Emily Marciniak Linkedin Recommendation
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The letter provides a recommendation for Emily Marciniak, a former student at Antigo High School who graduated in 2013. It summarizes that Emily demonstrated dedication in her classroom performance and extracurricular activities, challenging herself with Advanced Placement classes. She balanced her schedule and responsibilities. The principal writes that Emily exhibited quiet leadership, setting a positive example and bringing people together to accomplish goals through hard work and dedication. He commends her maturity and integrity.
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Megan Hughes is a 20-year-old female from Manchester seeking employment. She achieved good grades in her GCSE exams in 2014 including B's in Maths, Science, English, Photography and French as well as a Distinction* in BTEC Health and Social Care. She has work experience caring for elderly residents at two care homes and helping at a nursery. Megan enjoys socializing, fashion, gymnastics and dance. She is described as sociable, hardworking, energetic, caring, and mature with strong leadership and organizational skills.
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Danielle is a dynamic leader who participated in many extracurricular activities and held multiple jobs while maintaining high academic achievement. She encouraged her classmates to set goals and represented Maine well on the state and national levels. Danielle graduated in the top 20% of her class despite a rigorous course load. The letter writer is confident Danielle will continue to be driven and focused in college and recommends her for an internship, where she will be an asset and gain experience to further her political career.
Judy Wiggins Recommendation
This letter provides a strong recommendation for Mrs. Cyndi Burns for a classroom assistant position in special education. The social worker has worked with Mrs. Burns for three years and observes her dedication to her students and sincere caring nature. She is encouraging, patient, and kind to the students. Mrs. Burns also interacts professionally with teachers, staff, and administrators. When students have social or emotional issues, she is quick to seek the social worker's assistance to help the child. Her care for students' well-being is one of her greatest strengths.
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Madison Lymer is a senior at Winslow High School seeking funding for college. She has strong people and leadership skills developed through dance, where she has won multiple awards, and math, where she has taken college courses. Currently, she works making coffee for her school's FBLA program and assists at her dance studio, choreographing routines.
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Madison Lymer is a senior at Winslow High School seeking funding for college. She has strong people and leadership skills developed through dance, where she has won multiple awards, and math, where she has taken college courses. Currently, she works making coffee for her school's FBLA program and assists at her dance studio, choreographing routines.
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Sharity is the pink elephant mascot of Community Chest who encourages children to be compassionate towards the less fortunate. Though initially mocked for his appearance, Sharity led by example by including all in play, sharing snacks, and donating pocket money. He continues caring for others through volunteer work. Today, his warm heart and caring acts are recognized before his striking pink color. The document provides details on various Sharity-themed programs and activities to encourage primary school students to engage in acts of care and sharing.
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Lasam Academy was founded in 1951 and is recognized by the government. It aims to mold students' talents and skills through its intelligent and approachable teachers. The school is known for its academic excellence and participation in competitions in academics, sports, and socio-cultural activities. Lasam Academy ensures its programs, like its founding anniversary celebrations and sportsfest, are well-organized and entertaining for students and audiences. The school strives to provide an environment where students can earn fame and feel loved.
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2) They received training in community organizing, power dynamics, and planning from Citizen Schools to prepare for leading initiatives.
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Amy Correia has been involved in community service since high school through organizations like PeaceJam, which connects youth to Nobel Peace Laureates. During her time at Florida State University, she has participated in numerous service programs, including Outreach Facilitation, Florida State Alternative Breaks, and PeaceJam Southeast, where she teaches nonviolence to youth. Amy hopes to earn a masters degree in Public Administration and Leadership Studies to further her ability to create positive, sustainable change through community service and development work.
Schneider LetterOfRec
The principal of Ashley Falls School wrote a letter of recommendation for Molly Schneider for an elementary teaching position. Molly had substituted at the school for two years in a variety of classes and subjects, including taking over the PE class for a month. The principal noted that Molly engages students in learning and works with the same level of care for all students, regardless of ability. When the school needed a new fourth grade teacher, Molly stepped in as the acting PE teacher, continuing the program without issues despite not having the required credential. The principal believes Molly has the potential for growth as a teacher and recommends her for an elementary teaching position.
Individual differences student profile
Emily is a 9 year old fourth grader with learning disabilities and communication disorders. She receives resource support for an hour each day and struggles below grade level except in math. Socially, Emily gets along with others but seeks adult approval. While physically healthy, her handwriting and attention span need work. Continued support from her IEP team and modifications like visual aids could help Emily reach her potential.
Letter of rec1
Morgan Kimbarow worked as an instructional assistant at Alta Vista High School, a continuation high school serving students from Mountain View, Los Altos, and Los Altos Hills who have been removed from traditional high schools due to credit deficiency, poor attendance, or behavioral issues. The letter writer recommends Morgan, noting that he was always on time and followed instructions well. Morgan is described as dependable, asking insightful questions and being open to improving his skills. He is dedicated to helping students and takes pride in his work.
