Sentences with phrase «spent as a high school teacher»

The next four years were spent as a high school teacher during which time I obtained my Diploma in Education.

Not exact matches

SCHILDKROUT: I spent the first part of my career in education, mostly as a high school teacher at a charter school in the Boston area.

Because I spend a good part of my day as a theology teacher in a Catholic high school answering one question, endlessly, day after day, year after year: Why go to Mass?

Berger, who spent 25 years working as a public school teacher and educational consultant in rural Massachusetts before joining Expeditionary Learning, clearly feels a special connection with those EL schools, like Polaris, that enroll high numbers of students growing up in adversity.

Prior to moving to New England, Alice spent 15 years as a high school science teacher.

I've been in the music industry since high school and just spent the past 2 years as an Assistant Director and outspoken teacher at a music school.

When I am not traveling, spending time with friends, or relaxing at home, I am working as a high school and college teacher.

The endearing and amusing Aaron Johnson stars as Dave Lizewski, a teenager who spends his days being bullied around by other kids at his high school, hanging out with his buddies at his neighbourhood comic book shop, jerking off to thoughts of his big - titted English teacher (Deborah Twiss) and secretly longing for pretty classmate Katie (Lyndsy Fonseca).

He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs.

Massachusetts high - school teachers as well as students would be able to spend time at nearby postsecondary institutions to enrich their understanding of mathematics and science, under a proposal included in Gov. William F. Weld's 1993 budget.

I have spent over 25 years of my professional life on Appian Way, following almost 18 years as an actor, stage director, and high school teacher.

As part of the Strategic Data Project's (SDP) first Institute for Leadership Analytics, participants spent four days examining student achievement data as a means to understand students» progress through high school and into college, and patterns of teacher effectivenesAs part of the Strategic Data Project's (SDP) first Institute for Leadership Analytics, participants spent four days examining student achievement data as a means to understand students» progress through high school and into college, and patterns of teacher effectivenesas a means to understand students» progress through high school and into college, and patterns of teacher effectiveness.

The authors stated that they were unable to come up with particular ways in which school districts could spend money to improve the average verbal ability of their teachers (though other researchers such as Ferguson and Manski have suggested that higher teacher salaries might do so), so they left out possible ways that money might be spent to raise verbal ability.

The results echo findings from a 2012 OECD analysis, which showed that countries that invested in their schools in more targeted ways — such as through teacher salaries or early childhood programs, or by supporting struggling students — were the ones with the highest gains on PISA, not countries that spent the most overall.

As one of nine research teams for Students at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered learning.

He spent nine years teaching math as a founding teacher of the New York Harbor School, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuSchool, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuschool where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going students.

He has spent his entire 22 - year career in the Pascack Valley Regional High School District serving as a physics teacher, supervisor of science and technology education, director of curriculum, and is now completing his sixth year as superintendent.

Requiring districts to equalize their state / local spending in each Title I school with the average spending in non-Title I schools can create incentives for districts to adjust which schools they designate as Title I. For example, if a district's lower - poverty Title I schools (which could still be high poverty schools), have new, less - expensive teachers, kicking those schools out of Title I would lower average spending in non-Title I schools.

Before moving to voiceover full time, I also spent time on - air in radio, and as a high school English teacher — so I understand the importance of good communication and how to be an engaging instructor!

As a high - school English teacher with a quarter century of experience, I recognize that it would be selfish folly to expect my students to spend years discovering what I labored to learn.

Ronald J. Newell spent 27 years as a high school history teacher and coach, 4 years in teacher preparation programs at the university level, helped begin the Minnesota New Country School, and now works with the Gates - EdVisions Project replicating the project - based school history teacher and coach, 4 years in teacher preparation programs at the university level, helped begin the Minnesota New Country School, and now works with the Gates - EdVisions Project replicating the project - based School, and now works with the Gates - EdVisions Project replicating the project - based model.

Dr. Conley spent 20 years as a school - level and central office administrator in several districts, an executive in a state education department, and as a teacher in two public, multicultural, alternative schools before entering higher education 19 years ago.

Prior to joining Brooke, Sam spent four years as a social studies teacher at B.M.C Durfee High School in Fall River, MA.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

After spending three years in the classroom as an English teacher, first in Houston, Texas via TFA and later in Howard County, Maryland, he gained experience in youth college access work in DC and Philadelphia working with high school youth at the Urban Alliance Foundation and Philadelphia Futures.

