World Academy Frequently Asked Questions
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Family Handbook: 2018
Faith Christian Academy Family Handbook: 2018 “Training Students…Transforming Lives” Family Handbook: 2018 Table of Contents I. Philosophy, Foundations, and Admissions 5 Accreditation 5 Admission Information 5 Admissions Procedures 5 Admissions Procedures/Requirements by Grade Level 6 Immunizations 6 Non Discrimination Policy 6 Students with Special Academic Needs 6 Students with Court Records 7 Students with Infectious Diseases 7 Core Values 7 Expected Student Outcomes 8 History 9 Mission Statement 9 Organization 9 Potential for Revision 10 Statement of Faith 10 Statement of Purpose and Philosophy of Education 14 Vision Statement 15 II. Academic Information 16 Academic Eligibility ..............................................................................................16 Academic Fairs and Competitions .........................................................................16 Cheating/Academic Integrity .................................................................................16 Christian/Community Service Recognition ...........................................................16 College Courses/Dual Credits ................................................................................16 Curriculum Guides .................................................................................................17 Grading System ......................................................................................................17 Graduation Requirements ......................................................................................17 -
Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy. -
Prekindergarten Eligibility
Prekindergarten Eligibility Overview Statute: TEC §29.153 (b) Resources: Student Attendance and Accounting Handbook (SAAH), Section 7.2 & 3.5 To be eligible for enrollment in a free prekindergarten class, a child must be at least three years of age on or before September 1 of the current school year (if a 3-year-old program is available) or four years of age on or before September 1 of the current school year and meet at least one of the following eligibility requirements: • unable to speak and comprehend the English language • is educationally disadvantaged (eligible to participate in the national school lunch program... guidelines about NSLP eligibility can be found in sections 4 and 6 of the Texas Department of Agriculture’s Administrators Reference Manual) • is homeless, as defined by 42 USC, §11434a, regardless of the residence of the child, of either parent of the child, or of the child's guardian or other person having lawful control of the child • is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who is ordered to active duty by proper authority • is the child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed while serving on active duty • is or has ever been in the conservatorship of the Texas Department of Family and Protective Services (foster care) following an adversary hearing held as provided by Family Code §262.201 • is the child of a person eligible for the Star of Texas Award as: o a peace officer under Texas Government Code §3106.002, o a firefighter under Texas Government Code §3106.003 o an emergency medical first responder under Texas Government Code §3106.004 Eligibility applies to three-year-olds when a three-year-old program is available. -
Partner Schools Art & Design
Art&Design Partner Institutions Erasmus Code Country City Institute A LINZ02 Austria Linz University of Art and Design A WIEN07 Austria Vienna University of Applied Arts Vienna ARTESIS PLANTIJN HOGESCHOOL B ANTWERP62 Belgium Antwerpen ANTWERPEN Brugge / Vives Katholieke Hogeschool Brugge - B BRUGGE11 Belgium Oostende Oostende B BRUSSEL43 Belgium Brussels/Ghent LUCA ( vroeger Hogeschool Sint-Lukas Brussel) B GENT25 Belgium Ghent Hogeschool Gent, School of Arts – KASK B HASSELT22 Belgium Hasselt PIXL University College Film and tv school of Academy of performing CZ PRAHA04 Czech Republic Prague arts in Prague (FAMU) D BRAUNSC02 Germany Braunschweig Hochschule für Bildende Künste Braunschweig D DUSSELD03 Germany Dusseldorf Fachhochschule Düsseldorf D HALLE03 Germany Halle Burg Giebichenstein Kunsthochschule Halle Staatliche Hochschule fur Gestaltung D KARLSRU06 Germany Karlsruhe Karlsruhe D KOBLENZ01 Germany Koblenz UNIVERSITY OF APPLIED SCIENCES KOBLENZ D MAINZ08 Germany Mainz Fachhochschule Mainz Schwäbisch D SCHWA02 Germany Hochschule für Gestaltung Schwäbisch Gmünd Gmünd D TRIER02 Germany Trier Hochschule Trier DK Denmark Kopenhagen Danmarks Designskole KOBENHA59 DK Denmark Kolding Kolding School of Design KOLDING07 E BARCELO02 Spain Barcelona Escola Massana Centre d'Art i Disseny E CIUDAR 01 Spain Cuenca Universidad de Castilla la Mancha (UCLM) Version January 2020 E MADRID03 Spain Madrid Universidad Complutense de Madrid E MADRID197 Spain Madrid Centro Universitario de Artes TAI La Escola d'Art i Superior de Disseny de E VALENCI13 Spain -
Teacher Education Policies and Programs in Pakistan
TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan. -
School Profile 2019-2020
