Sentences with phrase «student equity teams»

I worked with eight high schools in Seattle to create, develop, and support Student Equity Teams focused on Meaningful Student Involvement and race relations in high schools across the city.

Every Student Equity Team was invited to participate in a program that includes four components:

Not exact matches

One of the team's stated goals — part of the Mayor and Chancellor's larger Equity and Excellence for All agenda — is for every student to have an individual college and career plan as well as resources to support the plan on the path to high school graduation and beyond.4 The team offers a series of resources and tools that help support student CCR pathways.

This team includes the supervisor and assistant supervisor of accountability; coordinator of accelerated learning and intervention; coordinator of school improvement; coordinator of teacher induction; director of special education; elementary and secondary executive directors of student performance; supervisors of English, mathematics, science, and social studies; supervisor of equity and cultural proficiency; and Title I supervisor.

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 equity.

The 13 Round 3 school design teams, representing 16 schools, each embody a unique and compelling vision for personalization, educational equity, and expansive measures of student success.

The team focuses on equity and high achievement in mathematics and science because of its importance to both the lives of students and to the future of our nation.

Leading for Equity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteEquity: A Practical Framework for Board Discussion and Action Using a framework developed by the Arizona School Boards Association, participants will unpack five essential and interrelated areas through which school boards can lead for equity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational poteequity, consider key questions within each, and identify actions board members can take individually and as a leadership team to ensure personal or social circumstances such as gender, ethnic origin or family background of students in their district are not obstacles to achieving educational potential.

These commitments included being open - minded and practicing transparent communication, working as collaborative teams, focusing on equity for all students and their individual needs, asking thoughtful questions when clarification is needed, facilitating a student - centered environment and working respectfully with students, staff, families and visitors to the school.

Through a collaboration with the Measured Progress Assessment Services team, a new set of rigorous common assessments were developed to inform instruction, promote instructional equity, and create meaningful learning experiences for teachers and students.

The system involves trained teams of practicing educators from neighboring districts visiting schools throughout a district, observing to what extent the schools are meeting eight indicators of school quality — from using performance - based assessments to providing equity in student learning.

Michelle believes in providing access and equity for all students by leading professional development and supporting teams around culturally responsive practices.

The Student Support Team commits to an unwavering belief in educational equity as we work to support CCPCS diverse group of learners.

With a relentless belief in all kids» potential, Elliot and his team have centered on three strategic priorities: 1) authorizing great charter schools, 2) ensuring access and equity for all students, and 3) growing what works.

They work in two key ways to achieve educational equity: The organizing strategy team partner with our members to train and build a strong network of inspired organizers who have the relationships, resources, and followings to successfully act on the issues that most matter to students in their regions.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Pollard said he only expected members of the Equity Team to leave school — but instead, scores of students filed out of the building Wednesday.

Five students spoke during the walkout at Broadneck High, where students held photos of the victims of the Parkland shooting and read their names aloud, Equity Team member Hunter Holland wrote in an email.