Sentences with phrase «principals work with their districts»

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Similarly, I once met a dynamic culinary arts teacher in my district, Kellie Karavias, who worked with the principal at her former school to completely integrate health and nutrition programs throughout the day, including the building of an in - school, instructional kitchen, «Five a Day Fridays» where children bought fresh fruit and vegetables from a cart each week, and an after - school program that offered counseling and exercise to obese children and their families.

Working with these schools, districts, and principals, and in keeping this a hot topic, we feel we are on the road to finding a permanent solution.

As Director of Curriculum for District 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy anDistrict 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy andistrict committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy andistrict philosophy and goals.

Cash noted through the bargain, the district is «working in close partnership with our teachers and principals to build a solid track to run on to more rapidly grow student proficiency and overall achievement well into the future.»

Mazzetti, a first - time candidate, is an assistant principal in the Poughkeepsie City School District, a position which brings experience in budgeting, infrastructure and staff management, and working with a variety of stakeholder groups towards a common goal.

«By building capacity among the school districts, instead of working in isolation, we're finding more resources to bring to our kids, resources we've lacked,» said Tracy Spagnolo, initiative representative with West Seneca schools and principal at Winchester Elementary School.

After seven years of teaching K - 12 Health Education in Rochester, NY, Mr. Zeman earned his school district administrative degree (SDA) from the Massachusetts College of Liberal Arts and worked as an assistant principal in Greece Central School District, NY, before returning to State College with his family to direct Science Odistrict administrative degree (SDA) from the Massachusetts College of Liberal Arts and worked as an assistant principal in Greece Central School District, NY, before returning to State College with his family to direct Science ODistrict, NY, before returning to State College with his family to direct Science Outreach.

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

They saw their principal and a former teacher who now works with technology at the school district level, as well as three others they didn't know — one of those three being me.

«While one principal is at a district meeting, the other is able to observe classroom teachers, conference with parents, and work with students having behavior problems.

Besides gaining access to district buildings, these schools also tend to attract principals and teachers who like the idea of working more closely with districts and being part of systemic reform.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

At S&S Middle School in Sadler, Texas, Lee Yeager works with other principals and a local radio station to recognize a district - wide Teacher of the Month.

When it comes to professional development, the Houston Independent School District (HISD) educators find strength in numbers, especially for principals who often work alone with little time for reflection.

Elmore's efforts to change this began during his work in a New York City school district, where professional development for principals included spending time every day inside classrooms to re-familiarize themselves with the teaching environment.

The National Institute's curriculum is designed to be delivered over two years, first by our staff to leadership teams from the school districts with which we work and then by the leadership team to its principals.

Editor's Note: Former principal Hae - Sin Kim moved on from the ASCEND School in 2004 to spend several years working with the Oakland Unified School District's New School Development Group.

Teitel has coached individual superintendents, helped set up ongoing learning networks among superintendents and among principals, and has worked with intact leadership teams to help them support school and district improvement.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

He and his team work closely with teachers, principals, and district and state leaders to advance student achievement.

We work with schools, districts, states, and other education agencies to develop, review, improve, and implement academic and career technical standards, as well as principal and teacher performance standards.

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?

Site managers from The New Teacher Project (TNTP) worked with local district staff to create opportunities for principals to interview high - performing teachers and to help with the transfer process.

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

Principals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their lPrincipals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their lprincipals, and teachers in their schools are more confident in their leadership.

In addition to human resources, Marriott serves as the school district's safety officer, working closely with school principals, staff members, first responders and municipal partners on all aspects of school safety.

Districts should work with school principals to help expand the range of highquality data available to schools in order to more fully encompass the range of variables implicated in schools «problem - solving efforts.

This guarantee, developed in partnership with the Center for Educational Leadership, offers side - by - side coaching and other professional development work at no cost to the district or the graduate, if the new principal or district leaders notice that he or she is not demonstrating the exit standards in certain key competency areas.

Work with the District: Serve, along with the principal, as the point of contact for the district captain and participate in district meetings and tDistrict: Serve, along with the principal, as the point of contact for the district captain and participate in district meetings and tdistrict captain and participate in district meetings and tdistrict meetings and trainings

Throughout the year the superintendent and directors met and coached the principal on regular monthly and weekly schedules; district curriculum personnel worked with teachers on their instructional needs; and the district supported efforts to improve after - school programs for low - performing students.

District leaders need to find ways to help secondary and elementary school principals work with teachers in order to improve.

To recruit, support and retain excellent principals, states need to work with local school districts to effectively use policy tools available to them.

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.

Seven universities are working with district and nonprofit partners as part of the four - year initiative to create new models for improving university principal training and learn lessons to be shared with the field.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

By working with central office teams that include finance, human resources, academics, professional development, principals, and principal supervisors, the Bush Institute will help districts make system level changes.

At the Dallas Independent School District he was a Principal Evaluator working with K - 8 school teachers to develop end of year tests to provide information to both the current teacher and the teacher in the next grade.

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

Districts, working with principals and school leaders, can also further target their federal dollars toward specific students within a school based on their academic needs.

Principals who believe they are working collaboratively toward clear and common goals — with district personnel, other principals, and teachers in their schools — are more confident in their lPrincipals who believe they are working collaboratively toward clear and common goals — with district personnel, other principals, and teachers in their schools — are more confident in their lprincipals, and teachers in their schools — are more confident in their leadership.

Having taught under the principal previously, the special education teacher moved from a nearby district when she learned of an opening at Emerald, just to work with the principal again.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

In collaboration with the University of Washington's Center for Educational Leadership (CEL), CEC will provide central office teams with the background and tools necessary to take the critical actions to restructure district office work in order to better support principals as instructional leaders.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

It's «not a gotcha kind of system,» says Associate Superintendent for School Leadership Steven W. Flynt, who supervises the five area superintendents who work with the principals of the district's 132 schools.

The six districts» plans include working closely with select principal preparation programs to improve the training aspiring school leaders receive before they are hired by the district.

Hillsborough County Public Schools, a large district covering the Tampa, Fla., area, has six full - time coaches who work weekly with some 45 novice principals and provide intensive coaching for veteran principals who need support in specific areas.

In the Minnesota - Toronto study, nearly 60 percent of principals surveyed indicated that their districts only occasionally provided them opportunities to work productively with colleagues from other schools.

The District of Columbia will create a Principal Leadership Cadre, a group of highly effective principals who will work with representatives of institutions of higher education to share best practices with their colleagues through mentoring, coaching, and training.

It explores the districts» work to change their approach to principal performance evaluation so that it focuses on working with principals, especially novices, to grow into their jobs and concentrate on improving teaching and learning in their classrooms.