“With this information about their options, the seventh-grade students will be better prepared to make career-oriented choices as they consider CTE programs as part of their pathway to and through college,” said Juliet D. Curci, EDU ’11. “Our goal is to help students make informed decisions when choosing which high schools they want to apply to.”
Makena Toldson is a 9 year old writer who wrote her first published book Makena Goes to School at age five. Makena will be visiting the Norris After School Program on Friday, October 28, 2016 from 4:00 pm to 5:30 pm for a reading and Q&A session.
Over 400 7th graders from local elementary schools attended the Fair, which the College of Education hosted in partnership with Steppingstone Scholars, Inc. and the School District of Philadelphia. During the event, students learned about vocational programs available at Philadelphia’s Randolph, Dobbins and Mastbaum high schools.
The College of Education and College of Liberal Arts at Temple University are hosting a school supply and book drive benefiting neighboring elementary schools Tanner Duckrey and Alliance for Progress Charter School.
https://sites.temple.edu/templeteacherresidency/files/2016/06/WDAS-FM-Radio-Interview.m4aAashita Batra, recently-hired Temple Teacher Resident and soon-to-be middle grades science/mathematics teacher was interviewed alongside Superintendent Dr. William Hite about Ms. Batra’s decision to teach Philadelphia’s public school students. Follow the news coverage here.
The pass rate on the Board Certified Behavior Analyst (BCBA) exam climbed 17% to 87% for 2015. The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals who are certified at the BCBA level are independent practitioners who provide behavior-analytic services. In addition, BCBAs supervise the work of Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, and others who implement behavior-analytic interventions.
Temple University’s College of Education, led by member dean Greg Anderson, knows what it wants: for teacher-candidates to ground their instructional decision-making in the science of how students learn. Figuring out how to achieve that is what the College has been tackling as part of Dean for Impact’s Design for Practice Network.