Sentences with phrase «student leadership class»

Not exact matches

Rotman selects qualified students who demonstrate a well - rounded combination of abilities — professional achievement, interpersonal skills, leadership potential, and their ability to add value to the class.

A student leadership program that's easy - to - run Fits easily into the existing curriculum Caters for the whole class as well as elected student leaders

In addition to actually teaching the warm little bodies in our classes, we have to grade papers, attend meetings, participate in school leadership committees, create bulletin boards, set up for labs, meet with students, plan future lessons, prepare for and administer tests... the list seems endless.

He went on to graduate at the top of his class with first class honours in Politics and Modern History at Manchester University, winning the Robert McKenzie Prize for political science, his first book contract and election to the (sabbatical) leadership of the students» union, Labour Students» National Committee and NUS National students» union, Labour Students» National Committee and NUS National Students» National Committee and NUS National Council.

Desegregation also improves other important educational outcomes for all students — poor, working class, and middle class alike — including, intellectual self - confidence, leadership skills, critical thinking, creativity, problem - solving, and teamwork.

The world - class education that CUNY provides is integral to students across New York City and the surrounding communities, and I am confident that the system will continue to reach new heights under Bill's and Fernando's leadership.»

Anthony held various leadership positions while earning his bachelor's degree in Political Science and Sociology, including serving as the Senior Student Trustee on the college's Board of Trustees, President of the Sigma Phi Society, and President of the freshman and sophomore classes consecutively.

As Chris describes on his blog, passing around his iPad suddenly created a student - driven learning experience where more of his students had opportunities to explore, hypothesize and take a leadership position in the class.

The beginning of an academic year is not only a chance to connect with a new class of students but also a chance for you — the educator, the backbone of our public education system — to grow in the job, show leadership, and speak up about your school's and district's direction.

Art classes collaborated in designing materials and a giant puppet, while the drama club provided student actors a leadership role in the play.

Fellows like Maerki are spending nine months (February through October) taking classes across the university, mentoring students, leading study groups, meeting with faculty advisors, and attending working dinners where aspects of leadership are discussed and debated.

I watched as students started rolling into configurations that appealed to them: partners like Cittlaly and Sara, best friends and a predictable pairing; trios like Matt, Carlos and Eddie, all athletes working on sports - themed essays; mixed - gender groups of kids, like one from the leadership class working on social justice pieces; and a few students who chose to slide off for some solo work.

All 25 students in the cohort take the same classes in four core areas: learning and teaching, leadership and organizational change, politics and policy, and personal mastery (including one - on - one executive coaching).

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

Put simply, a principal and leadership team that knows how to use the resources and expertise available to them in ways that maximise the outcomes students can achieve is a key determinant of the success of the school and, in particular, the extent to which teachers can deliver high quality teaching to each and every class.

One important goal included building leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.

For example, as handouts and story starters; in inclusion, extensions, differentiation; as starters, breakouts and plenaries; one - to - one, in pairs, teams and as a whole class; with students of all ages and abilities; with classes of all sizes big and small; to raise questions; encourage reflection; improve motivation; enhance discussions and analysis; as part of rich learning and communication skills; as resources that can be used by students to develop their leadership and confidence.

We have managed to bring in a class of students who not only have incredible academic credentials, but have also demonstrated a strong record of leadership in schools, organizations, and government,» she said.

Students take class bonding and leadership training trips that are considered essential for school unity and student self - awareness.

Recently, I polled students in my graduate - level school leadership classes.

An elective restorative justice class may be offered to students, or a restorative justice youth leadership group established.

Dianca's leadership in that early instance proved useful not only in explaining to the class — and to me — the role of the placenta, but also in communicating to the other students the sense that their stories mattered too.

North Star Charter School provides students a world - class education characterized by a safe, supportive and structured learning climate that encourages high academic achievement, intellectual confidence, leadership and virtuous citizenship.

One way to maximize the journaling experience is to give students time in class to share what they are learning about themselves / their leadership.

