Not exact matches
Topics included: early reporting
on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the
practices of Scientology; corruption in the
leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the
practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war
on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public
schools; an early exploration of deceptive
practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.
The award recognizes excellence in
school nursing
leadership; the winner is selected based
on criteria including: clinical
practice leadership, administrative
leadership, professional development, professional advocacy activity, community involvement and research.
ATL's
leadership section AMiE produces publications
on best -
practice for experienced and aspiring leaders, as well as workshops both
on - line and face - to - face to help leaders and managers develop the skills they need to promote the highest standards in their
schools and colleges.
Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional
practice and learning theory, with a particular focus
on high achievement for all students; the education sector, with a particular focus
on schooling in context; and matters of
leadership and management.
Two years ago, PELP, a collaborative project between faculty at Harvard Business
School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty j
School and Harvard Graduate
School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty j
School of Education that focuses
on developing effective
leadership and management
practices to support large - scale organizational change in urban
school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty j
school districts, began the Case Competition where teams of Harvard University students present recommendations for a
school district to a panel of faculty j
school district to a panel of faculty judges.
Tom presents internationally
on topics of transforming
school cultures, high expectations for differentiated instruction, trauma - informed
practice, wellbeing, the application of positive psychology, and effective
school leadership.
The goal of Leading 21st Century High
Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high s
Schools — being held
on campus June 23 — 27 — is to help leaders cultivate effective teaching
practices, enhance social dynamics, and implement innovative
leadership approaches as key levers in the overall improvement of contemporary high
schoolsschools.
«With growing faculty strength, new and energetic
leadership, and significant advances in the field over the 20 years since the program's founding, this is the right time to recognize Prevention Science and
Practice and its enhanced capacity to undertake new research
on child and adolescent prevention, in
schools, and the communities around them.»
The scheme focuses
on extra support to develop
leadership in maths and help
schools work together in support of higher standards; and supporting teachers, teaching assistant, further education lecturers and others to develop improved classroom
practice.
Two years ago, PELP, a collaborative project between faculty at Harvard Business
School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students pres
School and Harvard Graduate
School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students pres
School of Education that focuses
on developing effective
leadership and management
practices to support large - scale organizational change in urban
school districts, began the Case Competition where teams of Harvard University students pres
school districts, began the Case Competition where teams of Harvard University students present...
The researchers are also analyzing hiring
practices in
schools, and continuing to work
on teachers» careers, professional culture, principals»
leadership, and curriculum.
Phil Haslett, business development director at Best
Practice Network, said: «OLP is a great example of a sustainable,
school - led
leadership development model working
on a regional level.
By instructional
leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based
on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and
practice; 5) provide strong coaching to teachers
on all of the foregoing; 6) evaluate whether instructional systems in the
school are properly aligned; and 7) determine the quality and fitness of instructional materials.
This data can be reviewed
on an individual
school, classroom or student basis, and is designed to aid good decision - making, support best
practice, demonstrate outstanding
leadership, and keep students safe.
Based
on a survey of
practicing principals and education
school deans, chairs, faculty, and alumni, as well as case studies of 25
school leadership programs, Levine concluded that «the majority of [educational administration] programs range from inadequate to appalling, even at some of the country's leading universities.»
We will focus
on applications to the
practice of education, from classroom teaching to
school leadership, so that we are equipped to reflect upon and improve our work as educational practitioners, scholars, and activists.
Her work centers around five essential
school priorities: • Supporting
school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based
on best
practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and
schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.
Some teachers had experienced disrespect from
school leadership who not only failed to consult staff
on policy and
practice, but dismissed their ideas or concerns out of hand and demanded unquestioning compliance.
While most central office administrators spoke about unevenness in the
leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of
school leadership through hiring
practices, leadershipdevelopment programs,
school placement, and supervision (see also Section 2.2 of this report
on district contributions to principals «efficacy).
«One of the responsibilities of
school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at re
school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of
school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at re
school practices and their impact
on student learning,» Beth Wallen, principal of Panther Lake Elementary
School in Kent, Wash., summarizes the need to look at re
School in Kent, Wash., summarizes the need to look at results.
This required focusing
on specific areas of
leadership practice separately (e.g., methods of clinical supervision,
school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for
leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based
on Marzano «s balanced
leadership program.
And because the Effective
Schools model is grounded in research and proven
practices, it has evolved to incorporate the latest thinking
on leadership, systems theory, and total quality management to become a multifaceted, integrated approach to continuous
school improvement and the
leadership that is more relevant to today than ever.
The framework for our overall project also points to the mostly indirect influence of principals «actions
on students and
on student learning.223 Such actions are mediated, for example, by
school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom
practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their
school «s external context; the status of
school and classroom conditions mediating leaders «own
leadership practices; and the status of their students «learning.
We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about
leadership policy and
practices that bear
on teaching and learning; that we would conduct the principal and teacher surveys in four
schools per district representing elementary and secondary
schools; and that we would be conducting a second round of surveys in the final year of the study (2008).
This special supplement to Principal magazine, developed in partnership with The Wallace Foundation, shines a light
on school leaders deeply engaged in key
practices of principal
leadership.
