Sentences with phrase «urban public school teacher»

I»VE BEEN INVOLVED in public education for more than 15 years — as an urban public school teacher, a researcher and policy analyst, a teacher trainer, a parent, and an advocate.

Brian Beabout is a former urban public school teacher currently serving as Assistant Professor of Educational Leadership at The University of New Orleans.

Sposato is always looking for exceptional staff with demonstrated success in the classroom to train the next generation of highly effective urban public school teachers.

Not exact matches

This year's Conference features keynote speaker Linda Williams, Ed.D., who served as a class teacher at the Detroit Waldorf School from 1987 - 1992, after which she taught grades 1 - 3 at the public Urban Waldorf School in Milwaukee.

Hawkins» running mate is Jones, 41, who has been a New York City public elementary school teacher for nine years and is currently pursuing a doctorate in urban education.

SUNY Buffalo State and the Buffalo Public School District announced the launch the Urban Teacher Academy to be located at McKinley High School Monday at a news conference.

The Buffalo Public School District and SUNY Buffalo State have launched the city's first - ever Urban Teacher Academy for high school stuSchool District and SUNY Buffalo State have launched the city's first - ever Urban Teacher Academy for high school stuschool students.

WBFO's Eileen Buckley says the Buffalo Public School District and Buffalo State have launched the city's first - ever Urban Teachers Academy for high school stuSchool District and Buffalo State have launched the city's first - ever Urban Teachers Academy for high school stuschool students.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

She is a former New York City public school teacher and holds a PhD in Urban Education from the Graduate Center at the City University of New York.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Her work has been used for Hunter College's Urban Teacher Residency initiative, New York City's collaboration with Teaching Matters, the United Federation of Teacher's Teacher Center, City College of New York, and many public schools throughout New York City.

Having flexible plan options can give mobile teachers, especially in urban and rural public schools where turnover is high, more secure retirement benefits.

Here he was, a health and social studies teacher, off to his first day of class at Carnegie Mellon University's School of Urban and Public Affairs, known for producing some of the country's top public - policy leaders and manPublic Affairs, known for producing some of the country's top public - policy leaders and manpublic - policy leaders and managers.

«Many of the teachers — who worked at all grade levels in both public and charter schools, in urban and suburban settings — did their best to cobble together lessons on their own, while also managing the intense demands of the first years of teaching,» says Pforzheimer Professor Susan Moore Johnson, director of the Project on the Next Generation of Tteachers — who worked at all grade levels in both public and charter schools, in urban and suburban settings — did their best to cobble together lessons on their own, while also managing the intense demands of the first years of teaching,» says Pforzheimer Professor Susan Moore Johnson, director of the Project on the Next Generation of TeachersTeachers.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

Because of the size of city school districts — New York City is the nation's largest school system with 1,189 public schools and 78,100 teachers — urban educators often teach large numbers of at - risk students.

For reducing the achievement gap between the Atlanta Public Schools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall Confschools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools 50th Annual Fall Conference.

Many of our students have worked as teachers and reading specialists in K - 12 public schools, often in urban areas.

Even if 1 in every 10 of these graduates entered teaching for two years (average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school syschools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school sySchools (the nations 66 largest urban public - school systems).

At a time when charter schools account for 10, 25, even 45 percent of public school enrollment in urban areas, this represents thousands of students across the country who won't start the school year with the teachers they need.

These students are drawn to TEP for its focus on urban public education and its commitment to creating a more just and equitable society through better teachers and better schools.

In the Teacher Education Program (TEP), we believe in the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improvingTeacher Education Program (TEP), we believe in the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improvingteacher to take leadership of organizational and social change, transforming urban public schools, and improving lives.

From observing conditions there and in other cities, we believe that bargaining and related union activity have not only hampered urban public schools with such things as cumbersome contracts, but have introduced practices into the education system that are counterproductive, fomenting a demoralizing pattern of acrimony between teachers and administrators that is fundamentally at odds with effective education.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Funded by: Smith Richardson Foundation via subcontract w / Brown University Amount: $ 10,843 Dates: 1/1/17 — 7/1/20 Summary: In collaboration with researchers from Brown University Dr. Jones will examine the effects of Boston Public School's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distSchool's autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distschool outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school distschool districts.

Prior to joining Bellwether, Ashley worked for the U.S. Department of Education, Baltimore Education Research Consortium, Baltimore City Public Schools, Urban Teachers, and City Year Los Angeles.

Ms. Cristina L. Heffernan is a former middle school mathematics teacher with classroom experience working with urban and suburban populations and in public and private schools.

