Sentences with phrase «type of school community»

An objective tells potential districts what type of school community you want to work in and what professional goals you hold for yourself.

March / April 2018: Urban, Suburban, Rural, and Frontier — This issue will shine a light on various types of school communities, providing strategies for universal challenges such as parent engagement, afterschool and summer learning, technology and broadband connectivity, teacher recruiting and retention, poverty, and wrap - around services.

Not exact matches

Speaking at schools and community centers across America, I was inspired to write this book when I saw an underserved need for a guide that would show aspiring and current entrepreneurs how to leverage their personal habits and goals to make themselves into the type of person a successful entrepreneur is.»

«Combine this with top - rated private and public schools, some new developments and a great mix of housing types and you have a diverse community that fits everyone's lifestyle.»

Circa late 1969, the Airplane seems to sense that the generalized radical community needs some encouragement, a pep rally of sorts to get them past all the spirit - draining confusions that had been piling up, and all the minor divisions radicals had made between one another in the course of late -»60s intensity, you know, naturalist communalists v. wired hipsters, pacifists v. biker gangs, Hare Krishnas v. Shamans, old - school SDS - ers v. the new Weathermen - types, angry feminists v. «Ramblin» Man» swingers, Black Panthers v. white hippies, Maoists v. anarchists, health - foodies v. druggies, etc., etc., and to focus instead on the big divide between all of them and the Establishment.

might suggest that, with its roots in «Jerusalem,» Christianity in fact theologically mandates a third type of excellent schooling altogether, one hitherto ignored by major Christian communities.

I have sketched three ideal types of community that a theological school might be or be committed to becoming.

Some kinds of change may be plausible if they involve a strengthening of a commitment to be a certain type of community which is already dominant in a school, but other kinds of change may be much less plausible precisely because they would involve a change in the type of community a school already is or a change in the current equilibrium among contrasting types of community.

If a theological school were a community of only one of these types it would probably be a relatively harmonious and calm community.

Theological schools with this sort of ethos have tended to be especially comfortable associating with or being an organic part of other types of academic communities such as undergraduate colleges, graduate centers, and universities.

Or the pattern among contrasting types of community that constitute the school might be very different.

Finally, the answers made to these two types of questions will interconnect in complex ways with answers made to the question of how the school as community is related to church communities: Is the school itself an ordered Christian congregation; is it an expanded version of the academic aspect of the work of ministerial leadership in a settled congregation; is it an agency for the extension education of practicing clergy?

The ethos of the school is hugely important to me as well — students are exposed to the reality of spiritual diversity in the human community, not indoctrinated, and an organic type of tolerance, respect, and mutuality grows here.

This type of advocacy can be taken into local hospitals, parenting groups, your local church or community ladies» groups, co-ops, and home school meetings, for some more examples.

Further, although none of the districts interviewed for this study had strict guidelines governing the types of foods that could be served in their kitchens, schools may create policies that favor community groups that complement the district's health and wellness vision.

Look at the type of schools President Mahama is building today in communities that never thought that secondary education will be close to them.

«I just wanted to underscore how denigrating it is for this type of action to be taken, and how it humiliates a community when they're treated that way,» said Perkins, a longtime foe of charter schools.

«There has been widespread confusion in the biomedical community and the general public in the last couple of years about the health effects of specific types of fat in the diet,» said Dong Wang, a doctoral candidate, SD» 16, in the Departments of Nutrition and Epidemiology at Harvard Chan School and lead author of the study.

People will enter knowing, Freeman proposes, that when their support ends in a few years, the also - rans must leave academic research and move on to other types of work, preferably using their scientific knowledge, in industry, government, patent law, science policy, high - school or community college teaching or other fields.

«I'm sure the institutions believe that these types of messages are going to have positive effects for all the families — for the low - SES students and their families and for the other members of the university community,» said Mesmin Destin, senior author of the studies and assistant professor of human development and social policy in the School of Education and Social Policy and of psychology in Weinberg.

Three types of organizations operate charter schools in New York City: nonprofit community - grown organizations (CGOs), nonprofit charter management organizations (CMOs), and for - profit education management organizations (EMOs).

