Sentences with phrase «worked as the social studies teacher»

In my work as a social studies teacher educator at a large southeastern U.S. research university, I was tasked with creating interventions and additions in the teacher education experience by using geospatial technologies in the existing context of our program.

Social studies teacher resume objective 1: To work as a social studies teacher in a reputed school which will allow me to teacher students from 6th grade to 9th grade.

Not exact matches

As a teacher (of yoga and of middle school social studies) I encourage my students to work in that space right beyond their comfort zone.

The teachers of the subjects with high - stakes tests want as much time as possible to work with students on those skills while social studies teachers want the same respect for their content and the time to teach it well.

For the past eight years, Kamras has worked at Sousa as a social studies and math teacher, coming in early and staying late to maximize learning opportunities for his students.

As long - time classroom teachers now working as teacher educators preparing future middle - and high - school language arts and social studies teachers, we persistently seek ways to improve our coursework and clinical experienceAs long - time classroom teachers now working as teacher educators preparing future middle - and high - school language arts and social studies teachers, we persistently seek ways to improve our coursework and clinical experienceas teacher educators preparing future middle - and high - school language arts and social studies teachers, we persistently seek ways to improve our coursework and clinical experiences.

However ~ as his teacher of gifted ~ I noticed that as Max worked on his project ~ he kept agonizing over the fact that social studies wasnt given the kind of attention that he believed it deserved.

Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.

Ronald Tabano has over 40 years experience in education beginning his work as a 6th grade teacher, moving to teaching social studies and ELA at the middle and high school levels, eventually becoming an Assistant Principal.

In my social studies methods class I provide preservice teachers an opportunity to work with the IWB as a center activity during the lessons pertaining to image analysis and primary sources.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Lisa Clarke, a 2012 Washington Fellow and a social studies teacher from Kent - Meridian High School in Kent, Wash., will serve as the program's inaugural Team Lead and work in the Office of Elementary and Secondary Education;

The partnership has morphed into a collaborative action community (as in Pierson & McNeil, 2000), where the college students and the middle level teachers work together toward a common goal: improving social studies education.

I came to North Carolina from the California School System where I worked for many years as a substitute and then as a full - time Social Studies teacher.

By the time I was hired for my first (and current) position as a middle school Language Arts and Social Studies teacher, I already had years of experience working with all types of people.

I began my career as a high school social studies teacher and, over the years, have worked in multiple educational organizations, including universities, a state department of education, a regional educational laboratory, and as consultant to the USDOE, national professional organizations, multiple SDEs, regional agencies, and school districts across the country.

As social studies teachers, we are especially qualified to defend our work when it is wrongfully criticized.

She is a state certified teacher who worked for several years at Edison High School as a bilingual social studies teacher.

As social studies teachers in all disciplines seek to integrate multiple disciplines into their work, geospatial tools will play an increasing role in their instructional planning and implementation.

Last year, Amanda lent her expertise in DC history as a content expert for BLISS: Building Literacy in the Social Studies, where she supported the work of a BLISS Teacher Leader who was developing a module for use throughout DC Public Schools (DCPS).

Theron worked at Sir Francis Drake High School in California's Marin County for 10 years — the first nine as a social studies teacher, and his last year as Assistant Principal.

Charles Armstrong serves high potential students with language - based learning differences, such as... The Middle School Social Studies Teacher will work in a co-teaching model, to create an educational...

My education, experience and skills will enable me to work professionally and responsibly as a social studies teacher at Windsor School District.

• To work for ABC School as a Social Studies Teacher.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

As the Foundation continues telling stories about schools that work, core strategies begin to consistently emerge: project - based learning, integrated studies, social and emotional learning, comprehensive assessment, teacher and leader development, integrated technology, and community engagement.