Sentences with phrase «instructional support leaders»

Not exact matches

The inaugural 2017 awards were presented to: Instructional Leadership: Susan McCarthy, CCSD Assistant Superintendent of Educational Programs Instructional Excellence: Heather Phillips, Dean Rusk Middle School teacher Instructional Support: Sandi Adams, CCSD Technology Project Specialist Instructional Advocacy: Lisa - Marie Haygood, longtime PTA volunteer and leader

To support effective blended learning, leaders should support more flexible budgeting processes that afford schools the chance for strategic decision - making: they can push schools to articulate new instructional models and then step in to fund those models with the right devices.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

This paper will support education leaders to define the purpose, roles, and responsibilities that make instructional coaches highly effective impact multipliers.

Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

Enthusiasts concentrated on designing instructional materials, consulting with states and districts, and training leaders and teachers, seemingly presuming that the public knew what they were up to and supported their effort.

Supporting and mentoring the principal as instructional leader by focusing on the further development of core leadership capacities, practices and competencies;

Bringing diverse perspectives on the principalship to the discussion, the panelists will engage in dialogue focused on how instructional leadership, distributed leadership, and accountability impact the work of principals in the 21st century and beyond, as well as how to best mentor and support the next generation of school leaders.

Candidate Impact Through Partnership: How District Central Offices Can Foster Principals» Development as Effective Instructional Leaders Through Systems of Support, Development, and Accountability Friday, April 14, 2:00 - 3:00 p.m., Gutman Conference Center, Area 3

It is the only state to fund not just reading coaches but also principal coaches, who train principals to be better instructional leaders and who drive accountability to the district level by ensuring that schools get support from superintendents and central - office staff.

The Leadership Team (Principal, Deputy, Head of Curriculum, Head of Special Education Services, Guidance Officer, Master Teacher, Support Teacher Literacy and Numeracy, and Business Services Manager) act as instructional leaders and facilitators of staff learning focusing on the following key elements:

Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

The resource provided here is distinctive in the way it addresses the dual roles of the principal — as instructional and managerial leader — in a format that is designed both for individual reflection and growth and for discussion in peer groups and mentoring support.

It is designed to support math coaches and instructional leaders working towards increasing student achievement and teacher content knowledge during a Bridges in Mathematics implementation.

At the Lawrenceville School, she has taught, been an assistant housemaster, overseen the early warning system, a program to close the achievement gap, served as an instructional leader, worked with University of Pennsylvania's Center for the Study of Boys» and Girls» Lives» to foster student action research projects and coordinated the educational support program.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

With this information, national leaders may consider ways to support principals as instructional leaders and change agents through policy changes and professional supports.

By reviewing what is in place for PD at the district and building level, district leaders have an opportunity to make adjustments and add supports to ensure that the professional development provided to teachers results in improved instructional practices and increased student achievement.

In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially retaining their most experienced teachers and by providing teachers with increased supports for instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school leaders.

For the 2018 - 2019 school year, AASA, the school superintendents association, has again partnered with the University of Washington Center for Educational Leadership to bring CEL's Principal Supervisor Professional Development Program to all central office leaders who support principals» instructional leadership growth as their primary responsibility.

Across these fourteen studies, the work of teacher leader focused primarily on providing instructional support to teachers.

An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed «partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.»

Instructional design is an essential process that can be supported by a former teacher and leader that understands the complexity of daily classroom life.

Prior experience with the instructional materials that they are supporting will help teacher leaders understand the challenges the materials pose, and how to maximize the learning opportunities.

In this review of the empirical literature, release time was highlighted as a factor of teacher leader instructional support practices and teacher leader administrative practice:

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.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

Findings from these three studies suggest that initiatives that feature teacher leaders engaged in instructional support practices, including demonstration lessons, should attend to factors such as time, peer support, and teacher leader knowledge that may influence their practice.

The article discusses coaching in education, wherein teacher leaders provide support services to their peers, and examines ways in which school districts can provide those same services without having to hire an individual who serves as a full - time instructional coach.

Ryan (1999) reported that, in the three schools studied, teacher leaders influenced student opportunities to learn by providing classroom teachers with instructional and material support.

LDC's embedded supports help teacher leaders and coaches facilitate and support powerful professional learning using LDC LEARN to drive the instructional coaching cycles they enact in their schools.

Demonstration lessons are one of a variety of strategies teacher leaders can use to provide instructional support to classroom teachers.

In a review of the published literature, fourteen research studies were identified of teacher leader programs in which teacher leaders engage in demonstration lesson or modeling as an instructional support strategy.

Glazer et al. (2006) reported that teacher leaders employed demonstration lessons to introduce pedagogical techniques and then transitioned to other forms of instructional support (such as classroom observations) as teachers implemented these techniques in their classrooms.

Studies by Balfanz et al. (2006) and Ruby (2006) examined the relationship between teacher leaders who engaged in a set of instructional support practices, including demonstration lessons, and student achievement in middle grades mathematics (Balfanz et al., 2006) and middle grades science (Ruby, 2006).

The new «Leading for Learning» project will establish the state as a national leader in supporting principal (or instructional leader) effectiveness.

Instructional leaders are often so focused on supporting the development of teacher practice that they forget to check if their work has an impact on students.

Gigante and Firestone (2007) found that teacher leaders» use of demonstration lessons and other instructional support practices was impacted by the amount of time they had available.

The instructional modules will be designed to offer critical content knowledge and learning experiences that strengthen leaders» ability to support students» academic achievement at low - performing schools.

NLC attendees urged congressional leaders to work with their states and districts to make sure that there is a clear understanding of the law, which encourages states to make a strong investment in the principal pipeline — or programs to support aspiring and early career principals — as well as provide on - going support for instructional leadership.

The Teaching, Leading, & Learning Collaborative (TLLC) supports states as they identify and take action on policies to improve teachers» and leaders» instructional practices that will help prepare all students to graduate ready for college, careers, and life.

The insights below reflect general agreement among these practitioners on important considerations regarding teacher leaders supporting teachers as they implement new mathematics and science instructional materials.

When teacher leaders had less time available, they were more likely to engage in «managerial» support strategies, such as providing resources to teachers, than direct instructional support practices, including demonstration lessons.

The second practitioner panel featured two rounds, where panelists reflected and built on ideas elicited during the first practitioner panel and offered new insights around the relationships between teacher leader selection, preparation and practice and combinations of strategies used to support instructional improvement.

Our team is dedicated to supporting district and school leaders and teachers throughout the iObservation implementation process to improve instructional leadership practices that connect to teacher effectiveness and student achievement.

To read a more comprehensive summary of research on teacher leader instructional support practices, click here.

In each of the fourteen studies, demonstration lesson or modeling was investigated as part of a set of teacher leader instructional support strategies and not focused on the unique contribution of demonstration lesson or modeling as a specific strategy.

In a review of the published empirical literature, thirty one research studies were identified in which teacher leaders provided support to teachers» implementation of instructional materials.

Edge and Mylopoulos (2008) found that participation in a cross-school network of teacher leaders contributed to teacher leaders» confidence in providing instructional support to teachers, including demonstration lessons.

In the fourteen studies in which the teacher leader practice of conducting demonstration lessons or modeling was present, other strategies to provide instructional support to teachers were generally also identified as teacher leader practice.