-- Dawn R. Robinson, Ed.D., Chief
School Performance Officer, Charlotte - Mecklenburg Schools
Not exact matches
Chief Academic
Officer, Shael Polakow - Suransky told Wadleigh supporters last month that the
school was being closed due to its
performance.
Improving
Performance Assessment Newsletter The Newsletter of the State Collaborative on Assessment and Student Standards Technical Guidelines for
Performance Assessment Consortium Council of Chief State
School Officers, Washington, D.C.
The Revd Nigel Genders, Chief Education
Officer for the Church of England, said: «We believe that the leadership of a
school is critical to the academic
performance of pupils and how they flourish as individuals.
Using methodology developed with Ed
School Lecturer Terrence Tivnan, he compared the «academic rating» that admissions
officers assign to applicants (a combination of grades, test scores, teacher recommendations, etc.) with their actual academic
performance once they enrolled at Middlebury.
A group of chief state
school officers is forming a consortium that would collaboratively develop new assessments and standards for student
performance.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London;
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
School accountability,
performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within -
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of
schools» by Tim Brighouse, a former teacher and chief education
officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.
His career includes roles as Chief Learning
Officer at Reuters and Thomson Reuters, Consultant with global companies working at the forefront of the «new learning and
performance» world, Director of Strategic Technology for the transactions division of Dow Jones Markets, and several academic positions, including that of Professor at Southampton Business
School and the Director of CECOMM.
If CCSS is fully implemented as proposed by its most ardent adherents, including the National Governors Association and the Council of Chief State
School Officers, it can be expected to alter the information Americans have about student
performance at their local
schools.
So, she left her position as chief executive
officer and lead tutor to become a long - term substitute teacher in the New York City Public
Schools, hoping to have a greater impact on the academic
performance of students of color.
Join Shael Polakow - Suransky, New York City Public
Schools» chief accountability officer, and Rebecca Unterman, a research associate at MDRC, for a discussion about New York City's small schools, what the research says about their performance, and what makes them an effective option for NYC's disadvantaged st
Schools» chief accountability
officer, and Rebecca Unterman, a research associate at MDRC, for a discussion about New York City's small
schools, what the research says about their performance, and what makes them an effective option for NYC's disadvantaged st
schools, what the research says about their
performance, and what makes them an effective option for NYC's disadvantaged students.
In this webinar, you'll hear directly from Jay McPhail, chief technology
officer at Fullerton
School District, Calif., and Jeremy Cunningham, network and systems engineer at Bryant public
schools, Ark., about their recent wired and wireless deployments, and how they ensured high - availability and high -
performance for their districts» common - core testing.
She joined Citizens of the World after serving as the Chief Talent
Officer of Newark Public
Schools, where she led the implementation of a ground - breaking pay - for -
performance teacher contract.
Since then, Dr. Blackburn served Broward County Public
Schools as a District Trainer, Director of
School Improvement, Area Superintendent, and Chief
School Performance & Accountability
Officer.
Also onboard is Marshall Tuck, former president and chief operating
officer of Green Dot Public
Schools, which has built a chain of charter schools in the district while organizing a parents» «union» and constantly pushing district officials to take bolder steps to improve the performance of children from poor fa
Schools, which has built a chain of charter
schools in the district while organizing a parents» «union» and constantly pushing district officials to take bolder steps to improve the performance of children from poor fa
schools in the district while organizing a parents» «union» and constantly pushing district officials to take bolder steps to improve the
performance of children from poor families.
In the original memo that unveiled the new
performance report, NJDOE's Chief Performance Officer / Assistant Commissioner of Data, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognit
performance report, NJDOE's Chief
Performance Officer / Assistant Commissioner of Data, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognit
Performance Officer / Assistant Commissioner of Data, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for
school improvement, we know that these data alone can not capture the dozens of other essential elements of
schools such as a positive
school climate, participation in extracurricular programs and the development of non-cognitive skills.
Raymond came to Sacramento from Charlotte - Mecklenburg
Schools in North Carolina, a high - achieving district, where he was chief accountability
officer in charge of data, innovation,
school performance reviews and measures of student achievement.
As a result, SCALE partnered with the American Association of Colleges for Teacher Education and the Council of Chief State
School Officers in 2009 to transform PACT into a nationally available
performance assessment, now known as edTPA.
Each district
school board may provide legal services for
officers and employees of the
school board who are charged with civil or criminal actions arising out of and in the course of the
performance of assigned duties and responsibilities.
