Sentences with phrase «policy leaders improve»

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state.

Not exact matches

CloudHealth Technologies is a leader in cloud service management, using a policy - driven approach that drives cost savings, improves agility, enhances security and reduces cloud complexity.

For example, that could mean investing in a company that's actively working to reduce its carbon footprint through its supply chain operations, or a company that is a leader in promoting gender diversity through maternity and paternity policies, or one that is improving access to high quality healthcare for poor people globally.

We work with industry leaders, legislators, and regulators to create the kind of public policy that improves vehicle safety, encourages technological innovation, and protects our planet.

«We are excited to see Chicago Public Schools continue to be a leader by using procurement dollars to improve the freshness, quality and nutrition in their meals for students while growing opportunities for local, sustainable and fair producers and processors,» stated Rodger Cooley, Executive Director of the Chicago Food Policy Action Council.

Green party leader Caroline Lucas, a member of the committee, commented: «Ministers must take urgent action to improve air quality across the UK — and step up efforts towards a greener transport policy to encourage people out of their cars and onto public transport».

«Sen. Kaminsky has received broad support for his campaign, including from prominent business leaders who believe he will help implement pro-growth policies to improve both the Long Island and New York State economies,» said Evan Thies, a spokesman for the senator.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

For more than 20 years, many policy and science leaders have agreed about these problems and about the changes that should be made to improve the sustainability of the research enterprise.

This improved understanding will help policy makers and business leaders formulate decisions that address climate change issues and, at the same time, improve our quality of life.

The Rural School and Community Trust's semiannual «Why Rural Matters» report, released Feb. 12, says state leaders should consider the distinctive factors that affect rural schools and adopt and amend policies to help them improve.

The Global Call to Action Against Poverty (GCAP) is a growing alliance that brings together trade unions, INGOs, the women's and youth movements, community and faith groups and others to call for action from world leaders in the global North and South to meet their promises to end poverty and inequality.GCAP's main aim is to achieve policy and practice changes that will improve the lives of people living in poverty.GCAP adds to existing campaigning on poverty by forming diverse, inclusive national platforms that are able to open up civil society space and advocate more effectively than individual organisations would be able to do on their own.

«Thoughtfully assembled and analyzed data are necessary to determine effective strategies to improve student outcomes; we expect that SDP will create a demand among leaders for policy - relevant analyses that enable informed decision - making.»

Our doctoral programs draw emerging leaders in research, policy, and practice committed to improving educational opportunities in America and around the world.

HGSE doctoral programs draw emerging leaders in research, policy, and practice committed to improving educational opportunities in America and around the world.

Therefore, my portfolio of courses aims to prepare forward - thinking leaders in higher education who understand institutional policies, practices, and structures and the ways in which leadership decisions influence an institution's ability to change and improve.

Nearly two decades later, I'm still chastened by the book's central lesson: A government policy developed by mostly benevolent leaders hoping to improve the lives of the disadvantaged — in this case, by razing old, low - income, ostensibly decaying neighborhoods in favor of gigantic public - housing skyscrapers — did incalculable harm to those it was designed to help.

A task force of Ohio foundations and other grantmaking organizations is calling on state leaders to improve public education by adopting five broad, ambitious policy priorities.

«Jim Ryan is an outstanding scholar, teacher, and academic leader with a deep passion for improving education and for enhancing the interplay of scholarship, practice, and policy,» Faust said.

Washington, D.C. (February 21, 2018)-- States are pursuing innovative policies and using best practices to improve the nation's schools, and a coalition of organizations representing America's chief state school officers, legislators, state board members and state education policy leaders today announced a campaign to highlight the progress underway in states across the country.

ACER draws on its expertise as a leader in educational research, assessment, and data collection and analysis to provide professional learning for educators and system leaders, policy makers, psychologists and human resources professionals, and others to support improved learning.

During his tenure in Delaware, his team focused on improving policies and practices across the educator effectiveness continuum: educator preparation, licensure / certification, recruitment, placement, evaluation, professional learning, and teacher - leader career pathways.

If we are able to assess an educator's effectiveness accurately, we can improve the array of policies and practices that influence our teachers and school leaders.

Harvard Graduate School of Education's New Dean Announced Harvard Magazine, June 10, 2013» «Jim Ryan is an outstanding scholar, teacher, and academic leader with a deep passion for improving education and for enhancing the interplay of scholarship, practice, and policy,» President Faust said in announcing the appointment.

«Schools and colleges need a period of stability, and opportunities for teachers and leaders to take part in professional development which helps them improve how they work rather than just training to deliver the next new policy.

These sections of the federal law place identifying and addressing childhood trauma and other variables linked to poverty alongside policy options for recruiting and retaining effective teachers and school leaders, maximizing the impact of early childhood education, using data to improve student achievement, and serving students with disabilities.

