A low GMAT score or a low GPA is not necessarily an MBA deal breaker. No adcom is going to admit or dismiss a candidate based solely on one semester’s poor GPA or a low verbal GMAT score without also reflecting on other numbers as well as the rest of the non-quantitative parts of the applicant’s profile. Average numbers vary according to school, as well as numbers within your demographic group. You should examine each of these aspects needs and weigh the strengths and weaknesses in your application before you can really start to worry. And once you’re worrying, before you figure out how to respond to those concerns.
That being said, there are certain numbers that will be significant hurdles. Say, for instance, you have a GPA of 2.9 and your top choice MBA program’s GPA average is 3.5. In such a case, your chances of acceptance have just taken a major hit. If, on
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Even though behavioral questions have been used for the last several years, since “WhartonLeaks” broke in November and Wharton promptly moved away from exclusive use of the leaked questions, applicants have wondered if they should prepare for behavioral questions or the more general, qualitative questions that had been the backbone of MBA admissions interviews for years. And indeed that question is relevant for many top MBA programs, not just Wharton.
The answer: You need to be prepared for both types of questions.
Watch the video below for simple techniques you can use ready yourself for any interview that could pose both behavioral and qualitative questions. Essentially, you’ll be “ambidextrous,” comfortably able to field questions from either direction.
Shortly after crowds dispersed from what may have been the largest organized protest ever at the School District’s current headquarters, a statement issued by the School Reform Commission Friday afternoon announced that Superintendent Arlene Ackerman’s contract has been extended for a year – through June 2014.
The extension “permits her to continue to lead the District through the full implementation of Imagine 2014,” the statement reads. “The SRC believes that stability in the leadership of the District during the full implementation of the Plan is highly desirable.”
Ackerman took over leadership of the District in June 2008, and her original contract ran for five years, but with a provision for an additional year unless either the SRC or the superintendent objected to the extension prior to March, 2011.
The statement notes that on the most recent state tests, for the first time ever, more than half of Philadelphia students scored proficient or above.
Ackerman’s annual salary is $348,140, after receiving a contractually mandated raise of 3 percent – or $10,140 – last September 1.
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Alison Davis-Blake will be moving from Minnesota to Michigan this summer when she leaves her position as dean at U. of Minnesota’s Carlson School of Management and takes a new post as dean of Michigan’s Ross School of Business.
“I am very excited for the opportunity to lead the Ross School of Business,” Davis-Blake says in a Michigan Ross press release. “Ross has long been among the top business schools in the country and the world. It has strong programs across the board and is housed within a great university. Its action-based learning approach is a unique niche that sets it apart from other business schools.”
Davis-Blake is known in the business school world for her commitment to international experiences for students, to leadership training, and to research.
In a Financial Times article on the same subject, Jerry Davis, head of the search advisory committee at Ross, says, “She impressed the committee with her grasp of the broad competitive landscape of business education, its future trends and the factors that distinguish Ross from the other top schools.
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Instead of writing this review myself, I wanted experts on the subject of being new teachers to respond to the “New Teacher Book.” John Pickersgill and Lauren Goldberg, teachers at Beeber Middle School, wrote this collaborative review of the book, which is published by Rethinking Schools.
Lauren is in her first full year of teaching, while John is in his second year. Feel free to respond to John and Lauren with other suggestions or tips for preparing and supporting new teachers.
We began this school year with a critical eye and had high expectations for our students and ourselves. We knew that it would be difficult but had confidence that we could handle the challenges. We knew we could stay afloat, and that we needed to do whatever it takes to lead our students to success. No
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