Meeting the Needs of Disadvantaged Students by Ikhlas Ahmad
- The document discusses meeting the needs of disadvantaged students and building relationships with them. It notes that students from low-income families have lower graduation rates and face distractions from poverty.
- It describes an experience where a teacher built rapport with a struggling student by greeting him excitedly each day. This positive relationship helped the student improve in English.
- The document advocates for high expectations, family involvement, exposing students to the arts, and recognizing signs of disadvantage in order to engage students and help them succeed.
Induction evening 2019
- This document provides information for parents about their child's transition to secondary school at SBAS.
- It discusses differences between primary and secondary school, the pastoral and academic support systems in place, building relationships and developing resilience.
- The evening will involve introductions from school staff, information about routines, behaviour, and developing a culture of grit. It aims to help new families thrive as part of the school community.
Articles opening of the school year
The Principal Mr. Elmer R. Luceño welcomed students and families to the opening of the 2018-2019 school year at Tipanoy Elementary School. The school aims to provide opportunities for students to succeed and become confident, thoughtful individuals prepared for future challenges. The inclusive curriculum sets high standards and expectations to help students feel happy and achieve their best. Through the K to 12 programs, academic standards continuously improve each year to provide an accessible yet challenging education for all students. Stakeholders and visitors are welcome to visit the school.
Recommendation 1
The letter recommends Molly Graebner for admission to DePaul University. It describes her as an exceptional person who has matured into a bright, competent, trustworthy, and confident leader through her involvement in Girl Scouts over four years. Additionally, she has contributed hundreds of hours of community service and was elected captain of her high school varsity tennis team. The letter expresses confidence that Molly will bring her positive qualities and leadership skills to college and make great contributions in her future career.
CV
Amy Duke is currently studying a Foundation degree in Criminology and is looking for a career in the criminal justice system. She didn't leave school with strong qualifications but went on to pass maths and English in college along with receiving high marks in Public Services courses. Amy volunteers as a young offender mentor, which has inspired her to want to work with ex-offenders to help them reintegrate into society. In her role she is responsible for motivating and supporting the young person, finding opportunities, being emotionally supportive, and acting as a role model.
RenataKennisonRec
This letter is a recommendation for Anthony Reed for an internship with HJGT. The letter writer has known Anthony for 6 years, first as a quiet high school student but who worked hard and tackled difficult assignments. As a student, he stretched outside his comfort zone and showed grit and determination. He managed a challenging academic program while also working a job, participating in sports, and providing counsel to his peer group. Anthony showed strength of character through extracurricular activities and leadership qualities as a team captain in multiple sports. He achieved his goal of being the first in his family to attend and graduate from college. The letter writer believes Anthony will be an asset to any organization.
Kelly_Weekes_Emerge_Scholarship_Recommendation
Elaine Avila is recommended for the Emerge Scholarship by Kelly Weekes based on her volunteer work as Public Relations Director at Langston Charter Middle School for six years. Mrs. Avila developed the PR position from scratch with little guidance and has succeeded in generating significant publicity for the school through local media outlets. Her dedication and initiative in promoting the school through press releases, photos, and managing other volunteers has helped grow enrollment through a lottery system. Mrs. Avila is praised for her hard work, conscientiousness, and vision in developing an essential volunteer position that benefits the school.
About Me
Carla Bridges is seeking a teaching position and has experience working with children through various jobs. She has a bachelor's degree in elementary education and is close to graduating. She is involved in her children's school and local community through organizations like the PTA and Cub Scouts. Bridges believes technology and family involvement are important in education.
Teaching Resumes
Olivia White is seeking a teaching position that allows her to combine her passion for teaching children through play and building real relationships with students and families. She has a Bachelor's degree in Elementary Education and will obtain Maine state certification in Early Childhood and Early Elementary Education in Summer 2015. Her teaching experience includes a student teaching position in a first grade classroom and work as an assistant teacher in a preschool classroom. She has strong skills in areas like classroom management, collaborative teaching, and integrating various subjects and learning styles into engaging lesson plans.
EB_Letter._Leah
Emily Borden is being recommended for an English language teacher position. As her former program director, the author supervised Emily for a year at APU International School. Although new to teaching, Emily quickly learned techniques and was receptive to feedback. She was well-liked by students and staff and was able to teach all levels of English while maintaining classroom control. Emily supplemented lessons to meet student needs and interests while remaining organized amid changes. The director highly recommends Emily and is available for any additional questions.
Paraprofessional Resume 2015
Marvin L Price Jr. is seeking a paraprofessional position and has over 10 years of experience working with students from diverse backgrounds. He has education and work experience in childcare management and early childhood education. Currently, he is an assistant site director at a child development program where he supervises staff and children, plans activities, and communicates with parents and school personnel.
