Jerry Standifer Case Study

It's been a pleasure working with Jeff Walrich the past four years. Jeff presently serves as the Assistant Athletic Director, Head Varsity Wrestling Coach and 10th grade Dean of Boys'. He also teaches Broadcast Journalism and Film and Video Production. Jeff certainly wears many hats, and to the surprise of no one at HIES, he fulfills his responsibilities professionally and with great acumen. If something needs to be done at HIES, Jeff is the man to call. When he informed me that he was looking to advance his career as an Athletic Director at another school, I had mixed emotions. Jeff has been a blessing to HIES, the students and their families, yet I know he longs for greater responsibility in administrative settings. He is poised to take on that challenge, and I hope to be of some assistance in his search.

I contacted Sue at Van Duyn Center regarding Jerry Mansir and she isn’t sure who you spoke to, but the member is homeless and doesn’t have a wife. The social worker you can connect with to schedule the NH initial is Alisha Ralspon phone number is 315-449-6121. If it’s not too much trouble can you notate in CareOne or email me the nurse name, date and time of the visit for both Mansir and Cassell.

EDMONTON - Jerry “Buck” Nelson Compton, age 71, passed from this life on October 25th at University of Louisville Hospital in Louisville, KY. He was the son of the late Rufus and Rosa Clemmons Compton. Jerry was a retired farmer and truck driver.

State test scores and graduation rates are one of the most important items of discussion at Napavine Jr. Sr. High School. When the State changed the testing method from the HSPE to SBAC, Napavine’s scores dropped. At that time, the administration began providing professional development workshops on SBAC teaching strategies to align with Common Core standards. In addition, staff collaborated to develop a program we call Core/Flex. Students who are passing all of their classes with a C grade or higher are allowed 25 minutes of free time. Students who have a D or F grade are assigned Core with a teacher for tutoring purposes. The student stays in Core until his or her grade has improved. Due to staff input, staff engagement is supportive of

Writing Coach – New school year, new attitude, and new repertoire of writing skills that will put you at the head of your class! Writing enrichment and private coaching and tutoring for middle and high school students. I specialize in teaching basic composition, essay, and research writing. Through my coaching you will receive positive encouragement towards reaching your writing goals. You will: learn new writing skills, modify current writing skills, identify and prioritize writing goals, meet deadlines for writing school papers, and learn strategies to overcome challenges encountered in the classroom.

Education is without a doubt one of the most significant factors in our society. We spend twelve years of our lives in the schooling system, and our system has been the most accurate technique for assessing students for decades now. Lately, there has been controversy over the traditional grading system that we currently use in our classrooms across the United States. There is a multitude of individuals who believe we should alter our grading system, and begin using a recently developed system which involves working on a long-term assignment throughout the semester to show what students have learned during the length of the course. There are many benefits to our traditional system that people often seem to overlook. We should be

As a skilled and enthusiastic professional with experience in school administration, curriculum planning, and student relations, it is my pleasure to submit the enclosed resume for the position of Assistant Principal. Proudly, I currently serve as a teacher and coach at Stout Middle School. My tenure at Stout has allowed me to become part of the community. As such, I have created meaningful relationships with the educational stakeholders in the district. These positive interactions have promoted my success in and out of the classroom. Producing an educational environment which has helped me to grow as a teacher leader with the abilities to implement strategies for all student success. I am confident I can continue to bring my enthusiasm,

We don’t often get to tell our administrators how much we appreciate them and all that they do for our children. This is my opportunity to tell you that Heidi AbiNader is wise beyond her years, and always has been; I’ve known her for 35 years. She was born and raised in Sharpsville, PA., she’d attended school at Sharpsville, she’s been a teacher at Sharpsville, and now she’s broken the proverbial glass ceiling and become the first female principal in our district. A district that her father taught in as well.

At Old Donation School, we have a succinct, well thought-out and DISCUSSED plan of action for our grading and reporting. It is similar to the concepts outlined in Tomlinson and McTighe’s chapter. I continually meet with our 6th grade English, our grade level team, our grade level, our SIS, guidance, our administrators, our students, and our parents. The main focus during our meetings is to clarify the assessments and to make sure each individual student has had every opportunity to meet their goals and develop strong work habits.

Standards Based Grading (SBG) is a grading process which is a measure of mastery of individual learning targets related to content of the grade level or course. It is founded on the idea that student evaluation should about a child 's mastery of core academic concepts. By listing each standard that is to be taught in each unit, students are able to analyze each standard, knowing what they are to learn and the purpose for each standard in their learning. Using this knowledge, students are able to track their learning and know what portions of each standard they need to focus on in their learning. This leads the learning to focus on learning instead of behavior, quality instead of quantity, student involvement instead of teacher involvement, etc.

Concurrent with improvement and enhancements to the Region 16 written curriculum, I will work collaboratively with building leaders to ensure that teachers implement the written curriculum with fidelity through the application of high-quality instruction. If appointed the next Region 16 Director of Curriculum, Instruction and Assessment, I will prioritize direct observations of instruction districtwide. As part of my observations, I will investigate the following:

Evidence: The Teaching Today, Edition Nine textbook briefly outlines three major proponents of a standards-based education.

In all, 1,101 interview invitations were sent, 38 principals responded affirmatively, and, of those, 31 interviews were conducted. The resulting sample included 31 subjects from 29 districts representing each of the MASSP divisions. The remaining 7 were unable to participate due to scheduling constraints. Each volunteer was actively serving in a secondary-level administrative position in a Minnesota public school, with the exception of one recently retired subject. Another subject served not only as the secondary level principal, but also served as the district superintendent.

One of the most significant and prevalent changes seen in education is the implementation of a standard curriculum. Prior to this effort there were many ineffective practices that occurred within the nation’s schools. According to Girod, G.R., & Girod, M (n.d.), there was a time that students were measured on such things as a spelling test. If you spelled a certain number of words correctly you were considered a good speller, but did that mean you actually understood the context of the word or was it just memorization? Although there is much debate as to whether or not standard curriculum is fair to all students given different learning styles and aptitudes, in this paper I will go over the some of the important factors and benefits in implementing a standard curriculum. I will also go over how one district in Tempe does exactly this.

Challenging age-old traditions will not be easy. The traditional grading system generally goes unquestioned despite the fact that it often appears ineffective and potentially harmful to students. Battling antiquated traditions requires research-based “better practices.” Passionate arguments will not change the status quo. To succeed in the disposal of old traditions, you must have innovative, results-oriented options to take their place. Leaders armed with conviction look to press for thoughtful, positive reforms to see remarkable results.