Sentences with phrase «working as a middle school teacher»

But once she began working as a middle school teacher in Los Angeles Unified School District (LAUSD), she started to see the larger problems that existed in education at the system level, some of which affected her ability to be the best teacher.

1994 - 1997: Worked as a Middle School Teacher at State Girls School, Port of Spain; West Indies.

Not exact matches

De Blasio insisted the city would keep working to get hundreds of schools with little arts presence up to compliance, as state law mandates that middle and high school students earn at least one credit of arts instruction from full - time, certified teachers.

The first describes Operation Reboot, a $ 2.5 million, federally funded program to train middle - aged, out - of - work computer professionals for jobs as high school computer teachers.

As a middle school teacher who coached, worked on multiple committees, and photographed weddings on the weekends, I paid the debt off.

Prior to that, Craig worked as a full - time physical education teacher at the middle school level in Santa Monica, California.

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.

You currently work as a middle school special education teacher in the St. Louis area.

I spent fifteen years as a middle school teacher, working hard to gain an understanding of students who vacillated between being needy children and insightful adults.

For eight years, Kamras has worked as a 7th and 8th grade math teacher at the John Philip Sousa Middle School in Washington D.C..

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.

From her early passion for literacy as a middle school Humanities teacher to her current work in developing leaders, common themes in City's work are collaboration, evidence - based discussion, asking the right questions, thinking and acting strategically, and learning through doing.

Here's a question for the KIPPs and YES Preps of the world: Would you be happy if, ten years from now, your middle schoolers were working as cops, firefighters, teachers, plumbers, electricians, and nurses?

Guy Wellman, a middle - school special education teacher, said he «likes the tools Greene is offering, such as «Let's work it out.»»

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.

Your education experience: [I worked] 17 years as a teacher, three years as a high school teacher and activities director, three years as a middle school principal, and one year as the current high school principal.

These teachers are presumably just as middle class, public spirited, and committed to education as other teachers are; but because they don't work in the district where they live, they do not have an occupational stake in their local school - board elections.

After working as a middle school and high school ancient history teacher, the New York native enrolled in the Ed School and graduated with her master's inschool and high school ancient history teacher, the New York native enrolled in the Ed School and graduated with her master's inschool ancient history teacher, the New York native enrolled in the Ed School and graduated with her master's inSchool and graduated with her master's in 2003.

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.

Yakman, who holds a BS in Clothing and Textiles, has also worked as a middle and high school engineering and technology teacher and was named NCTC's STEM Teacher of the Year iteacher and was named NCTC's STEM Teacher of the Year iTeacher of the Year in 2009.

She has also worked as a middle school librarian and an elementary classroom teacher.

Prior to joining the team, Dan worked in district and charter schools for 17 years, first as a high school English teacher and later as a Director of Academics in middle and elementary schools.

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..

Insight in action As part of an MSP program working to improve middle school science and mathematics instruction, teacher leaders were responsible for providing in - class coaching support to classroom teachers using a variety of strategies.

We found that after middle school and high school teachers worked with ASMP mentors for just one year, their students from diverse backgrounds make statistically significant gains in math compared with students taught by «business - as - usual» teachers.

Caryl Cohen worked for the NYC Department of Education for thirty - three years as a middle school English teacher and as an administrator in the Division of Human Resources.

For over 12 years, he worked in a variety of secondary schools, serving as both a teacher and administrator in middle and high schools across a variety of socioeconomic contexts.

Prior to full - time work at CEL, Joanna has worked as a middle school language arts teacher, secondary literacy coach and as a consultant for CEL.

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.

Prior to her work at CEL, Jennifer taught high school English, coached middle school literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of Chschool English, coached middle school literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of Chschool literacy teachers and worked as a secondary literacy coach for Center for School Improvement at the University of ChSchool Improvement at the University of Chicago.

Jon Huang ’03 is working with Teach for America as a middle school math teacher, and will be obtaining his master's in teaching from Boston University.

Melvoin started his career working as a teacher for two years in LA Unified's Edwin Markham Middle School through the Teach For America program.

She went on to complete a year of service as an AmeriCorps member working as an ELA tutor, teacher assistant, and cheer coach at Match Middle School in Jamaica Plain.

Max then moved to work as an 8th grade science teacher for PUC Community Charter Middle School.

Prior to working as an education researcher, he was a middle school history teacher.

Having worked as a middle school administrator and math teacher in school operations in several states and multiple schools for many years, I have seen my share of middle school schedules.

Tyson has worked in the field of education for nearly 30 years as a teacher (in middle school, high school, and college) and an administrator.

Before joining IDEA, Pablo worked in the Weslaco Independent School District for ten years: five years as a classroom teacher, four years as a curriculum facilitator, and one year as the principal of Beatriz Garza Middle School.

Tomlinson's experience as an educator includes 21 years as a public school teacher working with preschoolers, middle school students, and high school students.

Ken and his family were intimately associated with Moses Brown School from 1981 until 2000, where he worked as a fourth grade teacher, then as a middle school computer teacher, and finally as a network and administrative support speciSchool from 1981 until 2000, where he worked as a fourth grade teacher, then as a middle school computer teacher, and finally as a network and administrative support specischool computer teacher, and finally as a network and administrative support specialist.

Findings of this research will be available over the coming year in peer - reviewed papers but also in professional teacher journals and education magazines — I will also share more of this work with schools in workshops and at some upcoming conferences in February and August; in 2017 more NSW primary schools will come on board as well as several Victorian schools — the teams in these schools will use HPC for STEM in a project that targets the middle years.

Ms. Salvia has been working in urban education for 10 years, and began her career in 2006 as a middle school math teacher in Maryland.

As a middle school, we didn't have a physics or shop teacher to work with this student.

I'm writing as the mother of two highly gifted boys and as a gifted certified teacher working in a middle school gifted program.

The Middle School teachers work closely to ensure as much program cohesiveness and continuity as... inclusion, and social justice * Commit to other departmental, committee, and general schSchool teachers work closely to ensure as much program cohesiveness and continuity as... inclusion, and social justice * Commit to other departmental, committee, and general schoolschool...

As a middle school principal, I had the opportunity to work with just such a teacher.

Prior to her work at CEL, she taught high school English, coached middle school literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of Chschool English, coached middle school literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of Chschool literacy teachers and worked as a secondary literacy coach for the Center for School Improvement at the University of ChSchool Improvement at the University of Chicago.

She is currently working in Ouachita Parish at Riser Middle School as a department head, district science teacher leader, LDC mentor, and state science teacher advisor.

Prior to entering her doctoral program, she worked at a non-profit organization as the youth services director and as a middle school English teacher.

For the past 25 years, she has been an educator working as a middle school math teacher, curriculum specialist, vice principal and district assessment coordinator before becoming the Director of Assessment in 2014.