The roundtable discussion featured Scott Brabrand, superintendent, Fairfax County Public
Schools, Virginia; Ajit Gopalakrishnan, chief
performance officer, State Department of Education, Connecticut; Sandra Diodonet, assistant superintendent, Paterson
School District, New Jersey; Broderick Johnson, chair, My Brother's Keeper Alliance, Obama Foundation; and Javaid E. Siddiqi, president and CEO, The Hunt Institute.
When Ken Folks was hired as chief academic
officer at Marion Community
Schools, the district's high
school was facing the possibility of state takeover because of low
performance.
American Association of Collegiate Registrars and Admissions
Officers (AACRAO) American Association of State Colleges and Universities (AASCU) Association of American Colleges and Universities (AAC&U) California Community College Chancellor's Office Center for Innovation in Education (CIE) College Board College Transition Collaborative Colorado Department of Education ConnectEd Del Lago Academy Digital Promise EdImagine EdInsights Education First EducationCounsel Envision Learning Partners Farmington Public
Schools Great
Schools Partnership Harvard Innovation Lab Hillsdale High
School Internationals Network for Public
Schools Irvine Foundation Ithaca College James Graham Brown Foundation Jobs for the Future June Jordan
School for Equity Leadership Conference on Civil and Human Rights Learning Policy Institute Los Angeles Unified
School District Lumina Foundation Maker Ed Making Caring Common Massachusetts Institute of Technology (MIT) Mastery Transcript Consortium Microsoft Montpelier
School District NAACP Legal Defense and Educational Fund National Association for College Admission Counseling (NACAC) National Urban League New Haven Academy New York
Performance Standards Consortium Oakland Unified
School District Pomona College Raikes Foundation Riverdale Country
School San Francisco International High
School Smarter Balanced Assessment Consortium Smith College Southern New Hampshire University Stanford Center for Assessment, Learning, and Equity (SCALE) Stanford Center for Opportunity Policy in Education (SCOPE) Stuart Foundation Summit Public
Schools The City University of New York The Education Trust The Leadership Conference on Civil and Human Rights Trovvit UC Riverside UNCF University of California, Office of the President University of Florida University of Michigan University of North Carolina, Chapel Hill University of Southern California University of Texas, Austin University of Washington Virginia Beach City Public
Schools
«Pearson and America's Choice share a common vision for
school improvement centered on effective instruction, strong
school leadership, and sustainable change in the
school performance and culture,» said Will Ethridge, Chief Executive
Officer for Pearson in North America.
«Today's vote to move Senate Bill 455 forward is a move in the right direction for Connecticut
schools, and can eliminate barriers to teaching that have little or no correlation with a teacher's job
performance or positive impact on kids,» said Jen Alexander, chief executive
officer of ConnCAN (Connecticut Coalition for Achievement Now).
«If a student is zoned for one of our Zoom
Schools, as long as a student is 4 years old by Sept. 30, our cut off date, they can attend preschool,» said Lorna James - Cervantes, assistant chief student achievement
officer supervising
Performance Zone 5 for the district.
This report, published in partnership with the Council of Chief State
Schools Officers (CCSSO), details how states can use
performance assessments — including portfolios, projects, and extended -
performance tasks — to assess what students know and are able to do.
The state superintendent, the highest - ranking elected educational
officer, runs the state Department of Education, which measures
school performance, assists lagging
schools and distributes about $ 9 billion in state money to local
school districts.
Seattle Public
Schools Chief Academic
Officer Carla Santorno provided a brilliant example of
performance assessment for adults when she arranged for all principal candidates to observe several different classrooms and then tell her what they saw.
2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and
performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS
School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish S
School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass
school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish S
school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass
School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish S
School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education
Officer Chelsea Physic Garden 2006 - 2007 Education
Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass
school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish S
school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum
School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish S
School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers
performance Group LANGUAGES English Norwegian Swedish Spanish
He was considered a trusted
officer who «values his position and takes pride in protecting the students, faculty and staff at his
school,» a 2017
performance review said.
• Enhanced development and
performance by training and coaching all soldiers, including more than 20 promotions, and mentored 3 Soldiers to continue educational goals and enroll in
Officer Candidate
School.
This report, published in partnership with the Council of Chief State
Schools Officers (CCSSO), details how states can use
performance assessments — including portfolios, projects, and extended -
performance tasks — to assess what students know and are able to do.