Since 1987, Mason has
worked as an elementary school principal in several Massachusetts communities, including Newton, Haverhill, and Milton.
Not exact matches
Mason has
worked in many Massachusetts public
schools as a language - arts coordinator, an
elementary program coordinator for reading and language arts, and an
elementary school principal.
As with many other successful data - driven
schools, at Elm City the
work begins before
school starts, when teachers and
principals — both Dale Chu, who heads up the
elementary grades, and Marc Michaelson, who oversees the middle
school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.
Prior to becoming a superintendent, she
worked in many different facets of education including
as classroom teacher at both the
elementary and middle
school levels,
principal at the middle
school level, director of the Upward Bound Program for first - generation college - bound students, and director of the Basic Skills Academy for at - risk high
school youth.
The problem with my seeking the job was that I had never
worked as an
elementary or secondary
school teacher or
principal.
Dianne Maxon, a longtime
elementary school teacher and
principal who now
works as an educational consultant, has reason to think so.
In urban
schools learning is offered in disconnected jolts.The
work of the day is unconnected with the
work of preceding days or subsequent ones.Life in urban
schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper
elementary grades), everything students are taught must be compressed into isolated periods of «stand alone» days.Teachers and
principals,
as well
as students, survive one day at a time.
After teaching in the Chicago public
schools, Hancock
worked as a teacher, teacher leader, curriculum specialist, literacy specialist, middle
school assistant
principal, and
elementary school principal in Rochester, N.Y..
Gary Johnson holds a Ph.D. from the University of Oregon and previously
worked as a teacher and vice
principal of an
elementary school.
Her previous experience includes
work as a classroom teacher, gifted resource teacher, and
elementary school principal.
Dr. Sciarappa has 26 years of experience
as an
elementary and middle
school principal and has received numerous awards for her
work.
The article highlights the
work of Kimi Kean, Oakland Unified
School District Regional Executive Officer and a longtime National Equity Project partner and her experience with our coaching as principal of Acorn Woodland elementary s
School District Regional Executive Officer and a longtime National Equity Project partner and her experience with our coaching
as principal of Acorn Woodland
elementary schoolschool.
Zimny began her career in St. Louis County, Mo.,
as a special education teacher assistant in 1977,
working her way up to become a teacher, lead teacher, assistant
principal, and
principal at both the
elementary and high
school levels.
In addition to his title of Director of Curriculum and Assessment, Dr. Nelson
worked for fourteen years
as an
elementary and high
school Spanish teacher and administratively has served
as a
principal, curriculum / instruction director and
worked collaboratively with special services, technology, and other
school district supports.
Graduates of the Educational Leadership and Special Education Administration program
work as building
principals at
elementary, middle or high
school levels; and district level positions including special education directors and central office administrators.
She grew into this role by
working as an assistant
principal at two CPS
elementary schools and being mentored by two outstanding
school leaders.
In addition to his
work as superintendent, he has served Kentucky students in a variety of roles over his 22 year career, including
as a middle
school math teacher, high
school math teacher, assistant middle
school principal,
elementary school principal and an assistant superintendent.
A Bank Street graduate, currently
working as an
elementary principal, sounded the same themes, attributing her focus on being a visible instructional presence in her
school to her Bank Street training and noting, «The instructional leader has to be where the action is, and the action is in the classroom.»
In Chicago, Contreras
worked his way up from teaching at an
elementary school to serving
as an assistant
principal, then
principal, then to supervising
principals at more than 30
schools in the city.
Kathleen Sciarappa, Ph.D., has 26 years of experience
as an
elementary and middle
school principal and has received numerous awards for her
work.
Median annual pay for
elementary, middle, and high
school principals working nationwide was $ 86,970
as of May 2010.
Garth has previously
worked as an
elementary principal in two separate Northeast Wisconsin
School Districts and started his career in education as a high school speech and English te
School Districts and started his career in education
as a high
school speech and English te
school speech and English teacher.
CLASSROOMS
AS STUDIOS WYLANDVILLE
ELEMENTARY SCHOOL, EIGHTY FOUR, PENNSYLVANIA Christina Unitas, Principal When a former art teacher became principal, she worked with the Creative Leadership Team to transform the entire school into a model of inquiry - based, hands - on lea
SCHOOL, EIGHTY FOUR, PENNSYLVANIA Christina Unitas,
Principal When a former art teacher became principal, she worked with the Creative Leadership Team to transform the entire school into a model of inquiry - based, hands - on
Principal When a former art teacher became
principal, she worked with the Creative Leadership Team to transform the entire school into a model of inquiry - based, hands - on
principal, she
worked with the Creative Leadership Team to transform the entire
school into a model of inquiry - based, hands - on lea
school into a model of inquiry - based, hands - on learning.
You must
work in public or private
elementary or secondary
schools for at least 900 hours
as a teacher, instructor, counselor,
principal or aide.