With its focus
on school - level
leadership, Part One seeks to identify, elaborate, and clarify existing knowledge about successful
leadership practices.
Section 1.2 focuses more narrowly
on relationships among actors within
schools, examining
leadership shared by principals and teachers as it may affect classroom
practice and student learning.
As a
school leader, you register yourself to gather feedback
on your
leadership practice.
NASSP advocates
on behalf of all
school leaders to ensure the success of each student and strengthens
school leadership practices through the design and delivery of high - quality professional learning experiences.
One - thousand - five - hundred - plus principals, teachers and administrators, from around the country, participate in MSA's annual meeting which feature keynote speakers and sessions
on best
practices in curriculum and instruction, technology integration,
school leadership and magnet
school design.
Promoting, sponsoring, and disseminating research
on the essential problems of
schooling and
leadership practice;
In this fourth webinar
on the 4 Dimensions of Instructional
Leadership ™,
school leaders learn how to use a cycle of inquiry as a means of strengthening instruction and
leadership through collecting and analyzing data, developing areas of focus, learning and implementing new strategies to improve
practice, and analyzing the impact of the new
practices.
Our main question for the research described in this section is, «What
leadership practices on the part of
school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»
Teacher
leadership is a focal area for some other microcredentials, such as stacks developed by the Center for Collaborative Education
on Performance Assessment Literacy or by the Center for Teaching Quality
on Teacher - Powered
Schools and Leading Virtual Communities of
Practice.
Establish appropriate and rigorous research and evaluation components in the development of the process in order to measure the effectiveness of the program related to
school leadership practices and their impact
on student learning.
Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their
practices.26 As their expertise increases, excellent teachers want to take
on additional responsibilities and assume
leadership roles within their
schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching
practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in
school performance.30
is a curriculum director in for Saranac Community
Schools and a national presenter focusing
on questioning, best
practices, and
leadership.
She coaches
school leaders and
leadership teams to develop effective instructional
practices focused
on student achievement, to create systems for organizational effectiveness in management and to create coherence within
school districts and
schools.
School - and community - based teams — including school leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and e
School - and community - based teams — including
school leaders, teachers, middle and high school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and e
school leaders, teachers, middle and high
school students, counselors, parent leaders or coordinators, and nonprofit partners — will practice useful and transferable strategies that strengthen cross-sector school - community leadership and engage in conversations on race, class, and e
school students, counselors, parent leaders or coordinators, and nonprofit partners — will
practice useful and transferable strategies that strengthen cross-sector
school - community leadership and engage in conversations on race, class, and e
school - community
leadership and engage in conversations
on race, class, and equity.
NSBA's Key Works of
School Boards (www.nsba.org/services/
school-board-
leadership-services/key-work), which was featured in the compendium, outlines a framework for effective governance based
on five key areas of best
practice: vision, accountability, policy, community
leadership, and board / superintendent relationships.
The Quality Framework for
Leadership (QFL) is a
school leadership development tool that supports
schools in translating the theory of great
leadership into the everyday
practice of all leaders, thus maximising the impact of
school leadership on learner outcomes.
Her study examines principals in diversifying suburban
schools as well as their transformative
leadership practices used to advocate the elimination of deficit thinking through the promotion of cultural competence and social justice so that all students have equitable educational opportunities in classrooms and
on standardized assessments.
The tools include a detailed rubric for matching a candidate's skills and experiences to different
school leadership openings and a «learning walk» protocol that gives district supervisors a way to observe and assess a candidate's point of view and interpersonal skills as the candidate observes and comments
on actual
school practices, teacher actions and student behaviors.
«ASCD's mission and positions
on teaching and learning reflect my own values and beliefs, so I see the opportunity to join the Emerging Leaders program as a way not only to articulate the shared best
practices, but also build
leadership skills through working with ASCD leaders and outreach initiatives,» said Brad Cawn, senior manager of
school performance for Chicago Public
Schools and a 2011 Emerging Leader.
Greg co-developed Alpha's «Personalized
Leadership Training» program — an integrated social - emotional learning program with a focus
on hands -
on practice and
leadership development, resulting in a program and
school where students coach, mentor, and teach their peers, with adults as facilitators.
His research includes a longitudinal study of urban
school leadership on which his co-edited volume with James Spillane, Distributed
Leadership in
Practice, is based (Teachers College Press, 2007).
The Behaviours are used to support individuals in developing and sustaining the
practice of highly effective leaders and evidencing the impact of their
leadership on members of the
school community.
He believes reflection is at the heart of a principal's
practice and encourages
school leaders, teachers, and students to focus
on personal
leadership in order to create optimal conditions for learning to take place.
He is regularly asked to speak to principal associations,
school leadership conferences, and graduate classes
on effective
leadership practices, organizational behavior, and digital tools for enhancing
school communication.
Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established
school cultures that misunderstand the purpose and process of youth - adult
leadership practices, relentless focus
on achieving student outcomes measured almost singularly by high - stakes literacy and numeracy exams, and budgets and
school schedules that defund and devalue youth
leadership activity.