create and administer tests and check and grade test papers