Not exact matches
Mason chairs the New and Aspiring School Leaders Institute, a four - day
professional development program at HGSE that invites new
principals to come together and talk about leadership styles, how to construct a positive
learning environment, and how to form a
community of school leaders.
This paper explores to what extent central office administrators lead meetings
of principal professional learning communities in ways that promise to strengthen
principals» development as instructional leaders and the conditions that help or hinder administrators in the process.
CEL is supporting Seattle's commitment through two integrated leadership initiatives: the development
of professional learning communities for all district
principals, and support
of the executive team
of Seattle's Chief Academic Officer.
A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The
Principal as Assessment Leader, he is also coauthor
of Teaching the iGeneration, Communicating and Connecting with Social Media, Building a
Professional Learning Community at Work ™, and Making Teamwork Meaningful.
This year all NPS
principals will work in
professional learning communities to use the 5D to build a common vision
of and language for instruction while also using
learning walks to hone their instructional leadership skills.
We asked
principals and vice
principals about the
principal «s leadership in areas such as student achievement goals, vision for the school, and student
learning; making decisions about instruction; leadership distribution in the school;
professional development experiences for
principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact
of parents and the wider school
community.
In addition, each participating
principal will have direct access to nationally award - winning
principals from the demonstration project, and will be able to participate in a
Professional Learning Community of peer
principals implementing RAISEup Texas in order to
learn from each others» experiences.
The multiple linkages model asserts a prominent role for «situational variables» — the size
of the work group, organizational policies and procedures, the prior training and experience
of members — which mediate what the leader is able to do.131 For example, the size
of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature
of professional communities, rather than size per se, becomes a constraint on how
principals try to organize
professional communities to focus on instruction and student
learning.
We asked teachers about their approach to teaching, the lessons we had observed, the
principal «s role in guiding and supporting their work, factors that have the greatest influence on student
learning, district influences,
professional development opportunities, the school
community, the extent
of parental involvement, and what they would tell a new teacher about what it is like to work at this school.
They designed districtwide in - service programs for
principals, focused specifically on new curriculum initiatives (e.g., revision
of the elementary mathematics program) or school - improvement initiatives (e.g., developing a
professional learning communities effort, extending to all schools).
Supporting
Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
Principal Leadership for Pre-K — Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3
communities, cultivate standards
of effective practice for P - 3
principals and related leaders, develop practical implementation strategies as described by an elementary school
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
At the first meeting
of the
professional learning community for The Wallace Foundation's
Principal Pipeline Initiative, Wallace President Will Miller urges attendees to work together to improve principal training
Principal Pipeline Initiative, Wallace President Will Miller urges attendees to work together to improve
principal training
principal training programs.
Harmer's thirty — year career in public schools included serving as
principal of three award - winning elementary schools; K - 12 teacher and
learning specialist; instructor in
community college and university teacher and
principal preparation programs; and service on a wide range
of professional advisory councils and boards.
In the face
of limited resources, a dearth
of deep
professional learning opportunities, and anxiety from school
communities,
principals are piecing together implementation and leading with resilience.
A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The
Principal as Assessment Leader, he is also coauthor
of Teaching the iGeneration and Building a
Professional Learning Community at Work /,
Learning Forward's (formerly National Staff Development Council) 2010
Professional Development Book
of the Year.
AACTE is grateful to The Wallace Foundation for supporting participants in coalescing a
community of professional learning to explore pathways for improvements in
principal preparation practice.
These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student
learning by leveraging and expanding knowledge and skills among staff, parents, and
community members; 2) improve the quality
of instructional leadership by providing ongoing
professional development for school leaders; 3) improve the quality
of teaching throughout the district through embedded
professional development; 4) increase student engagement in the
learning process by personalizing
learning environments to build on student interests; 5) increase
community involvement in schools by giving
principals ownership
of the change process, expanding student voice, and bringing parents and students into the school renewal process.
