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On July 1, I started a new job. My first new job since 1996 (gainfully employed for the last 16 years!!!).

If you are young, that was a long time ago. If you are old, that was like yesterday.

Actually, it’s the same job but at a different school.

Lots of things are different.

The people.

Actually they are the same, just different names.

The students.

Actually, I don’t know any students since they haven’t started school, but I bet they’re probably the same.

My responsibilities.

No, they are the same. Paperwork and phone calls are paperwork and phone calls.

Me. I’m different.

No, sadly I’m the same (just older).

Now that I think about it, nothing is much different.

School is school. Students are students. Teachers are teachers. Problems ar

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If you’ve just been accepted into an MBA programme… Congratulations!  You are probably excited, nervous and thrilled that your GMAT and applications are behind you. The ambiguity surrounding the application process probably kept you up at night, so it’s nice to know that it’s going to be smooth sailing from here on in, right? Well… no. Wrong. As life moves on, frustrations continue to pop up at every turn, especially during your MBA.

I can assure you that everyone in my MBA class has faced significant setbacks and ambiguity this year. Whether it be broken laptops, broken relationships or broken bones, we have all faced personal, academic and professional setbacks.

But I have learned that the disappointments you face in life do not define who you are. It is your ability to cope with setbacks that defines you and demonstrates your true inner strength. Flexibilit

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There has been a lot of talk and buzz about how bad the American education system is, why it’s so bad and whose fault it is. And on the fault side, nearly everyone who is connected to education has been blamed for the lackluster system.

But, what happens when we stop talking about why it stinks, and start trying to make it better? The District Administration tried to answer that question.

The 2009 Program for International Student Assessment (PISA) compared the achievement gains between American and foreign students. I

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High School Cover 2 has been devoting a lot of time lately to reporting on the efforts of some individuals dedicated to re-establishing Community College level football (known as JC football in this blog) in the state of Washington As we have told you, there are differences of opinion on how to best accomplish this, but we have decided to steer away from the in-fighting and will try to treat all JC teams equally In this regard, we recently watched a 7 on 7 contest between Everett JC and the semi-pro team, Snohomish Thunder Jim had a thorough accounting of that meeting in our last report

Directly below you will find a bio of Everett coach Tim Dennis We asked Tim and his assistants to share with High School Cover 2 readers their playing and coaching experience Our hope is that readers will gain a better understanding of the dedicated people who are providing an incentive for the young men of this state to pursue their education by continuing to play the game they love

We would like to provide an open invitation to any JC coach to send us their bios and we will happily print them We are committed to assisting the JC teams in any way we can Tim Dennis was born in Monroe and grew up in Monroe and Snohomish He was a 1994 Snohomish High School graduate He played junior football for the Snohomish Raiders; coached by Bill and Dave Bonneywell Coach Dennis played football at Snohomish High School for Dick Armstrong and Keith Gilbertson Sr Tim was a teammate of Jeff Ogden (Five NFL Seasons) and Rory Rosenbach (Glacier Peak Head Coach) at Snohomish

Coach Dennis began coaching football in 1993 with the Snohomish Raiders youth team where he coached eight seasons under Dave Bonneywell Tim has also coached youth football in Mukilteo, Everett and Granite Falls over the past several seasons

In 2007 Tim coached the offensive line for the Snohomish County Thunder, semi-pro team In addition to coaching for the Thunder in 2007, Tim played in the final three games of the year, starting the final two games at Quarterback

In 2008, Tim also spent some time with the Glacier Peak High School football team, learning the principles of the spread offense from Rory Rosenbach, who Tim credits for being a big influence in his coaching career during his short stint at Glacier Peak

In 2010, Tim was named Head Coach of the Pacific Northwest Wildcats Before the Wildcats season was cut short, Tim guided the Wildcats to a 2-0 record, matching their win total from the previous two seasons While with the Wildcats, Tim had the fortune of working with Marquise Moses Moses was a young tailback who had played in the Wing-T system at Marysville High School Tim says of that encounter: “Moses always wanted to run outside, since he was faster than most guys in high school We really had to work hard with him on the fundamentals of being an effective inside runner, but it paid off for him Moses is now a running back at Eastern Washington University”

Tim is now the Head Coach of the Everett Red Raiders Junior College team

Stanford’s instructions and question are in black below; my comments and tips are in blue:

Essay 1: What matters most to you, and why?

This superficially straightforward question has been Stanford’s first for the last several years, and it is actually one of the most difficult , if not the most difficult MBA essay questions to answer. It demands introspection. Before you finger to keyboard or pen to paper, really reflect on what you value, how you have acted upon those principles, and why you value them.

When I reflect on our many successful Stanford clients, initiative in the face of need is the common thread among them. They are always the ones who revealed, especially in Essay A, that they do not turn away or see a problem or need for action. They grab the initiative when they recognize an opportunity to contribute. They are comfortable expressing emotion and their values, and their actions reflect both, but particularly the latter. Think

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