Sentences with phrase «school coach prior»

He also taught middle school language arts and high school communications and served as a high school coach prior to beginning a career in school administration where he served seven years as an assistant principal, five years as a principal before entering central office as an assistant superintendent and superintendent for twenty two years.

Not exact matches

The effective immediate date of the NCAA ruling means they will not be able to see multiple college coaches the summer prior to their last year of high school

Prior to joining Marin Catholic, he coached at Novato High School, Berkeley High School, San Rafael High School, and College of Marin.

What that means is they'll ask you and the school to which you're transferring to list all contact with school personnel (such as coaches) prior to your transfer application.

According to football head coach Rich Cotruvo, who has been at the school since 1997, the Braves switched prior to the 2000 - 01 school year because of travel concerns in a new league realignment.

Prior to the start of the pre-season football, at least one coach from 14 schools received the Heads Up training from USA Football.

Prior to joining the DFC team, he spent 15 years teaching and coaching several sports at the high school and college levels.

Prior to joining EdTechTeacher, Avra was first a classroom teacher and later the Instructional Technology Coordinator and coach for a K - 8 school district in Northern Illinois.

Prior to becoming the Instructional Coach I taught high school history for 6 years at the same school.

All coaches, site coordinators, and certified trainers come to Playworks with prior experience working with children and generally have worked within after - school programs, youth leagues and summer camps, or within other youth service agencies in the nonprofit sector.

Prior to joining EdTechTeacher, Avra was the Instructional Technology Coordinator, coach and teacher for a K - 8 school district in Northern Illinois.

Prior to full - time work at CEL, Joanna has worked as a middle school language arts teacher, secondary literacy coach and as a consultant for CEL.

Prior to joining NCTR, Anne was the Director of Teacher Development for Civitas Education Partners leading instructional coaching, new teacher induction and mentoring, and teacher evaluation systems for four of the CICS charter schools in Chicago.

Prior to her work at CEL, Jennifer taught high school English, coached middle school literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of Chschool English, coached middle school literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of Chschool literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of ChSchool Improvement at the University of Chicago.

Prior to her role coaching teachers, Mrs. Primiani taught high school math and led the Algebra 1 team at Garinger High School in Charlottschool math and led the Algebra 1 team at Garinger High School in CharlottSchool in Charlotte, NC.

Prior to moving up north for graduate school, he was a Teach for America Corps Member and new teacher coach in Atlanta and South Carolina.

Prior to that, Seth served as Teach For America's vice president of school systems talent matching, where he coached and supported district leaders in their pursuit of cabinet - level school systems opportunities.

Prior to serving as the founding principal, Ricardo realized a strong need for passionate and empathetic educators while he was a middle school science teacher, instructional coach, and assistant principal in the Los Angeles Unified School Disschool science teacher, instructional coach, and assistant principal in the Los Angeles Unified School DisSchool District.

Prior to joining the Bay Area team, she served on the Los Angeles regional team, where she began as a coach for TFA STEM corps members across public charter and traditional district schools.

Prior to the role at Center City, Ms. McCloud served as an instructional coach at the SEED Public Charter School.

Prior to his work at the S3 Lab, Sam was a teacher, coach, and leader in public charter schools in his hometown of Washington, DC.

Prior to his work with Peer Coaching, Foltos served as the Director of Instructional Technology for Seattle Public Schools from 1990 to 2001 where he led the implementation of the District's efforts to integrate technology into more than 3,000 teachers» classroom.

Prior to Teach Plus, Candace was the assistant director for pre-K-12 school and district assistance at the Education Trust, where she worked with schools and districts to improve student assignments and provide coaching and professional development on practices to close achievement gaps.

Prior to her work at CEL, she taught high school English, coached middle school literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of Chschool English, coached middle school literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of Chschool literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of ChSchool Improvement at the University of Chicago.

Prior to becoming an Instructional Coach, Kevin devoted nine years to providing outstanding classroom instruction as a math teacher and department chair at White Pine Middle School in Saginaw, Michigan.

Prior to this appointment, Gretchen proudly served for five years as a Dean for an elementary school in Linden, where she coached teachers on the use of data - driven instruction through the analyzation of formative and summative assessments.

