Sentences with phrase «with school district personnel»

Not exact matches

The training began with a core group of 120 employees over the summer in an effort to ensure that 30 schools across the district started the school year with personnel who had participated in the training.

Already, Shedd offers free admission to Chicago Park District youth groups and staffs, Illinois school teachers and K - 12 groups, active duty military personnel and first responders, and families with children using Kids Museum Passports available at Chicago Public Library branches.

If your school district doesn't work with a food service company, then it sounds like your food service personnel simply feel threatened and don't like losing control.

In addition to the addition of new personnel in 2014, the Department has pioneered partnerships with hospitals and school districts to station CPS workers at their facilities.

As such, the DOE's attempts to remove half the personnel in these schools are a violation of the school district's contracts with the unions.

A few weeks after the ruling, researchers from the University of Buffalo, lead by Catherine Cook - Cottone, Ph.D., interviewed 32 school personnel who were involved with the lawsuit, including district superintendents, assistants, school principals, classroom teachers, instructors of the EUSD HWP, and University of San Diego researchers who were originally involved in studying the program.

In management consulting, the crucial assumptions are that 1) each organization possesses a unique culture and set of goals; therefore, the same intervention is likely to elicit different results depending on a school's history, organization, personnel, and politics; and 2) suggestions for change should creatively blend knowledge from many different sources — from general organizational theories, from deep insight into the district or schools under study, and from «craft» knowledge of what is likely to improve schools or districts with particular characteristics.

Two of us, plus a supervisor, serve 5,000 employees — in 38 schools, as well as district - level staff — working daily with building level technology personnel.

Simply by giving up the extra payment awarded to teachers with master's degrees, school districts in Florida could save better than 3 percent of their teaching personnel costs without losing any of their classroom effectiveness.

Looking forward, the 2010 — 11 and 2011 — 12 school years pack a one - two punch, with school district leaders facing the end of ARRA dollars and answering tough questions about programs and personnel that have been (and will be) cut, while trying to figure out what, if any, economic recovery is in store at the state and local levels.

Thus, even if school districts did succeed in reducing the gap in access to effective teaching with their own personnel policies, they would inevitably have to reduce other services to pay for them, e.g., larger class sizes, or lower base salaries.

Sensing financial vulnerability and needing to comply with personnel notification deadlines, school districts issue layoff notices and hold mandatory public hearings, even if the probability of actual personnel layoffs is slender.

Although eligibility was originally limited to students with special needs, Arizona lawmakers subsequently expanded eligibility to include adopted children, children of active - duty military personnel, students living on Native American reservations, and students assigned to a district school with a D or F rating, as well as siblings of eligible students.

By using the threat of effectively denying the children of military personnel access to public education, the bill seeks to force the federal government either to increase its impact - aid payments to districts or to establish separate schools, with full federal funding, on the bases.

With the U.S. economy trying to crawl back to recovery, an unemployment rate above 8 percent, and state and local governments facing the prospect of insolvency, many school districts have found it necessary to cut expenditures and personnel.

Most of our staff works from within school district offices and hand in hand with district personnel.

This paper, written for the Rural Opportunities Consortium of Idaho, offers policymakers and philanthropic leaders a set of recommendations to capitalize on the potential of technology to serve students: expand broadband access to schools lacking it, create an elite corps of proven teachers who would be made available to students across the state, and provide districts and schools with the flexibility to develop new models of staffing and technology and to achieve the most strategic combination of personnel, facilities, and technology.

The study team worked with district personnel to identify eligible schools.

The governing body of each school district and BOCES shall ensure that the performance of all teachers providing instructional services or pupil personnel services, as defined in section 80 - 1.1 of this Title, is reviewed annually in accordance with this subdivision, except evening school teachers of adults enrolled in nonacademic, vocational subjects; and supplementary school personnel, as defined in section 80 - 5.6 of this Title, and any classroom teacher subject to the evaluation requirements prescribed in Subparts 30 - 2 and 30 - 3 of this Title.

Each superintendent and in the case of the City School District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eaDistrict of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eaDistrict of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachschool district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eadistrict or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eadistrict or BOCES office, as applicable, and available for review by any individual no later than September 10th of each year.

Such a code shall be developed in collaboration with student, teacher, administrator, and parent organizations, school safety personnel and other school personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool safety personnel and other school personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool district in the case of the City School District of the City of Ndistrict in the case of the City School District of the City of NewSchool District of the City of NDistrict of the City of New York.

The board of education or trustees of each school district shall develop, in consultation with appropriate school personnel, procedures for the recommendation, approval, provision, periodic review, and termination of such services.

Because it is increasingly rare for legislative bodies to enact spending bills before the beginning of the fiscal year on July 1, school districts, worried about their financial vulnerability and needing to comply with personnel notification deadlines (usually in April or May), issue layoff notices and hold mandatory public hearings, even if the probability of actual personnel layoffs is slender.

Principals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their leadership.

Assisting in the process was a program advisory committee, composed of SCDE personnel and district - and school - level educators from the pilot sites, charged with reviewing research on online learning, information from other state virtual programs, and feedback from the pilot sites to refine policies and procedures for the SCVSP.

With options for teachers, school leaders, district leaders, and non-classroom personnel, the Learning Sciences Marzano Center offers a wide variety of high - impact observation / evaluation models.

In these cases, school personnel were likely to make superficial use of state data — identifying broad areas of concern, but with little understanding of specific needs for improvement — unless the district were to provide special assistance with the task.

