Sentences with phrase «instruction quality principals»

Principals Review Teacher - Graded Student Written Work, Enhance Instruction Quality Principals can and should assess the quality of graded student work in their schools.

Not exact matches

But the proportion of unsatisfactory ratings that Kraft and Gilmour found is about three times the rate before the introduction of the new grading systems, when evaluations were infrequent and typically amounted to nothing more than quick classroom visits by principals wielding simplistic checklists that stressed comportment over quality instruction and student learning.

Those involved in the review process, especially principals or their designees, need to be intensively trained in how to spot quality instruction when they see it — not a strength of many current school principals.

A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school's workforce.

Importantly, because high teacher turnover can be associated with both improvement and decline in the quality of instruction, the amount of turnover on its own provides little insight into the wisdom of a principal's personnel decisions.

The workshop begins with an introduction to Mathematical Quality of Instruction (MQI), an observation instrument and set of protocols that support teachers, coaches, and principals in analyzing instruction and planning for iInstruction (MQI), an observation instrument and set of protocols that support teachers, coaches, and principals in analyzing instruction and planning for iinstruction and planning for improvement.

When introducing the pilot program for the first time to principals, the chief education officer, Barbara Eason - Watkins, herself a former principal, personally delivered the message that the EITP pilot would be the district's cornerstone in improving the quality of teaching and instruction and increasing student learning.

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Included in Education Week's lineup of print editions are three high - profile annual reports — Quality Counts, Technology Counts, and Leaders To Learn From — and a mix of popular reports on such subjects as literacy instruction, personalized learning, student assessment, school principals, and teacher professional development.

Supporting Effective Instruction grants provide federal funding to states for recruiting and retaining high - quality teachers and principals.

Federal (ESEA) Programs for Schools & Districts Title Programs Title I, A Programs and services for struggling learners Title I, C Migrant Education Title I, D Institutional Education Title I, G Advanced Placement Title II, A Teacher & Principal Quality Title III English Learners & Immigrant Students — Language Instruction Title IV, A Student Support & Academic Enrichment Title IV, B 21st Century Community Learning Centers Title VI Rural Education Achievement Program Title VII Indian, Native Hawaiian, Alaska Native Education Title X Homeless Education (McKinney - Vento Education for Homeless Children & Youth Program)

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.

Districts that are serious about high - quality Common Core implementation select, evaluate, and hold principals accountable based on their skills in instruction.

Some of these principals, mostly at the secondary level, wrongly assumed that if a vision of high - quality instruction was well articulated, then high - quality instruction would happen — without much further action on their part or through the delegation of necessary actions to department heads and other teacher leaders.

For example, studies of how teachers use their time during instruction have not focused on actions principals take to monitor or set expectations for the delivery of high quality instruction.123 One purpose of our study is to clarify the concept, at least in some measure.

The method also assumes that variation in the quality of teachers «instruction will be related to variation in the quality of the principals «instructional leadership.

Setting a tone or culture of high standards for quality instruction appears to be different from what the principal does in order to be certain that high quality instruction actually occurs.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

From improving the quality of classroom instruction to offering continued professional learning opportunities, principals empower teachers to excel at instructing and students to excel at learning.

Since 2005, some 35 states have enacted new legislation on principal assessments aimed at putting less emphasis on «inputs,» such as how well particular leadership tasks are met, and more on student «outcomes» and the leadership behaviors likeliest to improve instruction, according to research by the National Comprehensive Center for Teacher Quality.

Effective principals create an environment that includes basics, such as safety and orderliness, as well as less - tangible qualities: a supportive, responsive attitude toward students and teachers feeling that they are part of a community of professionals focused on good instruction.

Effective principals work relentlessly to improve achievement by focusing on the quality of instruction.

«But one of the things we found in our study was that as some of those people were reached out to and got the message that being a principal could be about... building the quality of instruction, they said, «Oh, well I might actually want to do that.»

Unfortunately, many states are using that federal guidance as rationale for an overreliance on standardized test scores in principal evaluations and are ignoring the complex and various responsibilities that principals carry out to foster high - quality instruction and learning.

