Sentences with phrase «developing effective principals»

She is coauthor of Developing Effective Principals Through Collaborative Inquiry.

NYC Leadership Academy has worked with a variety of districts to build principal supervisors» capacity to support and develop effective principals and to manage school leader performance.

Not exact matches

Under the new rules, teachers and principals will be rated as «highly effective,» «effective,» «developing,» or «ineffective.»

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

The most effective way to hold on to Principals and senior leaders is to offer them progression and this is one of the reasons MATs have been successful in developing their own talent, something that has been noticed by John Carter.

They are former very successful school principals, superintendents, researchers, and philanthropists exploring the best methods for developing effective school practices, and scholars who are pioneering new ways to improve instruction and student outcomes.

Given the workload, how can principals find time and space to develop the skills needed for effective leadership?

Principals who develop effective crisis plans are those who understand the true meaning of the saying, «If you fail to plan, you plan to fail.»

In 2010, Wallace launched the Principal Pipeline Initiative, a six - year investment to help six urban school districts develop a much larger corps of effective school principals and to determine whether this boosts student achievement districtwide, especially in the highest needs schools.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

Developing much more effective teachers and principals must be a priority.

In The Blind Advantage — published by Harvard Education Press — author Bill Henderson describes how going blind helped him develop qualities that made him a more effective principal in the Boston Public Schools.Here, Henderson discusses his experiences, the lessons he's learned, and how including...

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Alexandria, Va. (Oct. 18, 2016)-- The National School Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagement.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

Dr. Paul Manna, a recognized scholar of education and author of the new Wallace Foundation Report, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, joins the conversation to discuss policy levers available to states to promote effective pPrincipals to Advance Teaching and Learning: Considerations for State Policy, joins the conversation to discuss policy levers available to states to promote effective principalsprincipals.

We developed the 4 Dimensions of Instructional Leadership ™ to help principals, principal supervisors and other school leaders to become more effective in the improvement of instruction.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher ePrincipal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher eprincipal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Developed according to the Standards for Principals through the Colorado Department of Education and State Board of Education, our Principal Licensure program is designed to graduate effective administrators and instructional leaders.

Introduced by Sen. Jack Reed (D - RI), S. 1674 would provide targeted assistance to schools to develop and support effective teachers, principals, and school leaders through the implementation of proven, team - based professional development strategies.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

New York city is one of six urban school districts taking part in Wallace's principal pipeline initiative to develop a large corps of highly effective school leaders.

Other public school superintendents and principals are sending letters telling parents what a great opportunity taking the Common Core Smarter Balanced Field Test will be because they will be helping develop a more effective Common Core test for future students.

Performance - based compensation systems should be developed and implemented as one component of the district school improvement plan and be linked to policies for recruiting and retaining highly effective principals.

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

Feedback and coaching for principals has been identified as a viable, cost - effective method to develop their instructional leadership capacity.

The Teacher and Principal Improvement Act [S. 3242] was introduced by Sen. Jack Reed (D - RI) and Sen. George LeMieux (R - FL), and would provide $ 1 billion in targeted assistance to schools to develop and support effective teachers, principals, and school leaders through implementation of proven, team - based strategies.

We are proud to be able to offer an affordable classroom observation tool — developed by Principals for Principals — that will make the daunting task of observing all teachers more manageable and effective.

Under the new system, teachers and principals would be rated each year as «highly effective,» «effective,» «developing» or «ineffective.»

How are effective Principal - Superintendent relationships developed?

She provides dynamic professional development in the areas of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and Common Core.

An important step in developing a system for ongoing improvement is for principals to engage the most effective teachers in instructional decision - making, and leverage the talents of the most effective teacher leaders to improve the practice of other teachers.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

Senator Jack Reed's (D - RI) Effective Teaching and Leading Act (S. 1063) ensures that teachers and principals are effectively trained, mentored, developed, and evaluated through proven, team - based, and job - embedded professional development strategies.

3) Alignment of districts systems for recruiting, developing, supporting, and retaining effective teachers and principals — between districts.

Race to the Top encourages states to develop innovative ideas around several themes, including recruiting, evaluating and retaining effective teachers and principals.

An effective principal focuses on developing collective efficacy, motivating and influencing their thinking and behaviors to obtain productive results.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

The state will also develop reporting mechanisms to disseminate data on performance of LEAs and schools in developing more effective teachers and principals (reflected in the percentage of teachers and principals moving up in the rating categories).

As a deputy chief of schools, Felicia provided individual coaching to principals, particularly in the areas of data analysis and instructional monitoring; led professional development; and assisted principals in developing effective systems and structures for academic growth.

Our flagship program, the Aspiring Principals Program (APP) is a nationally - recognized, standards - based program that uses experiential learning methods to develop the real - world skills necessary for effective school leadership.

The Department of Education in its Statement of Mandate proposes to work with local boards to improve student engagement, positive school culture in addition to working with the Nova Scotia Educational Leadership Consortium to develop principals in supporting effective instruction.

New Leaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the country.

We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support, and to identify effective and highly effective teachers and principals on the basis of student growth and other factors.

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher ePrincipal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher eprincipal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Principal Supervisor Professional Learning The Center works with assistant superintendents and other central - office leaders to develop effective common practices for principal supervision with a focus on teaching and Principal Supervisor Professional Learning The Center works with assistant superintendents and other central - office leaders to develop effective common practices for principal supervision with a focus on teaching and principal supervision with a focus on teaching and learning.

When the districts used a dynamic process of continuous review and advice by all parties of new policies and programs, principals, teachers, and district leaders developed a personal stake in making sure the changes would ultimately be effective.

Develops Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice funded by VINCI Education.

The six districts - Charlotte - Mecklenburg Schools, Denver Public Schools, Gwinnett County Public Schools, Hillsborough County Public Schools, the New York City Department of Education, and Prince George's County Public Schools - are putting in place new processes to help develop a larger corps of effective school principals.

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.