Dr. kherat.State Of Schools 2016 script
This document provides the transcript of Sharon Desmoulin-Kherat's State of the Schools address on May 4, 2016 in Peoria, Illinois. In the address, she:
1) Thanks various community partners for their support of Peoria Public Schools and recognizes members of the school board.
2) Discusses the district's diversity and programs like International Baccalaureate that help students succeed.
3) Identifies three "wicked problems" facing the district - poverty, mental health issues, and inadequate state funding - and emphasizes the need for community collaboration to address these challenges.
A Case Study SammySammy is 16 years old and of African American.docx
A Case Study: Sammy
Sammy is 16 years old and of African American heritage. He lives in a small southern rural town with his mother, father, and younger brother. Sammy's mother and father are both employed in low-wage service jobs. Over the years, they have tried to arrange their work schedules so that one of them has been available when the children were not in school. Sammy's mother has been very involved with the children's education, attending conferences and seeking solutions to problems.
Sammy began his elementary schooling at Tate Elementary under the district's majority- minority transfer plan. His mother believed that an integrated school would provide her children with a better education than their local school would. During first grade, Sammy experienced difficulty with the beginning reading process and had trouble staying on task. A special education evaluation indicated that he was eligible for services as a child with a learning disability, and he was served in Tate's resource program for the next 2 years with minimal progress.
The next year, the school district opened a self-contained program for students like Sammy. His underachievement was severe enough, and he was transferred to that program. Ms. Cole, his teacher, reported that during the next 2 years, Sammy began to make some progress in reading, but mathematics was still difficult. He had difficulty completing his math assignments, frequently being off task and unable to sustain attention. He also experienced continuing problems with impulse control and displays of anger. However, Sammy impressed Ms. Cole as being a capable child despite his reading and behavior problems.
During his second year in Ms. Cole's class, he was mainstreamed for fourth-grade science. Academically he was passing, but his behavior was erratic. He had particular problems dealing with teasing. A behavior contract was initiated in which he earned a star for each class period that his behavior met stated guidelines, and this seemed to have some positive effect.
At the end of that year, it was decided that Sammy had made sufficient progress to return to Tate School in a regular fourth-grade class with resource help. It was suggested that he be put on an organizational behavior contract and receive instruction in anger management. Unfortunately, the fourth-grade teacher was not willing to provide any extra support and was, in fact, overtly negative and sarcastic toward Sammy. In addition, the resource position was vacant for the first 2 months of the year, so there was no transition support. Sammy's behavior deteriorated, and his academic progress evaporated. By January he was sent back to the self-contained class, where he stayed for the remainder of elementary school. It seemed as if Sammy had decided that life was easier in the self-contained classroom and that was where he wanted to be.
He moved on to another self-contained class in seventh grade, and his behavior became more violent. He was.
Similar to Emily Marciniak Linkedin Recommendation (20)
Meeting the Needs of Disadvantaged Students by Ikhlas Ahmad
Meeting the Needs of Disadvantaged Students by Ikhlas Ahmad
A Case Study SammySammy is 16 years old and of African American.docx
A Case Study SammySammy is 16 years old and of African American.docx
Emily Marciniak Linkedin Recommendation
- 1. The Unified School District of Antigo does not discriminate on the basis of age, sex, race, religion, national origin, ancestry, creed, sexual orientation, pregnancy, martial and parental status, or physical, mental, emotional or learning disability. February 5, 2016 To Whom It May Concern: It is a pleasure to write this recommendation for Emily Marciniak. Ms. Marciniak is a former student of Antigo high school; she graduated in the spring of 2013. During her last two years at AHS she was employed as a student worker in the high school office, assisting with a variety of projects and daily office tasks. Emily demonstrated a consistent dedication to her performance in the classroom and on the field of competition. She challenged herself during her senior year by registering for three Advanced Placement classes. As you review her resume you will see that she is and was a very active and engaged person. The co-curricular activities allowed her to demonstrate to others her leadership skills and attitude of teamwork. Emily balanced her schedule and proprieties during the school day and outside of school. Excellent performance in school was a goal achieved by Emily during her entire high school experience. Emily possessed a quiet leadership style, setting a positive example for others. Her involvement in extracurricular activities brought out her love for working together with others to accomplish a common goal. Dedication and hard work has produced great dividends for Emily. She demonstrated on a daily basis the type of maturity and integrity desired from all students. It was a pleasure getting to know Emily. She possessed a maturity and sense of responsibility that is not always observed from high school students. I know she has already experienced much success with her post-secondary plans. If you have any specific questions regarding Emily’s qualifications feel free to contact me at 715-623- 7611 Ext. 2185. Sincerely, Thomas D. Zamzow Principal Antigo High School Thomas Zamzow Principal Anita Mattek Associate Principal 1900 Tenth Avenue Antigo, WI 54409 Tel (715) 623-7611 Fax (715) 623-7624 Matt Meronk Activities/Athletic Director Donna Smith Dean of Students