The typical teacher evaluation in public education consists of a single, fleeting classroom visit by a principal or other building administrator untrained in evaluation who wields a checklist of classroom conditions and teacher behaviors that often don't focus directly on the quality of instruction.

Her work with principals and instructional coaches has helped bring alignment of professional development and quality instruction to schools with a diverse student population.

The second piece of research foundational to MLD shows that while teacher efficacy is the most important factor in student learning, a school principal's leadership is the one mechanism that accounts for a school's overall quality of teacher instruction and student achievement.

ASCD offers cutting edge and timely materials on the most prevalent issues in education today, including the Common Core State Standards, teacher and principal effectiveness, and quality instruction.

The latest issue of Principal features practitioners and thought leaders who address a wide scope of literacy topics — from news literacy to cross-curricular and disciplinary instruction to quality feedback to choosing and evaluating a literacy program.

One of the greatest challenges of any principal is the procurement of quality instruction for all students.

In Becoming a Great High School, former principal Tim Westerberg emphasizes that significant improvement in any high school must start with improving the quality of instruction in the classroom.

The Associate Superintendent, Schools at Harlem Village Academies will manage the school principals on all aspects of high quality schooling — instruction, culture, and operations.

She became a principal to advocate for all students and provide them with access to high - quality instruction.

What principal would not want high quality instruction in every classroom of the school EVERY day of the year?

A «principal's leadership and attention to the quality of instruction» along with «teacher behaviors that convey the expectation that all students are expected to obtain at least minimal mastery» are two correlates of Effective Schools.

When it comes to the factors that they directly influence, such as student safety, financial management, teacher working conditions, and high - quality instruction, for example, principals must rely on their «managerial» capabilities.

In addition to offering extensive, high - quality learning opportunities focused on curriculum and instruction, the programs typically offered supports in the form of mentoring, participation in principals» networks and study groups, collegial school visits, and peer coaching.

Rising Readers is a well - structured summer program that gives these students high quality literacy instruction in reading, writing, listening and speaking English,» commented Jennifer Pearsall, Principal at Collingswood Language Academy and International House Board Member.

The principal will also coordinate a personalized learning environment for integrating academic rigor and quality arts instruction for all students.

First, the state will develop principal professional learning opportunities focused on implementing teacher evaluations with an emphasis on providing high - quality feedback that improves classroom instruction, as well as developing, implementing, and sustaining distributed leadership models.

Principals are responsible for ensuring that each student receives the highest quality instruction every day and that teachers in the school have the resources and support to deliver this type of learning.

Principals can strengthen the consistency and depth of those partnerships to ensure that they are focused on creating high - quality instruction and learning environments for young children, as well as meaningful and mutually beneficial to all participants.

Two variables that profoundly influence student achievement are the quality of instruction provided by teachers (Darling - Hammond & Sykes, 1999; Education Trust, 1998) and the quality of leadership provided by school principals (Davis, Darling - Hammond, LaPointe, & Meyerson, 2005; Leithwood, Louis, Anderson, & Wahlstrom, 2004).

No one is more invested than principals in the quality of instruction throughout the nation's schools.

Dayton Outpatient Center and Research (Dayton, OH) 8/2007 — 4/2008 Research Assistant Principal Investigator — Dr. Suresh Gupta; Sub Investigators — Dr. Arora, Dr. Choi Research Coordinator — Ritu Singla • Aided with the development and execution of various clinical research studies and programs, with a focus in diabetic neuropathy, rheumatoid arthritis, osteoarthritis, CRPS, and NSAID - induced gastric ulcers • Worked under specific instructions to run routine tests, experiments, and procedures, ensuring compliance with all established policies, procedures, quality control objectives, and related safety, environmental, and infection control standards • Collaborated in the compilation and verifications of research data, samples, and specimens while participating in related data entry, analysis, and interpretation utilizing various data management and analysis programs • Performed routine data verification and quality control, ensuring data integrity and compliance with prescribed study protocol • Searched related literature and information sources for relevant information pertaining to experiments and procedures • Assisted in the setup, operation, and maintenance of all research equipment and instruments • Administered various logistical, scheduling, and office management functions to provide high - quality subject service, efficient file and data organization, and effective department operations