Sentences with phrase «through teacher and community»

The purpose of this funding is to focus on underrepresented and under - resourced communities to educate students about civic engagement, public speaking, and communication skills through teacher and community member training and volunteer student mentoring of other students.

Not exact matches

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

The culture of each school is conveyed through reports on the student assessments of teachers, the preferred styles of clothing, the marital hopes of women students, and the mannerisms and personality traits that endear or distance members of the communities from one another.

So on this happy day, as the students of the class of 2014 celebrate a milestone achievement with their families, their friends, and their teachers, I come to congratulate you, to wish you well, and to address each of you as a person who has received the good turn of a fine education, and who should feel a responsibility to repay the debt of that education by living well as a person, mindful of the personhood, the individuality, and the good of others around you, in the various communities through which your life will take you.

If the teachers aren't reporting or indicating that they think that there is a learning difference but a parent remains concern, a parent should absolutely follow up and ask for an evaluation whether through the school district or with someone privately in the community.

Our community includes Green Meadow Waldorf School (400 students, grades K - 12), the Pfeiffer Center (environmental education, biodynamic agriculture, and organic beekeeping), Eurythmy Spring Valley (movement art), Sunbridge Institute (Waldorf teacher education and adult anthroposophical studies), the Otto Specht School (Waldorf education for children with learning differences), the Fiber Craft Studio (healing senses and soul through work with plants and natural fibers), the Fellowship Community (home for the aged), and the Hungry Hollow Co-op Natural Foodcommunity includes Green Meadow Waldorf School (400 students, grades K - 12), the Pfeiffer Center (environmental education, biodynamic agriculture, and organic beekeeping), Eurythmy Spring Valley (movement art), Sunbridge Institute (Waldorf teacher education and adult anthroposophical studies), the Otto Specht School (Waldorf education for children with learning differences), the Fiber Craft Studio (healing senses and soul through work with plants and natural fibers), the Fellowship Community (home for the aged), and the Hungry Hollow Co-op Natural FoodCommunity (home for the aged), and the Hungry Hollow Co-op Natural Foods Market.

This takes place through school visits of one to several weeks annually in North America Waldorf schools, working with teachers, classes, staff, and individual students, as well as offering lectures / workshops for parents and the wider community.

At Scholar's Choice, we want to make sure we are supporting teachers in the classroom through the products we offer as well as through the advice and free resources we provide on our Community Blog.

A school - wide event for students, teachers, and faculty — and even parents and members of the community — is a great way to motivate everyone to make healthy, lasting changes through the Fuel Up to Play 60 program.

Thankfully through my blog I have worked on several charitable projects including child hunger, building playgrounds for communities in need, helping to end teacher - funded classrooms, Rwanda's Path To Peace project and more.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

We may not be teachers, childcare providers, parent educators or other professionals who touch the lives of children outside our homes, but yet, we are still making a huge difference to our communities and society — through our relationships with our children.

We strongly feel it is the role of the teacher to help create a warm community for the mothers that extend beyond pregnancy, and through the often bumpy road of new motherhood, to a place of vitality, strength and confidence as the role of mother is achieved.

Mulgrew ended on a hopeful note by highlighting the union's efforts to move education in the city forward: the UFT's Community Learning Schools project; the union's fight to secure curriculum aligned to the new Common Core Learning Standards for every teacher; and its efforts to address the lack of lesson plans aligned to the Common Core through its new Share My Lesson website.

Under the guiding eyes of Gentile and fellow AHS teachers Ward Dales and Gregory Marsh, more than 65 students have shared how they see themselves through their community and individual eye.

The two - day training was offered free for educators through the partnership of government and community partners including Oneida County, Mohawk Valley EDGE, the Workforce Investment Board, the Community Foundation of Herkimer and Oneida Counties Inc., New York State United Teachers (NYSUT) and the Oneida - Herkimer - Madiscommunity partners including Oneida County, Mohawk Valley EDGE, the Workforce Investment Board, the Community Foundation of Herkimer and Oneida Counties Inc., New York State United Teachers (NYSUT) and the Oneida - Herkimer - MadisCommunity Foundation of Herkimer and Oneida Counties Inc., New York State United Teachers (NYSUT) and the Oneida - Herkimer - Madison BOCES.

Through a collaborative effort with city school teachers, funds are raised through wonderful music concerts to support summer lessons for students at Hochstein School of Music and the Eastman CommunityThrough a collaborative effort with city school teachers, funds are raised through wonderful music concerts to support summer lessons for students at Hochstein School of Music and the Eastman Communitythrough wonderful music concerts to support summer lessons for students at Hochstein School of Music and the Eastman Community Music.

Pre-Campaign Community Service / Activism: Worked extensively with Family of Woodstock, Rip Van Winkle Council of Boy Scouts of America, establishing Ulster County Habitat for Humanity, Ralph Darmstadt Homeless Shelter, Ulster County Board of Health and Ulster County Human Rights Commission, Caring Hands Soup Kitchen Board Member, Midtown Rising Board Member, Teacher at Woodbourne Prison, part of Rising Hope Program Platform At a Glance Economy: Supports farming subsidies, job creation through infrastructure investments in rural broadband and sustainable technology, in favor of strong unions Healthcare: Medicare for All Women's Rights: Pro-choice, supports fully funding Planned Parenthood, birth control to be paid for employer, supports equal pay for equal work Racial Justice: Will work to prevent discrimination of all kind Immigration: Supports comprehensive immigration reform that includes path to citizenship for undocumented immigrants Foreign Policy: Supports increased pressure on North Korea but not military intervention Environment: Supports measures to stall climate change and create green jobs LGBTQ: Supports anti-discrimination of all people Gun Control: Will not take NRA money, supports common sense gun control and against Faso's vote to allow the mentally disabled to obtain firearms

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Students in kindergarten through third grade at nine low - income New York City schools will receive more than 24,000 books they can take home, as part of a pilot literacy project launched Tuesday by the United Federation of Teachers, the New York City Department of Education, First Book, The American Federation of Teachers and The New York Community Trust.

