Sentences with phrase «strong school leaders who»

Strong school leaders who value understanding immigrant students, who use data to measure progress, and who engage the community broadly are essential.

Not exact matches

The next leader should be someone with «strong business acumen, who can see the school's vision through to fruition,» Brindisi said.

«There remains a strong demand among health care leaders to better understand this issue, and how to address it, given the link between disparities, quality, safety, cost and value,» says Betancourt, who is an associate professor of Medicine at Harvard Medical School.

Next we have the «leader of the old school», Lenny Cole [Tom Wilkinson] and his faithful number two, Archie [Mark Strong], who run the town of London from the underworld.

Several school leaders said if a private school choice program with strong funding existed in their states, more families who already desire their school would be able to afford tuition — increasing enrollment and resources to serve them while maintaining their Catholic identity.

Parents (particularly fathers) exhibit the same predispositions, whether it's their preference for speaking with a male member of staff, bullying from male parents on a school council who did not perceive that a female leader was capable of understanding the finances of a school, or just a general perception from parents that women aren't as «strong» as men and that males are better principals.

We're seeing strong, transformation - minded leaders who have a talent mindset at a number of urban school districts, like our mutual friend Kaya Henderson at D.C. Public Schools.

Finally, an effective accountability system requires strong administrative leaders, who should be held responsible for the learning gains realized at their school.

While we agree with Smarick that evidence is not clear on a single turnaround strategy that works, we do know that schools can accelerate improvement through strong, transformational leaders; collaborative teacher teams; and targeting expertise and resources to help students who have fallen behind.

I saw this in research, class, and practice this year, and am more convinced than ever that we need strong leaders in our schools who are deeply committed to the development of their teachers.

I want every child to have quality school choices, I want stronger (and broader) external standards, I want more open paths to becoming an educator, I want empowered school leaders (really empowered, in ways that would also break the union stranglehold) who are compensated like CEOs, I want super pay for great instructors and no pay for incompetents, and I want a complete makeover of «local control.»

The Principals» Center has dedicated itself to the support and development of leaders who influence the character and quality of a school, providing new perspectives on leadership and enabling participants to engage in personal reflection and develop strong professional networks.

In upper primary school, discussions about the contrasting language that is used to describe the behaviour of females and males can also be explored, for example girls who show leadership or are assertive are called «bossy» and boys «strong leaders» or boys who like more domestic activities are labelled «prissy», «girly» or even worse «gay».

Strong leaders who set and maintain direction are the heart of a successful school turnaround.

The collaborative effort needed is made worthwhile by the importance of developing a generation of strong, skilled leaders who can create schools that provide expert teaching for all students in settings where they can succeed.

Districts know they need principals who are strong instructional leaders, but rarely do all of school leaders have knowledge and skills necessary to improve instruction in a systemic way.

Team teachers report positive experiences from the support they receive from their multi-classroom leaders — support that should be extended to all aspiring teachers in the U.S. Opportunity Culture schools with principals who lead strong, schoolwide teams of multi-classroom leaders in core subjects have shown the largest, fastest gains schoolwide in the first years of the Opportunity Culture initiative.

NYC Collaborates has partnered with Coro New York Leadership Center to launch the Education Leadership Collaborative, a yearlong, part - time program for New York City public school educators who want to become stronger leaders and more effectively drive change in their schools.

Meanwhile DeVos» lack of soft skills required of any political officeholder — along with her failure to hire a strong communications team who can help her prepare for public events — was also on full display last week when she criticized teachers and American public education for not being innovative during a speech before innovation - minded teachers and school leaders at SXSW's annual education conference.

For educators who want to become stronger leaders and more effectively drive change in their schools.

A strong structure of leadership shared among district leaders, principals, school and teacher leaders, and community leaders who are committed to school improvement ensures that decisions are made by those as close to students as possible.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

The key is listening to good - and - great teachers (as well as school leaders) who bring strong mastery of their profession to the table.

The extension of the funding has been welcomed by Geoff Barton, the general secretary of the Association of School and College Leaders, who told Schools Week he shared Spielman's concerns «that the law as it stands is not strong enough and that Ofsted should have more investigatory powers».

«The secretary is building a strong team of experienced leaders who will help America rethink school and focus on improving student achievement.»

We know that the work of improving schools calls not just for a skilled leader, but one who can build a strong school team united in their commitment to improving schools on behalf of students.

Our partnership with Forsyth County has helped establish a strong network of new leaders in the district who share common leader dispositions and speak a common school improvement language.

Build strong relationships with your employees, families, students, school board, community leaders, business owners, neighborhood associations and anyone who lives or works in your community.

This essay looks at three places to examine how school districts can develop strong leaders, who, in turn, can improve student achievement across the country.

Form a strong network of female educational leaders at other schools who can mentor you.

This is the second in a series of posts supporting district leaders in building strong calibration systems for observers who support teacher growth, including school leaders and coaches.

3 — Includes those activities listed in medium rating, as well as the following: principal or administrative staff are strong leaders who also get teachers involved in leadership, time is provided for teachers to operate as a collaborative learning community, leadership helps the school use data to reflect on where they are and where they want to be (not just student assessment data, but current research on best practices), teachers express high satisfaction with school administration.

To grow strong school leaders, districts need to shift their thinking about who does what in their districts.

Elwood Community School Corporation is seeking a superintendent who is a visible and approachable leader in a district where there is strong community support for education.

Thank you to our state leaders who showed a strong commitment to ensuring access to great school #ForEveryChild.

Visionary leader with high expectations and successful administrative experience Willing and able to be a visible community leader Strong working knowledge of community relations, program evaluation, finance, school law, collective bargaining, personnel recruitment, selection, and retention Desire to build upon a record of continuous academic improvement and success Sensitivity to the total needs of all socio - economic and cultural backgrounds pertaining to students, parents, educators, and support staff Individuals who possess, model, and expect fairness, honesty, and integrity

Both the Western Carolina and ECU lab schools will «have a strong focus on literacy,» and their leaders reckon they'll need to supply non-academic help to «students who have a lot of needs» away from school.

Khourey - Bowers et al. (2005) found that the involvement of school administrators in selecting teacher leaders resulted in a pool of teacher leaders who demonstrated strong knowledge of reform based teaching practices upon selection, based on baseline assessments.

As one school leader suggested, it might be more effective to begin with educators and families who already have strong connections in the community and work from there to recruit broader membership.

If you are searching for a strong Educational Consultancy leader who will provide exceptional insight into building and maintaining school conversions into highly competitive scholastic and learning centers that foster student interest, focused on extraordinary student support initiatives, and cutting - edge student development initiatives, please contact me to arrange an interview.