Sentences with phrase «leadership school example»

Not exact matches

As my company has grown, and I try to blend our old - school legacy values with new blood senior leadership, I often find myself referring to many of Lencioni's real world examples and utilize his tools to accelerate the evolution of the team around me.»

«Our alumni are in leadership positions on all continents: starting schools and even universities (for example Wyoming Catholic College), running pro-life programmes and post-abortion healing programmes (in the US, throughout Europe, and even in China), entering in politics (an Austrian graduate from our MMF program, Gudrun Kugler, is now a member of the Austrian Federal Parliament and she is in charge of women's, family and human rights issues).

Fuller, for example, was surprised by how positive the interaction and community - building has been among their online students, so the school began piloting Fuller Formation Groups, spiritual and leadership formation groups that meet virtually.

To be fair, he likely promised as much to win the union's backing to take over the Assembly leadership — and no matter that some Assembly Democrats oppose the UFT's efforts to, for example, kill the charter schools that are working miracles in high - poverty, minority neighborhoods.

For example, the TIF program in Charlotte - Mecklenburg (North Carolina) includes substantial bonuses for professional development, working at hard - to - staff schools or in hard - to - staff subjects, and for taking on leadership roles.

For example, I started writing about: the implementation of educational policy, when research at the time focused almost exclusively on the development of policy; the importance of qualitative methods, as a complement to quantitative methods that at the time ruled at the Ed School; the unheroic dimensions of leadership, when the focus was on the bigger - than - life hero who, like the Lone Ranger, rode into town with silver bullets.

Another example is how you manage your school leadership pipeline.

The book gives examples of how researchers and practitioners can understand and connect more directly to leadership practice, and how studying the day - to - day practice of leadership is important for those interested in improving schools.

Not only are Graeme and Robert fantastic examples of how strong leadership can be of real benefit to schools, they also show that their achievements can be acknowledged in a way that sets them apart from the crowd.

Offering examples, case studies, and more, this book offers a critical understanding of teacher leadership and how it can help in moving toward authentic school reform.

An example of how teachers can help to encourage their students to recognise the benefits of this management and leadership training can be found at Abbeyfield School in Chippenham.

«These include the degree to which traditional professional norms in education persist in the school; for example, the degree to which the principal tends to utilize a more hierarchical model of leadership, as well as why and how members are selected to the team.

For example, one characteristic of successful principal leadership is the ability to delegate power throughout the school and create networks of decisionmaking teams.

Phil Haslett, business development director at Best Practice Network, said: «OLP is a great example of a sustainable, school - led leadership development model working on a regional level.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

It is a great example of schools taking on a greater role beyond their own school gates — a self - improving, school - led system where our best schools lead the way in initial teacher training, continuing professional development, leadership and school - to - school support.

In upper primary school, discussions about the contrasting language that is used to describe the behaviour of females and males can also be explored, for example girls who show leadership or are assertive are called «bossy» and boys «strong leaders» or boys who like more domestic activities are labelled «prissy», «girly» or even worse «gay».

For example, when a principal is «monitoring» student dismissal at 3 p.m., that responsibility should be viewed as both management and leadership, Dr. Alvy said, because the principal is making sure students are safe as they are leaving school and taking the opportunity to talk with students, teachers, and bus drivers about the day and important educational issues — such as, «Monica, I heard you did great on your math test yesterday; well done!»

If you wish to see a highly effective example of «instructional leadership» in action, contact MIchelle Granland at Fountain Gate Primary School.

A school born through collaboration attracted accomplished teachers, exemplifies leadership by teachers, and sets an example for students.

One example is the Continuous Improvement Network, an Oregon Department of Education program we facilitate that uses a network of leadership coaches / district liaisons as a strategy for school improvement.

Partlow (2004), for example, argues that student achievement operates independently of changes in school leadership.

We did see examples in some schools of principals providing leadership for data use in the absence of well organized district - level leadership and support.

As an example, the campus leadership team at a middle school in west San Antonio exuded confidence among the faculty and staff by demonstrating solutions to challenges for the academic success of all learners.

Instead, it's all about, for example, «This interferes with my family life,» «I don't like the school leadership,» «I don't have autonomy,» and so on.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Among our cases, Forest Elementary provides the clearest example of a school in which the overall pattern of leadership distribution corresponded to an additive pattern, at least in a formal, bureaucratic sense (teachers attributed little actual influence to those in formal positions of leadership responsibility).

For example, the 2006 «21st Century Skills» initiative sought to ensure that students would be globally competitive, that teachers would be up - to - date technologically, and that school and district leadership would foster instructional innovations.

Examples of school leadership activities include the establishment of principal residencies, boosting job - embedded and cohort - based professional learning, and expanding mentorship opportunities for aspiring principals.

Even in single schools, we found examples of variation over time in how leadership was enacted and distributed through the same bureaucratic structures.

The Association is proud to celebrate these success stories through our 2017 Charter Awards, spotlighting outstanding examples of public charter school excellence in teaching, academic leadership, business administration and school - wide success.

Hartford Public Schools should be used as an example to students, parents, school administrators, school boards, and communities of outside of Hartford as an example of how odious things get when a district's leadership and school board sells out to corporate school reform.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

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

Examples may include school leadership centres, various coalitions of school leadership bodies of a private or public nature, departments of tertiary institutions or education centres.

For example, the Minnesota - Toronto study found that in schools with higher achievement on math tests, teachers tended to share in leadership and believed that parents were involved with the school.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

To give certain teachers confidence and a taste of leadership, administrators should assign them specific responsibilities — for example, organizing a school event or leading a key committee.

Any person with business or management experience can make a building run smoothly... however, it should be a major objective of the public school system to set an appropriate example of instruction through leadership.

Even those in the upper levels of educational leadership should be modeling what it looks like to learn and lead online; for example, Chris Kennedy, Superintendent of West Vancouver School District, uses blogging to model transparency, open leadership, and lifelong learning.

In the La Joya school district, for example, under the leadership of Superintendent Dr. Alda Benavides, we at IDRA have had the opportunity to help teachers create a professional learning community with mentoring and coaching in the classroom.

In Part II, Leading Together: Taking Action to Lead Underachieving Students in Poverty to Success (Chapters 5 through 10), we provide specific examples of the actions that leaders in HP / HP schools have taken to build leadership capacity, foster the necessary learning environment, and improve learning.

For example, rotating school staff through leadership positions provides a head start on the kind of broad, inclusive leadership structures that ultimately lead to student progress.

This example illustrates a simplified implementation workflow from the ISD leadership to the school building.

For example, undertake a school needs assessment or have a structured conversation with a supervisor to identify gaps in leadership capacity.

«We are committed to supporting innovation and strong leadership in public education in the state of New Jersey, and TEAM Schools sets a great example.»

For example, school leadership teams should consult with a behavior specialist to identify a good set of school expectations, and the best methods for teaching the expectations to students.

One example of School Leader Trainings are Assistant Principal Institutes, which target the improvement of key skills necessary for leadership success.

We'd like to share six practices we've developed that make our meetings work — peppered with some examples of how our collaboration has improved our leadership and our schools.