As more attention turns to the ways in which school leaders are prepared and certified, particularly in light of the impact school leaders have on student learning, states are evaluating and developing policies to strengthen and improve the quality of school leaders.

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.

UCEA fulfills this purpose collaboratively by 1) promoting, sponsoring, and disseminating research on the essential problems of practice, 2) improving the preparation and professional development of school leaders and professors, and 3) influencing policy and practice through establishing and fostering collaborative networks.

Leora Cruddas, director of policy at the Association of School and College Leaders, welcomed moves to increase the supply of language teachers and offered to work with the government to improve the situation.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

PICCS uses a human capital management system (HCMS) approach toimplementing professional policies and practices that support continuous professional growth for teachers and school leaders and that lead to improved student outcomes.

Through the Teaching, Leading, & Learning Collaborative (TLLC), CCSSO will support states as they work to identify and take action on policies aimed at comprehensive approaches to improving teachers and leaders» instructional practices with a focus on the implementation of college - and career - ready (CCR) standards.

Tanya St. Julien currently serves as chief of staff at Leadership for Educational Equity (LEE), a national leadership development organization that works with teachers to become civic leaders in advocacy, community organizing, policy, and elected office to improve education for all kids.

In these positions, she organized faith leaders, community members, and low wage workers, and supported the implementation of policy initiatives that were designed to help improve health outcomes in Black and Latino communities.

Internationally, Stewart has developed a series of international benchmarking exchanges to share expertise between American and Asian education, business, and policy leaders on how to improve education to meet the demands of globalization.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Overview This event was convened for funders, policy makers, and youth serving agency leaders to explore local and national efforts to improve youth access to quality afterschool programs and services.

Emerging Leaders have generally been in the profession between 5 and 15 years, have a marked interest in making a positive contribution to education policy and practice, and have invested in professional growth opportunities aimed at improving student outcomes.

Week 1: Becoming a Socially - Emotionally Intelligent Leader Week 2: Becoming a Socially - Emotionally Intelligent Leader (Continued) Week 3: Building an Effective SEL Leadership Team Week 4: Building an Effective SEL Leadership Team (Continued) Week 5: Unjumbling the Schoolhouse Week 6: Assessing School Culture and Climate Week 7: The Impact of Policy on SEL and School Culture and Climate Initiatives Week 8: The Impact of Policy on SEL and School Culture and Climate Initiatives (Continued) Week 9: Leading Organizational Change to Improve School Culture and Climate Week 10: Bringing an SEL - Related Program Into Your School (Final Project Part 1) Week 11: Bringing an SEL - Related Program Into Your School (Final Project Part 2) Week 12: Bringing an SEL - Related Program Into Your School (Final Project Part 3)

Brought in national experts with a Governor's Education Conference to hear from policy leaders around the country on ideas that work in improving education.

The Hassels» op - ed, «N.C. must be bold on increasing teacher pay,» calls for «audacious, achievable goals»: Noting the Opportunity Culture work being done in Charlotte - Mecklenburg Schools to improve teachers» jobs and pay them more, the Hassels call on North Carolina's leaders to transform the state by extending that work and focusing on needed priority and policy changes that would create a surge in student learning, grow the state's economy, and increase teachers» career earnings.

Through the Teaching, Leading, & Learning Collaborative (TLLC), CCSSO will supports states as they work to identify and take action on policies aimed at comprehensive approaches to improving teachers and leaders» instructional practices with a focus on the implementation of college - and career - ready (CCR) standards.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective eimproving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective eImproving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

We fulfill this mission through promoting, sponsoring and disseminating research on the essential problems of schooling and leadership practice; improving the preparation and professional development of educational leaders and professors; and positively influencing local, state, and national educational policy.

Emerging leaders have typically been in the profession between 5 and 15 years, have a marked interest in making a positive contribution to education policy and practice, and have invested in professional growth opportunities aimed at improving student outcomes.

Over the past several years, in part due to federal grant programs like Race to the Top and other federal and state policies, states and districts have made extensive efforts to improve or refine their teacher and leader evaluation systems.

As part of this work, CCSSO recently launched the Promoting High - Quality Prekindergarten Network, a network of nine states working together over 18 months to use their role as state K - 12 leaders to improve the funding, access, and policies that support state - funded preschool programs for all students.

This toolkit contains resources to help district leaders improve policies and conditions in their districts that enable their principals to be effective.

This campaign will educate and empower teachers at all phases in their careers on how to be active, engaged leaders and create spaces for them to learn about the many ways they can be involved in education policy making, with the ultimate goal of improving student outcomes and opportunity.