The descriptive analysis of the data reveal that GE Model Schools maintain the higher mean pass rates in third grade math and reading despite higher student to teachers ratios, teacher to administrator ratios, and special education populations as well as lower rates of spending on instructional supports.

The administration promised $ 1 billion in new spending on preschool; spurred states to adopt controversial K - 12 reforms such as performance - based teacher evaluations and the adoption of the Common Core State Standards through its Race to the Top grant program and waivers to the No Child Left Behind law; significantly expanded the federal School Improvement Grant program to turn around low - performing schools; targeted for - profit colleges and attempted to increase accountability in the higher education sector; and pushed a proposal by the president to make community college free.

Torlakson, 64, spent eight years as a high school science teacher in the San Francisco Bay Area before entering politics full - time in 1980.

He later transitioned into higher education where he spent 9 years at Lipscomb University in Nashville before returning to public school as a middle school math teacher in the Springdale School Disschool as a middle school math teacher in the Springdale School Disschool math teacher in the Springdale School DisSchool District.

Prior to working in Ozark, Frances was a special education teacher in Bay Point, CA and Springfield, MO for a total of 9 years before spending 4 years in Springfield as the director of at - risk programs at Parkview High School.

As co-principal at Brashear High School, a large, economically and racially diverse school on the city's South Side, she spends most of her time watching teachers in action, taking notes and pushing them to change theirSchool, a large, economically and racially diverse school on the city's South Side, she spends most of her time watching teachers in action, taking notes and pushing them to change theirschool on the city's South Side, she spends most of her time watching teachers in action, taking notes and pushing them to change their ways.

Abbey Spoonmore Duggins has spent the last fourteen years as a middle school English teacher and literacy coach, a middle and high school instructional coach, and a high school assistant principal for instruction.

Maureen Kelleher, a former associate editor at Catalyst Chicago, has spent more than 20 years in urban schools as a policy researcher, reporter, and high school teacher.

He served as a middle school teacher and union chapter leader, and spent seven years as a school principal, first at a district middle school and then as the founding principal of a charter high school serving over-age and under - credited students who were court - involved or in foster care He comes to Parent Revolution with a deep belief that all students, from all communities and in all kinds of situations, deserve excellent schools and the opportunities afforded by a high quality education.

Year after year, the organization has found that American high school teachers spend about 73 percent more time on classroom instruction than colleagues in countries such as Finland and Israel.

Prior to joining DreamBox, he spent over 10 years in public education, first as a high school math teacher and then as the Mathematics Curriculum Coordinator for a K — 12 school system of over 17,000 students, where he also helped facilitate the system's long - range strategic planning efforts.

Che, Monica, and Ronald are part of a team of students that spent the past year surveying classmates and teachers at their high school as part of a larger initiative.

Larry Ferlazzo has been a high school teacher since 2003 after spending nineteen years working as a community organizer.

Mike was accepted into the Teaching Fellows and spent two years in Montgomery, Alabama, as a high school English teacher.

Christine also worked as an NYC DOE high school math teacher in the Bronx, and spent over seven years as a process improvement and organization restructuring consultant in manufacturing, financial services, aviation and telecommunications industries at Coopers and Lybrand in New York and Sydney, Australia.

After high school, like many aspiring teachers, she spent a year as a classroom aide to help boost her odds of getting accepted.

She spent nine years as a high school English and journalism teacher at World Journalism Preparatory School in Flushing, New York, where her students ran the multimedia news outlet WJPSnewschool English and journalism teacher at World Journalism Preparatory School in Flushing, New York, where her students ran the multimedia news outlet WJPSnewSchool in Flushing, New York, where her students ran the multimedia news outlet WJPSnews.com.

Before joining ELP, she taught high school English and History at all grade levels, and spent several years as a lead teacher at an Envision school in its early days.

Prior to consulting, Theron spent a decade as a high school social studies teacher and Assistant Principal.

Many critics have misinterpreted this as a requirement that high school English teachers spend no more than 30 percent of their class time on poetry, short stories, novels, and plays.

Allison started her career teaching high school math in urban Houston, Texas, where she spent the first five years as a teacher, Department Chair and Math Skills Specialist in Aldine ISD.

(213 — 214) My student, Scott, a high school junior in our gifted education program, spends two afternoons a week as Mr. Scott, a teacher's assistant in a classroom for students with severe behavioral needs.

Prior to that she spent several years working as a high school English teacher in first New Hampshire and later in Vermont.

I also spent some years as a high school teacher.

As one of nine research teams for Students at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered learning.