Prior to her work with LEED, she served in multiple capacities to support educational organizations in their efforts to achieve educational excellence including School Improvement Facilitator, School Coach, External Evaluator, Education Researcher and Director of School Redesign.

Prior to becoming an administrator, Sanée taught middle school and high school English and also coached girls basketball.

Prior to joining the Teaching Matters team, LaMonica was an administrator and Instructional Coach at a high performing elementary school in NYC.

Prior to that, she was the founding Literacy Coach, Title I Coordinator, and 6th grade ELA teacher at New World Preparatory Charter School.

Prior to this current role she has been a teaching coach in both elementary schools and a coach for Region 4 of the in the Alabama Department of Children's Affairs, along with being a higher education instructer.

Furthermore, the Board expects that Capital Preparatory School will inform all coaches, volunteer or otherwise, that students from other schools may not be invited to participate in any conditioning sessions with Capital Preparatory school teams prior to the student officially entering the sSchool will inform all coaches, volunteer or otherwise, that students from other schools may not be invited to participate in any conditioning sessions with Capital Preparatory school teams prior to the student officially entering the sschool teams prior to the student officially entering the schoolschool.

Prior to the nonprofit organization, Anissa was a project coordinator at the University of Texas System Institute for Public School Initiatives working specifically with low - performing schools around the state of Texas providing training, coaching, instructional supports, grant coordination, school reviews, and policy guiSchool Initiatives working specifically with low - performing schools around the state of Texas providing training, coaching, instructional supports, grant coordination, school reviews, and policy guischool reviews, and policy guidance.

As illustrated in Figure 1 below, NISL aims to provide high - quality training and coaching that is targeted to their contexts and levels of prior expertise of the principals receiving the coaching, to transform educational practices and improve school effectiveness on a large scale.

Prior to that she worked at UP Education Network developing programming and instructional coaches for six turnaround schools in Massachusetts.

Prior to joining ACE, Kole was Co-Founder of Schools That Can Milwaukee, a non-profit aimed at dramatically increasing the number of high - quality urban Milwaukee schools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best praSchools That Can Milwaukee, a non-profit aimed at dramatically increasing the number of high - quality urban Milwaukee schools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best praschools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best practices.

Prior to entering school administration, he taught social studies and coached in Illinois and Iowa.

Prior to joining Relay, Bowes held teaching positions at Public School 18 and Public School 13 in Paterson, NJ and Dionne Warwick Institute in East Orange, NJ where she also served as the Literacy Coach.

PA Reps for staff development and growth opportunities * Plan, assign, and direct work, appraise performance, reward and discipline employees, address complaints and resolve problems within the team * Assist in the hiring process * Assist in the preparation of performance reviews * Deliver performance reviews in conjunction with the Prior Auth Manager * Meet monthly with each staff member to go over performance status * Assist with training as needed * Lead weekly Team meetings with staff to keep them informed of changes to policy and procedures and corporate communications * Meet with the Prior Authorization Management team weekly to report on clinical call center performance and personnel issues Required Qualifications: * High School Diploma or equivalent * Current and unrestricted Pharmacy Technician license * 2 years» experience supervising Pharmacy Technicians in a Call Center environment * Prior Authorization experience * Knowledge of the Pharmacy Benefit Management and / or Health Insurance * Knowledge of Call Center industry through work experience and as obtained through related courses * Proficient in Microsoft Word and Excel Preferred Qualifications: * Bachelors» Degree * PBM experience * National Pharmacy Technician Certification Required Competencies: * Must have strong leadership and problem solving skills * Strong written and verbal communication skills * Strong interpersonal skills * Ability to effectively present information and respond to questions from groups of associates, managers and clients * Ability to comprehend ACD statistical reporting and apply it to the operation of the department * Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form * Ability to maintain a high level of consistency while working with team members * Ability to recognize the needs of the staff, heighten morale, and decrease stress and burnout * Ability to understand what style of conflict resolution is best suited for a particular situation * Ability to determine the needs of each individual team member and assist them in achieving set goals * Demonstrate a clear understanding of company and client confidentiality * Excellent organizational skills * Exemplary coaching / motivational skills at both an individual and team level * Adaptable and able to move with change while maintaining a positive attitude and strong role model for the Team.

Prior to embarking on a Real Estate Career, Clark Jones worked in both private and public education as a teacher, coach, and administrator both at the high school and collegiate levels.