Sentences with phrase «principals need the skills»

Not exact matches

Important factors that could cause actual results to differ materially from those reflected in such forward - looking statements and that should be considered in evaluating our outlook include, but are not limited to, the following: 1) our ability to continue to grow our business and execute our growth strategy, including the timing, execution, and profitability of new and maturing programs; 2) our ability to perform our obligations under our new and maturing commercial, business aircraft, and military development programs, and the related recurring production; 3) our ability to accurately estimate and manage performance, cost, and revenue under our contracts, including our ability to achieve certain cost reductions with respect to the B787 program; 4) margin pressures and the potential for additional forward losses on new and maturing programs; 5) our ability to accommodate, and the cost of accommodating, announced increases in the build rates of certain aircraft; 6) the effect on aircraft demand and build rates of changing customer preferences for business aircraft, including the effect of global economic conditions on the business aircraft market and expanding conflicts or political unrest in the Middle East or Asia; 7) customer cancellations or deferrals as a result of global economic uncertainty or otherwise; 8) the effect of economic conditions in the industries and markets in which we operate in the U.S. and globally and any changes therein, including fluctuations in foreign currency exchange rates; 9) the success and timely execution of key milestones such as the receipt of necessary regulatory approvals, including our ability to obtain in a timely fashion any required regulatory or other third party approvals for the consummation of our announced acquisition of Asco, and customer adherence to their announced schedules; 10) our ability to successfully negotiate, or re-negotiate, future pricing under our supply agreements with Boeing and our other customers; 11) our ability to enter into profitable supply arrangements with additional customers; 12) the ability of all parties to satisfy their performance requirements under existing supply contracts with our two major customers, Boeing and Airbus, and other customers, and the risk of nonpayment by such customers; 13) any adverse impact on Boeing's and Airbus» production of aircraft resulting from cancellations, deferrals, or reduced orders by their customers or from labor disputes, domestic or international hostilities, or acts of terrorism; 14) any adverse impact on the demand for air travel or our operations from the outbreak of diseases or epidemic or pandemic outbreaks; 15) our ability to avoid or recover from cyber-based or other security attacks, information technology failures, or other disruptions; 16) returns on pension plan assets and the impact of future discount rate changes on pension obligations; 17) our ability to borrow additional funds or refinance debt, including our ability to obtain the debt to finance the purchase price for our announced acquisition of Asco on favorable terms or at all; 18) competition from commercial aerospace original equipment manufacturers and other aerostructures suppliers; 19) the effect of governmental laws, such as U.S. export control laws and U.S. and foreign anti-bribery laws such as the Foreign Corrupt Practices Act and the United Kingdom Bribery Act, and environmental laws and agency regulations, both in the U.S. and abroad; 20) the effect of changes in tax law, such as the effect of The Tax Cuts and Jobs Act (the «TCJA») that was enacted on December 22, 2017, and changes to the interpretations of or guidance related thereto, and the Company's ability to accurately calculate and estimate the effect of such changes; 21) any reduction in our credit ratings; 22) our dependence on our suppliers, as well as the cost and availability of raw materials and purchased components; 23) our ability to recruit and retain a critical mass of highly - skilled employees and our relationships with the unions representing many of our employees; 24) spending by the U.S. and other governments on defense; 25) the possibility that our cash flows and our credit facility may not be adequate for our additional capital needs or for payment of interest on, and principal of, our indebtedness; 26) our exposure under our revolving credit facility to higher interest payments should interest rates increase substantially; 27) the effectiveness of any interest rate hedging programs; 28) the effectiveness of our internal control over financial reporting; 29) the outcome or impact of ongoing or future litigation, claims, and regulatory actions; 30) exposure to potential product liability and warranty claims; 31) our ability to effectively assess, manage and integrate acquisitions that we pursue, including our ability to successfully integrate the Asco business and generate synergies and other cost savings; 32) our ability to consummate our announced acquisition of Asco in a timely matter while avoiding any unexpected costs, charges, expenses, adverse changes to business relationships and other business disruptions for ourselves and Asco as a result of the acquisition; 33) our ability to continue selling certain receivables through our supplier financing program; 34) the risks of doing business internationally, including fluctuations in foreign current exchange rates, impositions of tariffs or embargoes, compliance with foreign laws, and domestic and foreign government policies; and 35) our ability to complete the proposed accelerated stock repurchase plan, among other things.

The department spokesperson, Gary Costello, has told principals that student results are not currently up to scratch and mathematical skills need improving most.

AITSL's evidence - informed recommendations and advice describe what teachers need to develop their leadership skills, and the specific preparation of those who aspire to become principals.

Primary among these practices is a close relationship between teachers with students, a focus on the specific needs of these students, and building in the development of assessment and counseling skills for teachers and principals.

You've spoken of the need for principals to have both adaptive and technical skills to face challenges in their work.

Once the school year begins there are weekly meetings between the school's principal, Sara McClain, and the skills specialists to review data and plot strategies for supporting those students and teachers who need help.

There is much need for professional development and leadership skills among South African principals, many who work double duty as school leaders and teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.

Borrowing a strategy from the corporate world, Virginia plans to form an elite cadre of principals armed with the skills needed to jump - start improvement in low - performing schools.

Districts need to stop viewing principals as glorified teachers and more as executives with expertise in instruction, operations, and finance — and the ability to add others to their leadership teams who may possess the skills they don't already have.

The support programs should include skill and leadership training and formal support for principals in high - need schools.

Most people think that the principal is always the evaluator, but many principals lack the knowledge and skills needed to supervise all the teachers in their schools.

Not what is needed to help the assistant principal acquire the skills needed to lead a school.

