Applicants must have and maintain a cumulative GPA of 3. Varies The ACHE Police Officers and Firefighters Survivors Educational Assistance Program is a grant covering tuition, fees, books and supplies for dependents and eligible spouses of Alabama police officers and firefighters killed in the line of duty.
He joined the Principal Advisory Council to be a voice for CPS principals and to assist the District in recruiting and retaining outstanding school leaders. A product of CPS schools, Charles became a CPS principal to play a role in improving families, neighborhoods and communities through education.
At Michelle Clark, Charles has worked to create a culture of shared leadership and student-centered instruction, all while increasing restorative practices throughout the school community. His leadership has been inspiring to his teachers, many of whom have begun taking increased ownership of teaching and learning at Michelle Clark.
He joined the Principal Advisory Council because he recognizes that CPS has its share of challenges, and he wants to contribute to educators around the District overcoming those challenges.
As a student, he did not see many Latino teachers or principals, so he went into education, in part, to begin turning that tide. Javier works to be a powerful role model for his Latino students, teaching them that they can overcome any obstacle and achieve their dreams, just as he did.
Javier wants his educators to be lifelong learners, so he has created book clubs at Carson that have teachers reading more professional literature. Wayne joined CPS in as a special education teacher and became the assistant principal at Lindblom before assuming his current role.
As principal, Wayne has led Lindblom from a traditional grading and teaching system to competency-based learning, which has resulted in significant student growth. Lindblom also received the Breakthrough Schools Grant under his tenure and is in the process of building an innovation lab that will provide students with the foundation they need to compete in a global, 21st century economy.
She joined the Principal Advisory Council to be a voice for her students, teachers, and staff, and to contribute her views as a new principal of a large diverse school. Maureen decided to become a principal to have a greater impact. She believes that a principal not only affects change within the school, but also empowers students and parents to affect positive change within the neighborhood.
At Clinton, Maureen has focused on creating personalized schedules for all students to support their varying learning styles and academic proficiency. During the school day, Clinton has designated intervention times to work with at-risk students and enrichment times to encourage exploration and provide thought provoking projects and discussions.
Timothy Divine Walter Payton College Prep High School The leader of Walter Payton College Prep High School sinceTim joined the Principal Advisory Council because he believes that our District needs to be nurtured, and because he enjoys being part of a group of educational leaders who bring differing perspectives to support the various needs of high school students.
He particularly enjoys guiding high school students as they mature from 9th grader and graduate four years later as adults. Tim enjoys helping shape students during this pivotal transition and encouraging them to become the best version of themselves.
Tim became a principal because this leadership role is a nexus of education theory, practice, and policy, all of which interest him professionally. During his time at Payton, Tim helped increase SEL programming, created unique Multi-Tiered Systems of Support, and developed a daily enrichment program so students could access additional academic supports, participate in athletics, and explore identity organizations during the school day.
He has also provided consistent professional development activities for faculty that focus on culturally responsive pedagogy. He joined the Principal Advisory Council to make sure that those intimately involved in the work of this District provide CPS leaders with the guidance and direction they need.
He credits many of his teachers with inspiring him to pursue a career in education, as he wanted to be as nurturing and motivational to other children as they were to him.
As principal at Alcott, Elias has worked to create a greater sense of community among his staff, students and parents. He believes that growing the mind of a child belongs to all stakeholders, and that performing well academically is only a success when students and teachers enjoy doing what they do.
Emily was inspired to become a teacher by her older sister, a CPS educator in the Little Village community. Emily became the principal of a neighborhood school because she believes passionately that every child deserves access to a quality, equitable education, and she wanted to provide that to the students in her community.
Her work has contributed to a nurturing, comfortable environment for all students and has helped increase staff focus and morale. He joined the Principal Advisory Council to be part of a group that is dedicated to improving outcomes for all Chicago students and to help facilitate a stronger collaboration between District and charter schools.
Prior to becoming an educator, Samuel worked as an attorney. Part of his job was mentoring CPS high school students interested in the legal profession, and seeing their potential inspired him to become an educator. Samuel believes in creating buy-in and unity among his staff, and he has accomplished this by allowing educators to play an active role in setting school policy.
Improving teacher retention is one of his main priorities, as is increasing social-emotional supports for all students, especially during their first two years of high school. Erin began her career with Teach for America, teaching middle-school Math in Texas. As the principal of Marine Leadership Academy, Erin works diligently to ensure that every classroom has the best teachers, resources and support systems to drive student learning.
The first in her family to attend college, Tonya became an educator to support children like herself — students who might have never considered college if not for caring adult encouraging them to believe in themselves and reach their full potential.
She became a principal to improve outcomes for students beyond her classroom and to impact future generations on a broader level.Chicago Public Schools is the third largest school district in the United States with more than schools and serves , children. Our vision is that every student in every neighborhood will be engaged in a rigorous, well-rounded instructional program and will graduate prepared for success in college, career and life.
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The Senior LIFE Social Worker is responsible for providing a comprehensive approach to delivery of services to members including but not limited to initial and periodic assessments, care planning, individual and family counseling and support, case management and documentation.
Where We Started. Chicago natives Jim Dower and Dan Isherwood founded Urban Initiatives in in the Cabrini-Green neighborhood. As Chicago Public Schools (CPS) teachers and suburban soccer coaches, they started Urban Initiatives as a response to the lack of extracurricular programs for the children they taught at Byrd Academy.
a sample. In years when the NAEP assessment includes a field test or equating studies, samples are referred to as the A sample, the B sample, the C sample, etc.
For these assessments, the A sample is the operational (national main and/or state) assessment. accommodation. A change in how a test is presented, in how it is administered, or in how the test taker is allowed to respond.
This term. kaja-net.com - A full-featured web based gradebook, easily manage grades and assignments online. kaja-net.com can interface with your schools student management software. Parents have secure access to upcoming homework assignments and their child’s grades.
district assessment plan Classroom, district and state assessment is all conducted in order to provide a process to verify student proficiency of the Pennsylvania academic standards.
Central Dauphin School District utilizes a variety of assessment techniques to measure student progress towards state standards.