We have seen urban public schools successfully adopt many charter school «secrets,» including the nine - hour school day (e.g., United for Success Academies in Oakland); a rigorous, standard curriculum (e.g., the more than a dozen Chicago public schools that offer the International Baccalaureate); merit pay (e.g., the Washington, D.C., system); and the regular use of teacher video in professional development and evaluation (e.g., the Houston system, which was using video in this way as early as the 1980s).

If all teachers could be more like the best teachers, then we would have dramatic improvement in every school — public, private, or charter; rural, urban, or suburban; and large, medium, or small.

The pockets of what Green, citing David Cohen, refers to as «coherent» teacher preparation initiatives are small and scattered, serving a small fraction of U.S. schools and teachers, and operating largely outside of the traditional public schooling system built to serve the urban poor and their suburban and rural neighbors.

We operate high - performing urban public charter schools, a unique graduate school of education that trains teachers for high - poverty schools, and a hybrid college and jobs program that seeks unprecedented degree completion rates and employment outcomes.

Paedagogica Historica: International Journal of the History of Education Parenting for High Potential PASAA: Journal of Language Teaching and Learning in Thailand Pastoral Care in Education Peabody Journal of Education Pedagogical Research Pedagogies: An International Journal Pedagogy, Culture and Society Penn GSE Perspectives on Urban Education Perspectives in Education Perspectives in Peer Programs Perspectives: Policy and Practice in Higher Education Phi Delta Kappan Philosophical Inquiry in Education Philosophical Studies in Education Philosophy of Music Education Review Physical Disabilities: Education and Related Services Physical Education and Sport Pedagogy Physical Educator Physical Review Physics Education Research Physics Education Physics Teacher Planning and Changing Policy Futures in Education portal: Libraries and the Academy Practical Assessment, Research & Evaluation Practice and Theory in Systems of Education Practitioner Research in Higher Education Preventing School Failure Primary Science PRIMUS Professional Counselor Professional Development in Education Professional Educator Professional School Counseling PROFILE: Issues in Teachers» Professional Development Prospects: Quarterly Review of Comparative Education Psicol gica: International Journal of Methodology and Experimental Psychology Psychology in the Schools Psychology Learning and Teaching Psychology Teaching Review Public Services Quarterly

Our Commitment Our Mission is to develop and retain great teachers, and measurably increase their ability to give students in urban public schools an excellent education.

Previously, she was the Chief Innovation Officer Des Plaines Public School District 62, the Digital Learning Coordinator for the Academy for Urban School Leadership and a Chicago Public Schools teacher.

Our services transform how educators work together at urban public schools, helping the most effective teachers develop the skills they need to lead their peers and drive school - wide improvement.

Jennie Magiera began her career as a teacher at Chicago Public Schools and then served as the Digital Learning Coordinator for the Academy For Urban School Leadership.

Our mission is to develop and retain great teachers, and measurably increase their ability to give students in urban public schools an excellent education.

This year's eight fellows were selected from a pool of over 1200 applications from teachers and instructional specialists serving in traditional public and charter schools, as well as alternative and private schools; from nearly every state, grade level and instructional area, and who teach in a wide variety of urban, rural and suburban settings.

The preservice teachers were viewing and discussing the case study entitled Making Weighty Decisions (Bowers et al., 2000), a 4 - day lesson sequence in an eighth - grade mathematics class in an urban public middle school.

This report, prepared by Public Impact for the Cleveland Foundation and the George Gund Foundation, analyzes common themes among eighteen promising programs to attract and prepare teachers and principals for success in urban school systems.

Many urban public schools face a lot of teacher turnover, but not this one.

Prior to working in higher education, Goings was a music education and special education teacher in several urban school districts including Baltimore City Public Schools.

Michael Chirichello, Ed.D., served as a district superintendent, principal, vice-principal, and teacher in urban and suburban districts in the New York City and New Jersey public schools for 30 years.

I had the privilege of receiving an excellent public school education and I want to bring the same caliber of instruction and passion that many of my teachers possessed to urban schools in Massachusetts.

Denver Public Schools (DPS), a large urban school district that serves approximately 90,000 students, has made a strong commitment to recruiting and retaining great leaders and teachers.

Baruti Kafele has been a highly regarded urban public school educator in New Jersey for nearly 30 years and has distinguished himself both as a classroom teacher and as a school principal.

In 1993, columnist George Will was on «This Week With David Brinkley» and asserted that «50 percent of urban area public school teachers with school - age children send their children to private schools.

Public school teachers in large urban districts, such as Chicago and New York City, can earn close more than double that amount, pulling in close to or well over $ 100,000.

As a teacher educator and former classroom teacher, I have become increasingly concerned about the tenuous situation of the most vulnerable students in U.S. public schools — students who attend urban schools with crumbling infrastructures, few resources, and a highly mobile staff.