SCHOOL PROFILE 2019-2020 10 MAIN STREET Cheshire Academy was founded in 1794. The Academy is a selective independent, coeducational CHESHIRE, CT 06410 boarding and day school enrolling 362 students in grades 9-12 and a postgraduate year. Cheshire Academy endeavors to enroll students who are eager to pursue their passions and realize their potential. 203-272-5396 The Academy has a rich tradition of enrolling a diverse student body and providing a student-centered FAX: 203-439-7202 program. Cheshire Academy is accredited by the New England Association of Schools and Colleges CEEB CODE: 070095 and is approved by the Connecticut State Department of Education. Among other affiliations, the school is a member of the Secondary School Admissions Test Board (SSATB) the National Association of WWW.CHESHIREACADEMY.ORG Independent Schools (NAIS) and the Connecticut Association of Independent Schools (CAIS). * ADMINISTRATION CHESHIRE ACADEMY AT A GLANCE Julie Anderson • 362 students, 57% boys, 43% girls • 57 full time faculty Head of School • 16 PGs, 108 Seniors, 94 Juniors, • 46 with advanced degrees (up to M.A.) 94 Sophomores, 50 Freshmen • Average class size: 11 Laura Longacre • 51% boarding, 49% day Chief Academic Officer • From13 states and 29 countries * As of September 1, 2018 GPA DISTRIBUTION—CLASS OF 2019 * COLLEGE COUNSELING OFFICE ACADEMIC INFORMATION & GRADUATION REQUIREMENTS 4.1-4.0 2.4 % of class Madeleine Bergstrom • Semester system 3.99-3.67 17.1 % of class Director • Over 110 courses offered in 6 disciplines 3.66.-3.33 25.2 % of class 203-439-7550 • International Baccalaureate® Diploma Programme 3.32-3.0 18.7 % of class [email protected] 2.99-2.67 17.1 % of class CLASS RANK & GPA 2.66-2.33 15.4 % of class Laura Dempsey Beginning with the 2016-2017 academic year, Senior Associate Director Cheshire Academy no longer applies weight to 2.32-and under 4.1 % of class 203-439-7294 the student GPA. -
Investigation Into University Technical Colleges
A picture of the National Audit Office logo Report by the Comptroller and Auditor General Department for Education Investigation into university technical colleges HC 101 SESSION 2019-20 30 OCTOBER 2019 4 What this investigation is about Investigation into university technical colleges What this investigation is about 1 University technical colleges (UTCs) are a type of free school in England that focuses on teaching students who are mainly aged 14 to 19. UTCs are publicly funded state schools, independent of local authorities. Each UTC must be part of an academy trust, a charitable company that manages the school’s budget and employs the staff. Academy trusts are directly funded by, and accountable to, the Department for Education (the Department), via the Education and Skills Funding Agency. Single-academy trusts have one academy school, while multi-academy trusts bring together groups of academy schools. 2 In 2010, the government undertook to improve the quality of vocational education, including increasing flexibility for 14- to 19-year-olds and creating new technical academies as part of plans to diversify school provision.1 The Department supported the establishment of the first UTC in 2010/11 and the government announced its ambitions for UTCs in subsequent budgets.2 The Department’s vision was for employers and universities to work together, with educational experts, to open new institutions to deliver technical education in specialist areas that meets the needs of local employers and the economy. 3 However, UTCs have faced challenges that have threatened their viability. In December 2016, we reported that the then Education Funding Agency had assessed 22 of 47 UTCs as at risk due to financial concerns.3 The financial difficulties were caused, at least in part, by the fact that UTCs had fewer students than predicted. -
LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What Is the Langston Transportation Academy? the Langston
LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What is the Langston Transportation Academy? The Langston University Transportation Academy (the Academy) is funded by the Southern Plains Transportation Center (SPTC) and is supported by many public and private transportation agencies and companies to provide high school students an opportunity to learn about the transportation industry and to strengthen and increase participation of Minority Institutions of Higher Learning in federal programs. The threefold-purpose is to: (1) Create awareness and stimulate interest in secondary school students to take maximum advantage of the career opportunities in the transportation industry; (2) Attract a broad and diverse selection of bright minds, and acquaint and stimulate them with the various aspects of the transportation industry; and (3) Increase the number of students who choose careers in the transportation industry. Who is eligible to apply? Any student who is a citizen or permanent resident of the United States and who is currently enrolled in grade 9 or 10 is eligible. The student must have at least a cumulative grade point average (GPA) of 2.5, have interest in attending college/university/technical school, express interest in pursuing a career in transportation or transportation-related field, agree to participate for the whole duration of the residential program, and submit a complete application. When is the Academy held? The Academy is conducted in the month of June, for four weeks. How much does it cost to participate? The Academy is free of charge to participants. Is the Academy a day camp? No, the Academy is a two-week residential program. -
The Impact of School Culture Upon an Educational Institution 1