Throughout the year the superintendent and directors met and coached the principal on regular monthly and weekly schedules; district curriculum personnel worked with teachers on their instructional needs; and the district supported efforts to improve after - school programs for low - performing students.

This view was not universally shared among school personnel, who pointed to a track record of good results on the old state test and rankings, where Tortuga Shoals was always in the top 10 percent of the districts in the region.303 To legitimate these directions for improvement, the superintendent commissioned a curriculum audit by outside consultants, with the expectation that results from this audit would provide direction and legitimacy to a new plan for improving teaching and learning in the district.

At a minimum, they used this sort of data in compliance with policy requirements for reporting student test results and for allocating students and district resources to categorically prescribed programs, such as Title I. Less frequently, school and district personnel used background information for help in interpreting student and school performance data.

The department staff are suggesting that school districts with the designated lowest - performing schools also receive technical assistance, to bring district personnel into the loop.

They also provided differentiated follow - up assistance — in some cases, to help school personnel master and comply with district expectations; in other cases, where compliance was no longer an issue, to help school personnel use the program in question more effectively and obtain better results.

Principals who believe they are working collaboratively toward clear and common goals — with district personnel, other principals, and teachers in their schools — are more confident in their leadership.

Responsible for advocating on behalf of school superintendents, and assisting with their professional development needs, the organization's primary source of funding comes from the dues that local school districts pay so that their superintendents, assistant superintendents and other «central office administrative personnel» can be part of CAPSS.

Her choice from among leading educators and administrators from other districts around the country reflected a strong desire by the board to keep the district in the hands of someone well versed on the challenges facing the district, someone who would not need months of on - the - job learning to become familiar with issues, schools and personnel.

The TPSNVA professional development program was designed by school personnel in an effort to promote student learning with Library of Congress resources while advancing current local school district pedagogy initiatives.

District school boards may purchase annuities for all school personnel with 25 or more years of creditable service who have reached age 50 and have applied for retirement under the Florida Retirement System or who have reached age 55 and have applied for retirement under plan E of the Teachers» Retirement System.

A school district may coordinate its professional development program with that of another district, with an educational consortium, or with a Florida College System institution or university, especially in preparing and educating personnel.

Instructional and noninstructional personnel who are hired or contracted to fill positions that require direct contact with students in an alternative school that operates under contract with a district school system must, upon employment or engagement to provide services, undergo background screening as required under s. 1012.465 or s. 1012.56, whichever is applicable, by filing with the district school board for the school district to which the alternative school is under contract a complete set of fingerprints taken by an authorized law enforcement agency or an employee of the school or school district who is trained to take fingerprints.

Develop, in consultation with school district staff including, but not limited to, district school superintendents, district school board members, and district human resources personnel, a long - range plan for educator recruitment and retention.

The Department of Education, in cooperation with teacher organizations, district personnel offices, and schools, colleges, and departments of all public and nonpublic postsecondary educational institutions, shall concentrate on the recruitment and retention of qualified teachers.

Beginning July 1, 2011, an annual contract may be awarded pursuant to paragraph (c) for instructional personnel who have successfully completed a probationary contract with the district school board and have received one or more annual contracts from the district school board.

The district school superintendent is charged with knowledge of these policies and procedures and is accountable for the training of all instructional personnel and school administrators of the school district on the standards of ethical conduct, policies, and procedures.

The department shall monitor each district's implementation of its instructional personnel and school administrator evaluation systems for compliance with the requirements of this section.

The collaboration of public and private instructional personnel shall be designed to enhance but not supplant the school district's responsibilities under the Individuals with Disabilities Education Act (IDEA).

Instructional and noninstructional personnel who are hired or contracted to fill positions in any charter school and members of the governing board of any charter school, in compliance with s. 1002.33 (12)(g), must, upon employment, engagement of services, or appointment, undergo background screening as required under s. 1012.465 or s. 1012.56, whichever is applicable, by filing with the district school board for the school district in which the charter school is located a complete set of fingerprints taken by an authorized law enforcement agency or an employee of the school or school district who is trained to take fingerprints.

Except as provided in s. 1012.467 or s. 1012.468, noninstructional school district employees or contractual personnel who are permitted access on school grounds when students are present, who have direct contact with students or who have access to or control of school funds must meet level 2 screening requirements as described in s. 1012.32.

When an allegation of misconduct by instructional personnel or school administrators, as defined in s. 1012.01, is received, if the alleged misconduct affects the health, safety, or welfare of a student, the district school superintendent in consultation with the school principal, or upon the request of the Commissioner of Education, must immediately suspend the instructional personnel or school administrators from regularly assigned duties, with pay, and reassign the suspended personnel or administrators to positions that do not require direct contact with students in the district school system.

BE IT FURTHER RESOLVED that the Florida School Boards Association calls on the Governor of Florida to establish a diverse committee, to include Florida teachers and district personnel, charged with conducting a comprehensive review of Florida's assessment and accountability system and with providing a report and recommendations, including but not limited to recommendations on the appropriate components of the system, the appropriate use of data derived from assessments; an assessment of the capacity of districts and schools to administer the required assessments without interruption in the ongoing delivery of instruction to students who are not being assessed; a feasible timeline for the transition and full implementation of the system; and the appropriate role of the system with regard to personnel evaluations.

The QSAR is a tool that is intended to help school and district personnel, after school program professional, and community and business partners look at their local programs from multiple perspectives with an eye toward continuous program quality improvement.