Leland Summer Homework

[Rode Strawther]

Outsideof Riverside, Sara has been a volunteer teacher at Bright Spots, a volunteer-operated, preschool-like program for English as a Second Language (ESOL) children in the Bon Air Elementary School District.

Shelby owns nine years of teaching experience in second and third grades, enveloping mixed-ability, public school classrooms. She taught for three years at Tuckahoe Elementary School in Henrico, Va., and, prior to coming to the commonwealth, spent six years in the classroom at Wyngate Elementary School in Bethesda, Md. Her specialties include learning about and implementing differentiated instruction. As a teacher, Shelby actively engaged in assessing students and adapting her presentations of curriculum to address their academic, behavioral and emotional needs on a case-by-case basis. She also participated in the Orton-Gillingham Approach to Teaching, Reading, Spelling and Writing summer course at Riverside in 2018, including Associate Level coursework training.

Both Sara and Shelby have completed the rigorous 60-hour coursework and applied practice sessions required for AOGPE Associate Level certification. Coursework (45 hours) includes lectures, daily reading, homework, discussions, demonstrations, videos and hands-on practice of multisensory procedures and strategies. There is also 15 hours of Applied Practice time when the instructors put what they have learned into practice with a student, with a mentor teacher providing daily observation and feedback.

Riverside School is a private, non-profit corporation that admits students of any race, color, national and ethnicorigin to all the rights, privileges, and programs, and activities generally accorded or made available to studentsat the school. Riverside School does not discriminate on the basis of race, color, disabilities, national or ethnicorigin in administration of its educational policies, admissions policies, athletic, and other school-administeredprograms. All content document.write(new Date().getFullYear()) Riverside School.

To get a small taste of the type of content that will be provided in the course, check out Leland's robust consulting prep content library, Leland+. This content library includes dozens of skills training videos on topics like structuring, market sizing, charts/data analysis, the McKinsey PEI, and more.

At least 6 hours per week - two 1.5-hour live sessions, two 1-hour peer case sessions, and 1 hour of homework. These will all be held in the evenings to accommodate work schedules. You'll need to put in at least this much time to truly master the case interview.

Full refunds (less a processing fee) are available up until the course begins. Once the course begins, no refunds will be provided, unless there are extenuating circumstances. Reach out to ni...@joinleland.com with any case-specific refund questions.

The Zero Hunger Summer Seminars are an online learning experience for anyone who wants to become an effective advocate for ending hunger and poverty through public policy. At the seminars, you will:

To reach zero hunger, we need bold leaders who understand the systems that contribute to food insecurity and can develop solutions and lead change in our organizations, programs, and policies. By attending the Zero Hunger Summer Seminars, you are gaining the insight and skills to be a successful anti-hunger advocate in your community and beyond.

Our five session seminar will take place from June 11 to July 30, 2021. To attend one or all of the sessions, get started by creating a profile or logging in to our Zero Hunger Academy platform. Once you're enrolled, you'll be able to access pre-reading, homework assignments, and discussion boards for each of the sessions. If you complete four or more sessions, you will receive a certificate of completion from the Hunger Center to recognize your achievement.

For our first session of the series, we will introduce the program and our values and goals for the summer. Our expert speakers will provide an overview of food security in the United States from the perspective of federal policy advocates. You will also get an overview of networking and its importance, both for creating systemic change and developing your own professional contacts.

This session will introduce key concepts in approaching global hunger and explore the main drivers of hunger around the world. You will also meet Mickey Leland International Hunger Fellows and learn how their work plans approach global food security from many different angles.

In this session, we will explore how race impacts food security in the United States, and we will deep dive into four root causes/lenses of hunger. Using the Racial Wealth Gap Learning Simulation, we will explore the role the racial wealth gap plays in leaving communities of color vulnerable to food insecurity. Then, experts in the field of hunger will introduce us to four major root causes/lenses of hunger: hunger in Native American communities, hunger within immigrant communities, low-wage jobs as a driver of hunger, and gender inequality as a driver of hunger.

Our final session will examine the power of personal storytelling as a tool for advocacy. We will also see final presentations from the 4th Class of Zero Hunger Interns, who will demonstrate practical plans for using advocacy to reduce food insecurity in their home communities.

Did attending a Classical Christian school prepare them for college? Specifically, did CCS prepare them? What do they miss most about school at CCS? What was the best thing about their Classical Christian education? What were some things they took for granted living at home? Are they involved in church while at college? If they could go back, what would they change about their years at CCS?

To me, high school was the last time I was told what to believe and how to think. Of course, I was allowed to disagree with what the teachers were saying, but I personally liked being offered a framework for living righteously and evaluating ideas.

Being told what to believe isn't always a bad thing, or inherently propaganda or indoctrination. Jesus told people what to believe very frequently. As a student, it is not my job to say what I think. My job is to understand and integrate the wisdom of those who are wiser and older than me. And I felt like CCS communicated that wisdom very directly. In college things are taught much more ambiguously. There's such a diverse audience of students that teachers don't seem confident to make definitive statements that risk offending people. Even Bible classes are taught in a hesitant sort of way. Instead of being told how we ought to think, we are offered ideas which we are supposed to interpret on our own.

I'm really thankful that I have a strong foundation to reference when considering the ideas that are presented in college, since no other foundation is being offered here. I frequently refer to books, poems, and Circe blog articles which were shown to me at CCS when writing college papers.

I go to an Anglican church and am not currently involved in any Bible study. I don't have a

whole lot of free time and I find student led ones to be generally not worthwhile to me. I do try to be invested and involved in my church community.

Lipscomb doesn't do a great job at making us read those, and when we do, it's nice to be able to speak intelligently about them. And the CCS teachers would read them aloud in class, which is the best way to do it. Saves students homework and the whole class lackluster discussions devoid of any specific reference to the text.

Make sure everybody - students, teachers of every subject/grade, staff, and heads know what classical learning is and how teaching/learning at CCS should be different than your average school. The best teachers were always the ones who understood the distinct nature of classical teaching.

After only a semester, I reached a level of friendship with my college best friend that equaled or exceeded several of my high school friendships, which I had built over four years. Don't underestimate the power of eating together and living in the same building when it comes to growing close to people. Yet don't forget those high school friends either.

I know it sounds hard to chose work after you've been working hard all year, but you've just got to. It was senior year when I "woke up" and realized that colleges were expecting me to use my time wisely and grow as a person before stepping on campus. And by senior year you don't have the time to do that. I was really glad my parents had forced me to do things over the summers, because I would not have chosen that on my own.

Get involved in a formal way with something you are interested in. People and organizations love helping high schoolers to succeed. Just do your research. If you like animals, look up opportunities at local shelters or zoos. If you like public service be a NC Government page. You don't have to do something that "looks good on a resume," but make sure it is something that you can write about in a resume format, and you can talk about in an interview. Working on artwork doesn't fit on a resume. Shadowing or volunteering at a studio or museum does.

Volunteering for a couple hours here and there doesn't fit. Working consistently with one organization does. And hopefully, these things that you do will help you grow as a person, which is really the whole point.

I've got to say two - Josh Leland and Andrew Morton. They pointed me toward the right books, the right friends, and the right way of living. We also have a shared love of many nerdy things which helped to expedite our friendship. Every man has got to have some solid men backing him up - and these are my dudes.

When you go to college, you have to build your own communities. They aren't given to you like at home. I particularly noticed this while becoming a part of my church's community. I couldn't rely on the connections or friendships my parents had made to meet people. I had to do it by myself.

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