School - and community - based teams — including school leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and equity.

Under her leadership, the school opened its doors to its first class of students in August 2014 and fully implemented Summit's Next Generation Learning model.

Our innovative Culture Change strategies result in higher graduation, college attendance and retention rates, more class participation, the creation of more meaningful youth leadership opportunities, and a greater sense of connection and responsibility students have towards their peers and their education.

Surviving a significant change of leadership at the school and being available to succeeding classes of students throughout the school.

Still, he acknowledges that classrooms bursting at the seams are bad for everyone — students, teachers, administrators, and the district — but he did not shy away from putting at least some of the blame for the unwieldy classes on local school leadership.

«Our nation's schoolchildren deserve a world - class public education, and NSBA acknowledges the positive momentum toward a bill to support local school district leadership and community ownership to ensure student success.»

Through the rubrics, leadership teams collectively examine their practice and enact the 10 high - leverage equitable practices most likely to eliminate race, class, and other group - based disparities in student opportunities and outcomes.

A member of out school leadership team is eager to meet with your family, arrange for you to sit in on classes, and speak with a current Collegiate student and / or parent.

Course work within the department has an emphasis on leadership abilities and decision - making through in - class experience and student teaching.

This can happen when students form self - teaching groups to examine topics teachers do not address in class or otherwise, or when students create extracurricular clubs that reflect their desires without adult leadership.

A combination of core academic courses and enriching Journey classes provides a full - day, project - based learning curriculum that builds students» communication and social skills, enhances leadership skills, and encourages students» creativity.

Under her leadership, Logandale focuses on developing the whole child by providing elective choices for students in grades 5 - 8 and extracurricular activities for students such as drama, choir, guitar club, cuatro classes, and sports.

With a focus on student learning, strategic use of the gear framework, and strong collaborative leadership, BWRSD is on the path to being a world - class, Future Ready school district.

The disparities in student learning along race and class lines beg a bold, courageous approach to school leadership.

To that, add a combination of strategies: Between longer school days and years, Hiawatha and Adelante students spend 40 percent more time at school; strong leadership; and the expectation that teachers will be relentless in the use of quizzes and other tools to determine, in every class period, every day, where each student is in terms of mastering the material.

Black and white students shared school leadership positions and leads in the class plays.

In the absence of strong leadership from the state, the districts themselves are finding ways to provide pre-kindergarten programs and full - day kindergarten classes to a growing number of students.

Since 1709, Trinity has provided a world - class education to its students with rigorous academics and outstanding programs in athletics, the arts, peer leadership, and global travel.

Consequently, Akili offers students a wide range of performing and fine arts classes, writing workshops, athletic endeavors, and leadership training.Since joining the Crescent City Schools network in 2012, Akili has expanded to serve students in grades PreK - 8 and has more than doubled its student population, from 240 to more than 600.

This includes participation in advanced placement and honors classes, school clubs, sports, honor societies, student leadership opportunities, and other activities, like after - school programs operated at the school.

We are fortunate to partner with visionary donors and public entities who share our commitment to giving every student a world - class education and who understand that strong school leadership is essential to achieving that vision.

For middle school students, seeing high school students take on leadership roles brings the context of the class out of the typical model where it is an adult «leading» kids.

A hallmark of the Broad - style leadership is closing existing schools rather than attempting to improve them, increasing class size, opening charter schools, imposing high - stakes test - based accountability systems on teachers and students, and implementing of pay for performance schemes.

Nevertheless, the patterns of leadership and out - of - class accomplishments of gifted minority students are very similar to those of nonminority gifted students (Kerr, Colangelo, Maxey, & Christensen, 1989).

Age appropriate and inquiry / project - based learning methods; dual enrollment classes; focused tutoring to less prepared students; increased learning opportunities; relevant professional development opportunities; faculty leadership opportunities; community outreach; small school environment; surveys each year (parent, student, faculty); striving for academic excellence; Charter Counts character education program implemented; teaching critical thinking skills.