Due to the significant improvements in student outcomes and the collaborative culture at Pattimura, Paul was recognized as the 2012 Distinguished
Principal of the Year by the National Association
of Elementary School
Principals, and in 2015 Pattimura was recognized as a model
professional learning community.
The
professional learning communities are a safe place to have that conversation,» says Ted Howard II,
principal at Garfield High School, one
of 12 high schools in the highly diverse district, where students speak more than 100 languages and more than a third qualify for free or reduced - price lunch.
'» The CEL work with
professional learning communities has helped open new lines
of communication across the district, says the Garfield High School
principal.
In the final installment in a series
of webinars exploring issues around how central offices can best support
principals as instructional leaders, Dr. Meredith Honig
of the University
of Washington shares her team's research on what
principal supervisors do when they lead
principal professional learning communities in ways that support
principals» growth as instructional leaders.
A number
of school systems are complementing — not minimizing — the
principal supervisor role with adult
learning best practices that include
principals self - assessing to determine their own
learning needs, engaging in cycles
of inquiry, and working in
professional learning communities with their peers.
Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance
of Museums (AAM) American Association
of Classified School Employees (AACSE) American Association
of Colleges for Teacher Education (AACTE) American Association
of Community Colleges (AACC) American Association
of School Administrators (AASA) American Association
of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation
of School Administrators (AFSA) American Federation
of State, County, and Municipal Employees (AFSCME) American Federation
of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association
of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association
of American Publishers (AAP) Association
of American Universities (AAU) Association
of Community College Trustees (ACCT) Association
of Jesuit Colleges & Universities (AJCU) Association
of Public and Land - grant Universities (APLU) Association
of Public Television Stations (APTS) Association
of School Business Officials International (ASBO) Boston University (BU) California Department
of Education (CDE) California State University Office
of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council
of Chief State School Officers (CCSSO) Council
of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office
of Federal Relations Harvard University Office
of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools
of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance
of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association
of Elementary School
Principals (NAESP) National Association
of Federally Impacted Schools (NAFIS) National Association
of Graduate -
Professional Students, Inc. (NAGPS) National Association
of Independent Colleges and Universities (NAICU) National Association
of Private Special Education Centers (NAPSEC) National Association
of School Psychologists (NASP) National Association
of Secondary School
Principals (NASSP) National Association
of State Directors
of Career Technical Education Consortium (NASDCTEc) National Association
of State Directors
of Special Education (NASDSE) National Association
of State Student Grant & Aid Programs (NASSGAP) National Association
of Student Financial Aid Administrators (NASFAA) National Center for
Learning Disabilities (NCLD) National Center on Time &
Learning (NCTL) National Coalition for Literacy (NCL) National Coalition
of Classified Education Support Employee Unions (NCCESEU) National Council for
Community and Education Partnerships (NCCEP) National Council
of Higher Education Resources (NCHER) National Council
of State Directors
of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University
of New Jersey School Social Work Association
of America (SSWAA) Service Employees International Union (SEIU) State University
of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University
of California (UC) University
of Chicago University
of Maryland (UMD) University
of Maryland University College (UMUC) University
of Southern California (USC) University
of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd
Under a new contract competitively awarded by the Department
of Defense Education Activity (DoDEA), Education Northwest will work to support the academic success for students
of military families through the improved implementation
of professional learning communities for
principals and teachers at U.S. military schools across the globe.
The
principals will form a
professional learning community with one another to focus their coaching experience on the implementation
of the RAISEup Texas model at their schools.
New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement;
professional learning communities for mentors and new teachers; engaged
principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period
of at least two years can propel improved teaching and greater student
learning.10
The School Leadership District Cohort is a
professional learning community of four selected school districts from across the U.S. that will work hand - in - hand with the Bush Institute's Education Reform team to improve how they find, support, and keep effective
principals.