Cedarville University DigitalCommons@Cedarville Master of Education Applied Research Projects Master of Education Capstones 8-2019 The mpI act of School Culture upon an Educational Institution Jared T. Clark [email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/ education_research_projects Part of the Education Commons Recommended Citation Clark, Jared T., "The mpI act of School Culture upon an Educational Institution" (2019). Master of Education Applied Research Projects. 9. https://digitalcommons.cedarville.edu/education_research_projects/9 This Applied Research Project is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in Master of Education Applied Research Projects by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Running Head: THE IMPACT OF SCHOOL CULTURE UPON AN EDUCATIONAL INSTITUTION 1 The Impact of School Culture upon an Educational Institution Jared T. Clark Cedarville University THE IMPACT OF SCHOOL CULTURE UPON AN EDUCATIONAL INSTITUTION 2 Abstract According to the National Center for Educational Statistics, there are close to 100,000 public schools and over 33,000 private schools in the United States. Each of these schools have different mission statements, pedagogies, philosophies and purposes along with different types of students. These schools are led by a variety of leaders with different levels of education and leadership styles. Is there a common theme between the schools that are most successful at providing a holistic education for their students and creating a rewarding environment in which the respective faculties serve their students? What is the impact of school culture upon the learning and social outcomes along with the work environment? A great deal of literature deals with the topic of both organizational culture as well as school culture. -
Acceptance & Matriculation List (2017-2019)
ACCEPTANCE & MATRICULATION LIST (2017-2019) Schools in bold indicate matriculation, with the number of students attending in parentheses. Agnes Scott College (1) Florida Southern College Mercer University Spelman College UNC-Charlotte (5) American University (1) Florida State University Meredith College Stanford University (2) UNC-Greensboro Amherst College (1) Fordham University (2) Miami University of Ohio Stony Brook University UNC-Wilmington (1) Appalachian State University (3) Franklin and Marshall College Michigan State University SUNY College of ESF UNC-School of the Arts (1) Auburn University Franklin University, Switzerland Middlebury College (1) Syracuse University (1) Univ. of North Texas Baldwin Wallace University Furman University (1) The New School (5) Temple University Univ. of Notre Dame (1) Baylor University George Mason University New York University (3) Temple University, Japan Univ. of Oregon Belmont University (1) George Washington North Carolina State University Texas A&M University Univ. of Ottawa, Canada University (3) (34) Berklee College of Music Texas Christian University Univ. of Pennsylvania (1) Georgetown University (1) Northeastern University (2) Boston College (1) Tufts University (6) Univ. of Pittsburgh (1) Georgia Tech (2) Northwestern University (1) Boston University (3) Tulane University Univ. of Richmond (4) Gettysburg College Oberlin College (3) Brandeis University US Air Force Academy (1) Univ. of Rochester Goldsmiths, University of Ohio State University Brown University (5) US Military Academy Univ. of St. Andrews, Scotland London (1) Oxford College of Emory (1) Bucknell University (1) US Naval Academy (1) Goucher College University (1) Univ. of San Diego Butler University (2) University of Arizona Guilford College Pennsylvania State University Univ. of San Francisco Cal Tech (2) Univ. -
Ancient Universities in India
Ancient Universities in India Ancient alanda University Nalanda is an ancient center of higher learning in Bihar, India from 427 to 1197. Nalanda was established in the 5th century AD in Bihar, India. Founded in 427 in northeastern India, not far from what is today the southern border of Nepal, it survived until 1197. It was devoted to Buddhist studies, but it also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war. The center had eight separate compounds, 10 temples, meditation halls, classrooms, lakes and parks. It had a nine-story library where monks meticulously copied books and documents so that individual scholars could have their own collections. It had dormitories for students, perhaps a first for an educational institution, housing 10,000 students in the university’s heyday and providing accommodations for 2,000 professors. Nalanda University attracted pupils and scholars from Korea, Japan, China, Tibet, Indonesia, Persia and Turkey. A half hour bus ride from Rajgir is Nalanda, the site of the world's first University. Although the site was a pilgrimage destination from the 1st Century A.D., it has a link with the Buddha as he often came here and two of his chief disciples, Sariputra and Moggallana, came from this area. The large stupa is known as Sariputra's Stupa, marking the spot not only where his relics are entombed, but where he was supposedly born. The site has a number of small monasteries where the monks lived and studied and many of them were rebuilt over the centuries. We were told that one of the cells belonged to Naropa, who was instrumental in bringing Buddism to Tibet, along with such Nalanda luminaries as Shantirakshita and Padmasambhava. -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.