Sentences with phrase «school stakeholders need»

In order to do this, all school stakeholders need to understand the budget and do everything in their control to spend in alignment with this budget.

I absolutely agree with Nellie that» School stakeholders need to be reeducated on the use of technology for blended learning, fully online, and the flipped classroom.»

School stakeholders need to know their accountabilities and autonomies, and what they get to decide.

Not exact matches

We need to shift our approach from the old - school «outreach» model to an «in - reach» model, which actively cultivates and incorporates the thoughts of influencers and stakeholders in every facet of business, from product development to content co-creation to crisis communications.

You will find everything you need to know about Fuel Up to Play 60, as well as a PowerPoint presentation for you to share with stakeholders in your school or district; you will also find information on earning CEUs with FUTP60.

If you need a few last - minute ideas or resources to help you create school breakfast fact sheets for parents and other stakeholders, check out:

Promotion: From talking points to press releases, the toolkit has all the resources you will need to communicate the importance of school breakfast to all stakeholders — including journalists;

We will be discussing factors that are important to consider during a site assessment for breakfast - in - the - classroom, including enrollment, school size, layout, equipment needs, staffing, and individual site stakeholder engagement.

She said the need for the landmark engagement was crucial considering the fact that schools have resumed and there was need for key stakeholders such as principals, school administrators, Nigerian Union of Teachers (NUT), public and private school guidance counsellors, evaluators and others, to become conversant with and abreast of the provisions of the policy.

«New York's public schools need a leader who can reconcile opposing views among stakeholders over controversial issues, navigate the political complexities of the legislative process, and work with the Board of Regents to forge cogent policies that will make New York's education system student - focused.»

The team, which also included David A. Rotholz, Ph.D., of the University of South Carolina School of Medicine, Anne M. Kinsman, Ph.D., of the Greenville Health System, and Kathi K. Lacy of the South Carolina Department of Disabilities and Special Needs (SC DDSN), as well as other leaders from key public and private stakeholder organizations from across the state, saw a way to remove this barrier.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

It can be the main gateway for information if that's how students and teachers choose to use it — which illustrates why schools need to spend the time and resources to make sure that all stakeholders know how to use the LMS.

Acknowledging these various needs, a new report from researchers at the Harvard Graduate School of Education describes fundamental nonacademic skills, shows how they vary, and advises education stakeholders about how to think about these skills in their individual practices.

Local officials need to reconsider the core business of schooling — and get key stakeholders to buy into a new, more cost - effective, more productive vision.

The ASD - ENA aimed to develop an understanding of the educational needs of school - aged students on the autism spectrum using a nationwide survey to obtain information from four key stakeholder groups — educators, specialists, parents, and students on the autism spectrum aged 11 — 18 years.

As pointed out in a recent blog post by Getting Smart, parents are not the only educational stakeholders who need better school information.

In both schools and districts, leaders and their teams would need to analyze the required involvement and likely reaction of all stakeholders: school and district staff, parents, students, unions, and community members.

You will be required to obtain consent from your governing body and consult with stakeholders before applying for an academy order, and to do so you will need to have a strong argument for why your school should convert into an academy.

The challenge for schools then is to ensure that all their stakeholders, be they parents, governors, staff or students, all develop a shared understanding of conflict and identify the priority actions needed to develop a culture where people are not afraid to speak out if they have concerns.

«I think you need to get support from the other stakeholders in the school, especially the principal.

By allowing schools and districts to develop their own performance goals aligned with their programs, existing performance, and needs of students, ownership of school improvement will lie with the stakeholders closest to the students.»

To achieve the changes required, stakeholders need to continue their commitment to improve how teachers, schools and universities work together to prepare graduate teachers.

Schools are key stakeholders and partners in the provision of this important service to their communities; they need to be mindful of the challenges ahead when considering how best to meet their own OSHC needs.

This need, of course, becomes heightened in a school with a 1:1 deployment with pupils where regular, recognised and flexible e-safety policies should be owned by all key stakeholders in the school community, from pupils right through to parents.

Physical Education teachers overwhelming feel the subject needs to be more valued amongst school leaders, parents, wider stakeholders and importantly young people.