The
Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher
Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teac
Professional addresses timely
professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teac
professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher
learning issues such as
learning communities, the role of principals, finding time for professional learning, and teacher
learning communities, the role
of principals, finding time for
professional learning, and teac
professional learning, and teacher
learning, and teacher quality.
Shari Albright, Trinity University, Department
of Education David Anthony, Former Cypress Fairbanks Superintendent Portia Bosse, Texas State Teachers Association Marcelo Cavazos, Texas School Alliance David Chard, Wheelock College, & Texas Teacher Preparation Collaborative Ana Coca, Texas Association for Bilingual Education Jessica Conlon, TNTP, & Texas Teacher Preparation Collaborative Harley Eckhart, Texas Elementary
Principals and Supervisors Association Barry Haenish, Texas Association
of Community Schools Frank Hernandez, SMU Simmons School
of Education and Human Development Kate Kuhlmann, Association
of Texas
Professional Educators Stephanie Hirsh,
Learning Forward, & Texas Teacher Preparation Collaborative Diane Huber, iTeachTEXAS, & Texas Teacher Preparation Collaborative Janna Lilly, Texas Council
of Administrators
of Special Education Casey McCreary, Texas Association
of School Administrators Patty Quinzi, TX - American Federation
of Teachers Jim Nelson, Texas Teacher Preparation Collaborative Colby Nichols, Texas Rural Education Association Scott Ridley, Texas Tech University, Dean
of Education, & Texas Teacher Preparation Collaborative Mike Savage,
Principal, Audelia Creek Elementary, & Texas Teacher Preparation Collaborative Lindsay Sobel, Teach Plus Texas Kevin Sevin, Teacher, iSchoolHigh@UniversityPark, & Texas Teacher Preparation Collaborative Seth Rue, San Antonio ISD Jenna Watts, Deans for Impact Rodney Watson, Superintendent, Spring ISD, & Texas Teacher Preparation Collaborative Sandra West, Science Teachers Association
of Texas Paige Williams, Texas Classroom Teachers Association Randall Woods,
Principal, Burgess High School & Texas Teacher Preparation Collaborative
Accomplished
principals will share the latest research and analysis on evidence - based strategies to support the role
of principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going
professional support for
principals, and share key strategies for sustaining high quality
professional learning communities for
principals and other school leaders.
Supporting
Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
Principal Leadership for Pre-K through Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3
communities, cultivate standards
of effective practice for P - 3
principals and related leaders, develop practical implementation strategies as described by an elementary school
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
In addition, our Eureka Math
Professional Learning Community (PLC), consisting
of eight
principals, our Regional Superintendent and Instructional Specialist, continues to convene each month to leverage their experience as we work toward our instructional goals.
At the heart
of Peter's practice as a
principal is acting on a shared moral purpose derived from a strong evidence base, and consistent challenges around the conditions for
learning, curriculum and teaching, parent and
community support, leadership and
professional learning.
In addition to supporting the
professional learning communities of secondary and elementary
principals and assistant
principals as the MCAAP VP, Mr. Bartee also co-chaired the Montgomery County Public Schools Peer Assistance and Review Panels for support staff, teachers and administrators.
Principal Deborah Warr
of Knollwood Elementary School in north Rapid City, South Dakota, relates how «Indistar and its research provided us with a critical structure» to «tighten up our
professional learning communities and use student data more strategically.»
Second, MDE will work closely with Michigan's
professional organizations to develop guidance for LEAs in identifying and cultivating the skills and dispositions
of effective
principal mentors and provide
professional learning opportunities, including
communities of practice, for high - potential
principals to become mentors.
The Vermont Agency
of Education will use robust and actionable data to build statewide
communities of practice to engage in high - quality
professional learning for
principals and other school leaders.
School
principals, superintendents and other system leaders from across the country regularly tell me that NBCTs are making a difference in their students»
learning, strengthening their schools and their
communities,» said Peggy Brookins, NBCT, president and CEO
of the National Board for
Professional Teaching Standards.