The Society awarded $ 120,000 in grants to science research teachers to purchase much - needed equipment and $ 55,000 to 13 innovative organizations supporting community - based science, technology, engineering and mathematics (STEM) projects through our STEM Action & Research Grant Program.

Through the dialogue between individual teachers, such adjustments are passed on in the community of traditional teaching and gain further precision.

About Blog PEAK Kids Yoga was founded by local parent and yoga teacher, Kimberly Wilson, as a way of bringing yoga through physical practice, mindfulness, stress reduction, and relaxation to kids in her community with affordable before and after - school yoga enrichment programs.

Useless to discuss at length, The Chorus is essentially another in a line of literally dozens of films in which an inspirational teacher changes the lives of a group of troubled / lower - class / underestimated children through will, kindness, and a rogue spark of crinkly - eyed genius that irks to no end the evil dean / headmaster / school board / community.

With a growing membership in the UK, the DE Community connects teachers who are passionate about ed - tech through social media, virtual conferences and in - person events.

Asked to name a few, several people in the Ed School community talked about the academics — notably, the fact that she pushed through not just one but two new doctoral degree programs, and that she moved faculty and students to think about how their work will not only be admired by other academics, but will actually have an impact on real kids, real teachers, and real schools.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

Through the program, Sostaric and others gain an appreciation for children and teachers, work in and get to know the diverse communities in which they study, and meet other college students.

NLD does this primarily through our online platform (www.nationallabday.org) that connects teachers with STEM professionals, community volunteers, and a variety of other resources - all there to support and help teachers strengthen their STEM programs.

Students form relationships with other teachers, students, and staff through electives, projects, Socratic seminars, and general mingling in the community areas.

Through Edcamps and the ScratchED community, teachers can become champions of the kind of playful learning that will help their students thrive.

Through Edcamps and the ScratchED community, teachers can become champions of the kind of playful learning that will help their students thrive, writes Schmidt.

Grow networks and relationships among families through community organizing and other established networks (e.g., parent - teacher associations, faith - based communities, etc.).

«This programme further demonstrates the University's commitment to social responsibility and initial teacher education, through providing highly capable teachers to support schools serving low - income communities.»

As expert Alec Couros (2010) notes, it's through these online learning communities, teachers can «form and negotiate the connections they need to sustain long - term learning for themselves and for their students.»

But whether the classroom is in Africa or Canada, taking attendance is what all teachers do everywhere, and it's through this simple act that any teacher anywhere can begin building community in his or her classroom.

In addition to actively seeking diversity of opinions, Valor incorporates social and emotional learning and academic development through weekly community - enhancing Circle discussions — a model used by students and by teachers — and through a character - building program called Compass.

The teachers will develop a blog and forum through the website for the academic community, and will write an academic articles detailing her work in Argentina.

Ms. Day became a teacher in Oakland through a program aimed at making the teaching corps more representative of the student body and the community.

Supporting students and teachers through community engagement does not have to be complicated.

It is important that teachers, parents and students all work together as a community to ensure they keep each other safe, and this can be achieved through open and honest communication and discussion, common sense tips and tricks, as well as implementing appropriate security technologies.

Our teachers interact and share through Twitter, and we continue to seek new ways to engage our community through the tools that are available to us.

Again, through an inquiry learning process, students investigated «games» and used Scratch to design and construct their own games resulting in a gaming convention at the school where students were able to showcase, share and receive feedback about their games from other students, teachers, parents and the wider community.

Many of you said Teacher helps you on a really practical level, «[I take the articles] to professional discussions with a focus on reflective practice, to feed into professional learning communities, influence strategic planning agendas and to focus on the bigger picture through strategic steps towards improvement.»

During the project implementation, blind and no blind teachers will share and communicate current learning and teaching methodologies through ISICANA's website, which would allow for communication and feedback from other teachers and the academic community.

Another project saw # 1.1 million provided to Computing at School — a community of teachers, IT professionals, academics and parents — to help train primary teachers already working in the classroom through online resources and school workshops.

We created an image of a teacher and students in a class with digital tools from which they can access families, the community, the environment and the world at large through the internet.

She said E4E gives teachers an outlet for those impulses through its online and in - person community of like - minded teachers, events at which education officials such as New York state education commissioner John King hear from them directly and seek their advice, and opportunities to participate on committees that write specific policy recommendations.

Although most of EVC's work is with teachers and students, their parents, friends, and community members join in the dialog during end - of - term screenings of student work and through portfolio roundtables during which students present and comment on their work to a small group of teachers, peers, EVC staff, and others.

[1] Using data from the American Community Survey, they show that in 2015 just over half of American children aged 5 to 17 were white, but nearly 80 percent of young teachers (whom they define as individuals aged 25 to 34, with a bachelor's degree, and teaching at the prekindergarten through high school level) were white.