Sentences with phrase «year as a high school math teacher»
Jim enrolled in just such an online program out of Montana State University and launched his new career last year as a high school math teacher!
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Prior to coming to Brooklyn in 2016, Steve was a longtime faculty member at Hawthorne Valley Waldorf School; during his 26 years there, he served as a class and high school teacher, middle school math and arts teacher, and Council of Teachers chairpSchool; during his 26 years there, he served as a class and high school teacher, middle school math and arts teacher, and Council of Teachers chairpschool teacher, middle school math and arts teacher, and Council of Teachers chairpschool math and arts teacher, and Council of Teachers chairperson.
For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.
Spurred by a team of three biology, math, and humanities teachers at High Tech High, a public charter school in San Diego, these diverse students — of widely mixed academic levels and socioeconomic backgrounds — created the book as the central project of their junior year.
First - and second - year Teach For America teachers recruited and trained during the grant were as effective as other teachers in the same high - poverty schools in teaching both reading and math.
He spent nine years teaching math as a founding teacher of the New York Harbor School, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuSchool, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuschool where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going students.
John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.
She started her career as a teacher in Durham, North Carolina, where, by her third year teaching, her students achieved the highest math scores at her school.
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.
In Chicago, she taught special education and high school math for four years as well as was a founding math teacher at a charter network.
Must be a Wyoming resident for at least five years; Wyoming high school graduate; score a composite score of 25 on the ACT or a minimum of 1120 on the SAT (verbal and math); enrolled as a full - time student in a teacher preparation program at the University of Wyoming community college.
He later transitioned into higher education where he spent 9 years at Lipscomb University in Nashville before returning to public school as a middle school math teacher in the Springdale School Disschool as a middle school math teacher in the Springdale School Disschool math teacher in the Springdale School DisSchool District.
Prior to joining DreamBox, he spent over 10 years in public education, first as a high school math teacher and then as the Mathematics Curriculum Coordinator for a K — 12 school system of over 17,000 students, where he also helped facilitate the system's long - range strategic planning efforts.
Francis has been an educator for more than 20 years, working as a middle and high school English language arts and math teacher, a site administrator, and an education program specialist in the Title I unit of a state education agency.
Christine also worked as an NYC DOE high school math teacher in the Bronx, and spent over seven years as a process improvement and organization restructuring consultant in manufacturing, financial services, aviation and telecommunications industries at Coopers and Lybrand in New York and Sydney, Australia.
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.
Robert also serves as a Facilitator for the NSF funded eMSS (E-mentoring for Student Success) science and math teacher support program Robert has taught a variety of technology and science courses in a variety of public high school, middle school and university settings for about 20 years.
Troy high school teachers recently met with HVCC professors to map out some of the math courses students will need to earn an Advanced Regents Diploma and to prepare for college - level courses as part of the P - TECH program, which will include three years of high school algebra, geometry and trigonometry.
With over 25 years of educational and corporate leadership experience, Keith has served as a high school assistant principal, math teacher, athletic director, and basketball coach.
Kayty Himmelstein is a second year New York City Teaching Fellow; she works as a math teacher at West Brooklyn Community High School.
During six years as a math teacher in Littleton, Colo., Peter Jonnard created a huge bank of questions only he knew the answers to so that students could no longer cheat on the online credit recovery tests they needed to graduate from high school.
Allison started her career teaching high school math in urban Houston, Texas, where she spent the first five years as a teacher, Department Chair and Math Skills Specialist in Aldine ISD.
Besides Rhonda's years as a stay - at - home mom, Rhonda has been a high school science and math teacher, a general contractor / homebuilder, and is now a professional photographer.