Some of the results gathered were found to fall far short of expectations, and emphasise the need for government and children's activity stakeholders to continue to support schools when it comes to promoting and assessing children's activity and fitness.

There is no doubt that the first thing needed to make this sort of program happen is unwavering support from school stakeholders.

PE teachers overwhelmingly feel the subject needs to be more valued amongst school leaders, parents, wider stakeholders and importantly young people.

Some of the results gathered were found to fall far short of expectations, and emphasises the need for government and key stakeholders to continue to support schools when it comes to promoting and assessing children's activity and fitness.

Educators, policymakers, researchers, and other stakeholders in the Regional Educational Laboratory (REL) Mid-Atlantic region and across the country acknowledge the need to reduce chronic student absenteeism (typically defined as missing 10 percent or more of a school year).

The scale and rapidity of the changes were grounded in the conviction of the New York City Department of Education, the Bill & Melinda Gates Foundation, and other key local stakeholders that small schools could more effectively meet the academic and socioemotional needs of disadvantaged students.

OSEP and OSERS staff members attended, responding to questions from CSP grantees, as well as external stakeholders; 3) in June 2015, through the NCSRC contract, the CSP released a case study to highlight how Two Rivers Public Charter School in Washington, DC, is meeting the needs of its students with disabilities; 4) in October 2014, through the NCSRC contract, the CSP released a case study highlighting how Brooke Roslindale Charter School in Boston, Massachusetts, is meeting the needs of its students with disabilities.

In addition to these primary stakeholders, there are analytical uses of school information including economic and employment forecasts, estimating transit needs, and, sadly, predicting prison populations.

Description: Jim Dunn shares his view of what public school communications professionals need to know about communicating Common Core State Standards to their stakeholders.

But, until the planning and governance structures are put in place to plan technology solutions that met stakeholder needs in a coherent and manageable manner I don't see most technology groups being able to actively participate in helping schools innovate.

He said, «In the transition year, the operators are getting to know stakeholders, assets, and liabilities in the school; figuring out which staff they'll keep and which to let go; [looking at the schedule and curriculum]; and concurrently recruiting folks they might need... By the end of the transition year, they'll have a comprehensive plan for operational authority for the following years.»

If you care about public education and you think that an organization like PAA is needed to push for better public schools for every single child, and to give stakeholders a national voice in progressive education reform, please make a generous donation now.

Assuming the principal is working productively with staff and other stakeholders on improving the school, more frequent changes in principals typically results in wasted energy, dissipation of scarce resources and considerable skepticism on the part of teachers that they will receive the support they need when the change process begins to confront the most difficult challenges.

At DTR, she worked with multiple stakeholders to develop and implement programming, curriculum, and evaluation metrics to prepare teachers to meet the needs of Denver Public Schools» students.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The completed puzzle includes a school in which young adolescents are recognized as unique learners who need strong teacher involvement, a responsive student - centered learning climate, a school with a strong parent - community network, and school leadership that builds collaboration among stakeholders.

Poised to influence educational policy, practice and performance across the country, the Institute provides and connects charter school authorizers, governing boards, school leaders, founders and other stakeholders who are serious about ensuring all students are prepared for success in college, work and life with the programs, tools, services, counsel and support they need.

When schools commit to promoting students» social - emotional learning, they become positioned to engage all education stakeholders and create a safe, equitable, and engaging school climate, so each student acquires and enhances the knowledge, skills, and dispositions they need for interpersonal and life success.

Stakeholders could actually check to see whether districts were prioritizing school sites or holding onto dollars intended for high - need students to spend on other obligations such as pension and benefit increases (as critics often claim).

Marketing — For an idea to catch hold, no matter how good, the superintendent will need to market this concept to the school board, the press, parents, teachers and other stakeholders.

It includes a variety of resources that meet a range of needs among stakeholders interested in improving school climate.

So why are we stuck with an education system that many stakeholders believe is not fit for purpose and fails to support schools with the challenges they are currently facing and not meeting the child's real needs?

That's why school leaders need a variety of strategies and tools to engage with the students, parents, and stakeholders they serve.

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.