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

A community's voters want to have a say over what types of schools exist, what constitutes «good schools,» who runs them, how an area's culture and traditions are passed on, and much more.

These results, however, still do not account for differences in the backgrounds and characteristics of students who attend these types of schools that might in turn affect whether they engage in community service.

Case studies, including those shown in this article, show that regardless of the type of school, there is important information available whether you are looking to make improvements to your current community offer or you are after advice to start up.

One such type of school is the Parijat Academy which aim is to reach the children of marginalized communities.

The University of Southern California runs a United Way - type of program each fall that raises more than a million dollars a year for community partnerships like the program with Bravo Medical Magnet High School.

«In theory, local control enables citizens to determine the purpose and character of education in their schools, presumably ensuring a type of schooling that is consonant with, and responsive to, local community values,» writes William L. Boyd, a professor of education at Pennsylvania State University.

This study explores the changing nature of enrollment in U.S. schools, the changes in patterns of segregation and desegregation of various groups, regions and community types.

Cameli and Gissler made it clear that they were open to all types of ideas and fun ways to promote cultural awareness and even extended their search outside the school community.

Types of school The overall responsibility for health and safety in other types of school is as follows: for community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units, the employer is the local education authority (Types of school The overall responsibility for health and safety in other types of school is as follows: for community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units, the employer is the local education authority (types of school is as follows: for community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units, the employer is the local education authority (LEA).

That same conventional wisdom also suggests that the type of community in which a student lives and attends school will exert a strong and pervasive influence on a variety of educational outcomes.

Private schools generate similarly higher levels of satisfaction than choice and district schools in all three types of communities, but significant differences between charters and chosen district schools are not observed in any of the three areas.

Mayor Bloomberg and Chancellor Klein have ramped up the citys efforts to infuse arts into New York City public schools, but the pressure is on all of us — our schools, arts education advocates, business leaders — to seize opportunities for partnerships that can build the type of successful communities that we all want to live in, and support our kids — the future of this city.

A recent report from the Center for American Progress provides suggestive evidence from studies of several successful community schools that these types of schools positively impact parental involvement.

Early education is an established «diverse delivery» system: many types of providers, including Head Start programs, public schools, private childcare centers, and community - based nonprofits, are permitted to serve children.

Across all community types, 32 % of primary schools with officers present reported having formalized policies or written documents specifically about officers» use of firearms.

The community is designed for all types of educators, and some of our most active members work in administration or central staff of a school district.

If we want to get each child an education, we need different types of schools with different teaching styles which cater to their communities.

It is understandable that many feel this aim would be undermined by the flourishing of schools of many types, based on different educational visions, on different values, perhaps on different communities.

I believe these types of policies are fundamentally flawed, and in total have sowed the seeds of the widespread discontent we are seeing across our school communities.

We used poverty (the number of students receiving free or reduced - price lunches) and type of school (elementary and secondary) as control variables for all of our analyses because several studies examining community involvement specifically found them to be significant influences on parental involvement in schools.

This type of true public charter school would help silence the critics of certain charter schools that may be reinforcing racial and economic segregation, stripping control from local communities, «creaming» students, and inhibiting transparency of funding and accountability.

Accepting a charter to transform a school that has failed a community for generations requires a warrior - saint type of commitment.

Educate78 is providing financial support to improve public school enrollment in Oakland — specifically, to help facilitate community engagement and access the technical and experiential expertise needed for this type of improvement.

Jacobson's chapter, «School - Community Partnerships: A Typology for Guiding Systemic Education Reform,» draws on the experiences of the Coalition for Community Schools and other partnership efforts to help policymakers and researchers understand the value and different types of partnership approaches.

As states and districts prepare to meet these possible challenges, they have the opportunity to strengthen collaborative relationships, troubleshoot different types of problems, and develop or change policies and practices to meet the new demands of ESSA and the needs of low - performing school communities.

Existing law differentiates between the types of pesticides and applications that schools should use, requires notification to school communities when they would be applied, and urges school districts to voluntarily submit pest management plans when using the harsher chemicals.

We have not achieved the significant involvement of teachers, parents, students, and community members of struggling schools in the process of creating and reviewing these types of laws and plans.

Hard work remains — among all types of schools — to bring more excellent classrooms to communities in need.