School principals reviewed the matches, revising them if needed, and then approached each pair and asked them to work together on improving instructional skills in the areas the low - performers needed to bolster.

Wheelers Hill Secondary College principal Aaron Smith told the Herald Sun schools needed to be «real and relevant» to teach 21st century skills.

Given the workload, how can principals find time and space to develop the skills needed for effective leadership?

HGSE's and HBS's new certificate program will equip current and aspiring principals with key management and leadership skills needed to lead and sustain high - performing schools, and prepare them to set and meet high expectations for all children, create conditions for excellent teaching, and engage positively with families and communities.

Districts know they need principals who are strong instructional leaders, but rarely do all of school leaders have knowledge and skills necessary to improve instruction in a systemic way.

As a principal who believes every student can learn and that your ZIP code should not determine the effectiveness of one's education, I needed the skills and professional growth that School Turnaround Leaders could provide.

They talked more about the need to replace principals in low - performing schools than about prospects for developing their leadership skills.

Helping teachers improve their practice can take many forms but one essential skill principals need to succeed is to know how to give teachers effective feedback.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

Teachers on all levels, administrators and principals, education standards writers, and government agencies know that our country needs to produce students skilled in the STEM fields to fill jobs and continue our country's tradition of innovation.

«Principals play a pivotal role,» he told the group in Boston, urging attendees to work together to provide aspiring leaders with the skills they need to turn around struggling schools.

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.

To advocate effectively on behalf of students, principals and teachers must continue to support and uphold the constitutional, civil, and due process rights of all students.Student Achievement Schools should prepare students for the challenges that they will face as they transition from one stage of life to the next by helping students focus on gaining the skills, knowledge, and understandings today that they will need tomorrow.

Teachers need a principal's guidance, but they also need to hone their lifelong learning skills, the same ones that we encourage teachers to impart to their students.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

One main focus will be on building the skills needed by principal supervisors to develop instructional leadership expertise in the principals with whom they work.

The Transfer School Institute (TSI) is a multi-year professional development model supported by the NYCDOE Office of Postsecondary Readiness to build the capacity of transfer school principals and teachers in order to help some of the city's most vulnerable students build the academic behaviors and skills needed for postsecondary success.

Reston, VA — The National Association of Secondary School Principals (NASSP) issued the following statement on the report, The Condition of College & Career Readiness 2015: Hispanic Students, released today by ACT and Excelencia in Education: More than half of Hispanic students leave school each year without the skills they need to succeed in the next -LSB-...]

«We're trying to enhance principals» capacity to observe and analyze instruction for the purposes of improving it,» Dassler said, adding that these techniques complement the menu of other skills educational leaders need to be effective.

, which aimed to show reporters how researchers are documenting the skills principals need to be powerful instructional leaders, even as reformers build new pipelines to grow the supply.

They have modeled and taught me the coaching skills that I now apply as an elementary school principal — to begin with the end in mind, to never overlook the need to build a strong foundation of essential skills, and to put time and effort into building strong relationships.

After the publication of these standards, CCSSO worked with CEEDAR to create PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities, a complementary guidance document that states can use to ensure all school leaders - whether in preparation programs or current practice - have the skills and abilities they need to help each child succeed.

School districts, both small and large, are searching for new ways to ensure that principals get the skills, resources and time they need to be instructional leaders.

White added that it's the job of principals and other managers to communicate with teachers about the skills and lessons students will need to succeed on the post-tests.

In his article for this issue of Principal, «Where Literacy Is Heading: News Literacy as a Signal of Change,» Adams traces the skills for news literacy as the ability to access, comprehend, and evaluate information — which all readers will need to master.

Even for districts with sufficient applicants, it can be challenging to ensure that the principals who are recruited and selected have the requisite skills and expertise, are a good match for a particular school or district need, and present an approach that aligns with that of district leadership.

The VEEA are about recognising the inspirational teachers, principals and education support staff that improve schools and support children and young people to develop the skills, courage and curiosity they need to succeed in life.

Because over 80 percent of their third and fourth graders were struggling readers, Principal Erskine Glover and other leaders at Quitman knew they needed to focus on early literacy skills, reading comprehension, and citing textual evidence.

Zeroing out financial support for teacher and principal training, after - school activities, and to reduce class sizes is antithetical to ensuring that educators have the tools they need to ensure that all students are supported and provided with the skills needed for the world they will inherit.»

This funding offers states and districts the financial leverage to implement evidence - based solutions to address those shortages and improve the quality of teachers and principals to ensure that students gain the 21st Century education and skills they need to succeed.

With middle school principals» sharing their best practices and dire needs, an LA Unified board committee yesterday set off on a new initiative to improve the academic and social skills of students one principal described as «hormones with arms and legs.»

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can -LSB-...]

An ordinary day in the life of Clark and her school reveals the enormously diverse challenges a principal faces — and the remarkable skill set a principal needs to be good at the job.

Unfortunately, many principal preparation programs fall short in equipping future school leaders with the skills they need to succeed, and state licensure systems rarely measure the competencies associated with effective school leadership.

We are committed to recruiting outstanding teachers and principals for our schools, and to providing our students with the academic, social and emotional skills they will need to be competitive in a global, 21st Century economy.

Whether you are a tenured principal or a new teacher, attending for your first time or your fourth time, developing your skills or developing your team, this unique event flows to fit your needs and challenges.

The goal of the program is to give principals in Jordan the leadership skills they need to improve student performance at scale.

She mapped herself against the Australian Professional Standard for Principals, and identified opportunities that could help develop the additional management and leadership skills she needed to be a principal.