Sentences with phrase «district focus on instruction»

We conducted a regression of the Principal Instructional Leadership measure on the principals «responses to items in the District Focus on Instruction scale, including building characteristics (size and level), student characteristics (% minority and % FRP) as control variables in the model.

We also investigated the relationship between district focus on instruction and principals «selfassessments of their expertise in providing instructional support to teachers.

District focus on instruction and principals» instructional leadership.

While the characteristics of the school and its student population, taken together, have a strong association with principals «instructional leadership, the measure of District focus on instruction has a significant regression coefficient.

Not exact matches

The district pursues excellence in education for every child at every level by focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence.

In Sacramento, administrator Lyn McCarty will be focusing her efforts on staff development and monitoring / coaching activities bent on the notion that more consistent literacy instruction can be achieved across classrooms and school sites within the district.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

Grier's focus in Houston, San Diego, and other districts has been on such goals as improving classroom instruction, aiming initiatives at likely dropouts, and getting more minority students to take Advanced Placement (AP) exams.

The GLC works to eliminate loneliness, helplessness, and boredom in aging populations; the district's curricular vision, says Shan Glandon, director of curriculum and instruction, is «to make learning as engaging and purposeful as we can,» focusing on integrating content with real - world ties.

Still, as faculty chair of HISL, Peterkin knew that the weeklong institute — a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsdistrict leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsDistrict educators needed.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

It focused specifically on second grade reading because (1) this is the earliest grade in which enough districts collect the standardized reading assessment data needed for the study; and (2) later grades involve supplementary (pull out) instruction, which was outside the scope of the study.

With the support of a dynamic school board, Mr. Runcie developed a strategic plan for the district focusing on three key areas: high - quality instruction, continuous improvement, and more effective communications.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

During his first five years as chief of Boston schools, Payzant focused the district on literacy instruction, creating a new team of literacy coaches who worked with classroom teachers in a small set of schools, using money freed up from an «audit» of professional development endeavors that revealed too many disparate efforts around the district.

In contrast to statewide initiatives on portfolios, several school districts have tried to implement literacy portfolios with the dual focus of accountability and improvement of instruction.

In all cases, the researchers worked directly with teachers and school districts in ongoing professional development activities focused on literacy curriculum and instruction as well as assessment implementation.

In one rural Midwestern district the superintendent championed a three - year teacher - development initiative focused on differentiated instruction.

This finding is quite remarkable: It suggests that district policies and practices focused on instruction are sufficiently powerful that they can be felt by teachers as an animating force behind strong, focused leadership by principals.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prDistricts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prdistricts can build a pipeline of effective school principals.

In addition we examined the degree to which leadership is exercised to promote a focus on improved curriculum and instruction, both at the school and district level.

Ms. Sadia White, Chief Academic Officer of the NPS made this point crystal clear to school leaders in that district when she stated «we do not and will not seek a silver bullet, we will focus on the work of improving instruction every day in each of our schools.

Common to both types of efficacy, however, is the strong influence of the district «s focus on student learning and the quality of instruction, as well as district culture.

All district leaders believe that they focus on instruction, but we found substantial variation from district to district in the levels of skill and understanding with which they address this focus.

Our focus, as we work with districts to develop Multi-Tiered Systems of Support, is on Tier 1: Best Initial Instruction.

Goal: To improve mathematics instruction by providing district - level trainers with professional development resources focused on facilitating students» mathematical understanding through problem solving, communication and reasoning.

In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfulDistrict (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict and school personnel to ensure that all students leave TTSD able to be highly successful adults.

Peirce Elementary School, Newton This project will focus on continuing to identify evidence - based methods to improve reading and writing instruction for our learners with special needs, support professional learning for our district's special educators to increase consistency of literacy intervention amongst schools, and ensure that our district has the most appropriate and current assessment and instructional materials.

By allowing states to focus on the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps), the administration is also letting districts not under watch off the hook for serving up mediocre instruction and curricula.

More research is surely called for, but our suspicion is that the finding is a lesson about expertise: Districts need to make sure not only that principals have time to focus on instruction but also the skills to use that extra time well, that is, the expertise to help teachers improve.

And close to half reported that district leaders infrequently provided «quality staff development focused on high priority areas of instruction.»

In addition to structural changes from large schools to small schools or small learning communities, the district focused on improvements to leadership development for school leaders, curriculum and instruction, and relationships between students and adults in the building.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

Delaware's Red Clay Consolidated School District, grand - prize winner in the 5,000 to 20,000 Students category, created a strategic plan, entitled #Futureready, to focus on college and career readiness and increased rigorous instruction at high schools.

Her recent research on data - based decision making has focused on the ways in which teachers use multiple sources of data to inform instruction, how these practices are supported by district resources and structures, and which practices may contribute to improved student achievement in Title I schools.

For example, teachers in one district were struggling with their district's report card format, as their new approach to instruction focuses less on teaching skills and standards in isolation and more on holistic knowledge - building.

Often tied to districts» annual budget cycles, effective strategic planning and school improvement focus on the staff and skills, materials and resources, instruction and intervention, and formative and summative evaluations needed to educate a diverse and often complex student body.

To explore what embedding purpose in instruction means in practice, let's look at a CEL partner school district that is focused on improving content - area literacy.

This proves what is possible with a strong partnership, phenomenal district leadership, and a focus on using differentiated instruction to give kids precisely what they need to meet and exceed their potential.»

Yet we exist in an educational environment of some paranoia about the real and perceived dangers of the web, where school districts filter Internet content, have rules against using social software, and where instruction about the Internet often focuses on the negative rather than harnessing the positive.

Building - level math coaches support the work within schools, administrative meetings have an agenda focused on math leadership, observation feedback to teachers centers on the elements of powerful instruction supporting student learning, and a regular newsletter, titled «Connections,» is sent to all staff to enhance district - wide collaboration and communication.

The early work of our District Transformation Review and School Transformation Review highlighted a need to focus on literacy instruction.

District officials say they will provide extra security for schools like Jenner as well as administrative support at both closing and receiving schools so principals can remain focused on instruction.

As both a practitioner and researcher, Liz's focus areas in Integrated STEM through engineering include school and / or district transformation; diverse populations and STEM; developing viable models through sustained engagement with administrators and teachers; use of effective, research based tools for STEM implementations and focusing on engineering specifically as an effective tool for integrated instruction.

Recognizing that effective schools must have strength and leadership among the teaching team, Blake works tirelessly with large districts — most recently Grant Public Schools, Swan Valley Elementary Schools, and Richfield Public School Academy — to develop these teams of professionals with a laser - beam focus on instruction and student engagement.

Birdville Independent School District's instructional technology specialists believe that all instruction should focus on kids, the curriculum, and the strategies for meeting the kids where they are and taking them to new heights of rigorous learning.

The new evaluation system, designed to keep administrators and teachers focused on instruction, is unrolling amid a historic — and historically distracting — year in the nation's third - largest school district.

At Clayton County Public Schools, a district - wide initiative was launched to integrate art across core curriculums in order to focus on STEAM in everyday instruction.

«This proves what is possible with a strong partnership, phenomenal school and district leadership, and a focus on using differentiated instruction to give kids precisely what they need to reach their full potential and pursue their dreams.»

In each district, leaders communicated a clear focus on instruction and placed a high priority on collaboration.