Sentences with phrase «support education technology leaders»

Support education technology leaders in providing visionary leadership, sound research, and best practices resources to assist them in their daily work

The purposes of the chapter are to advocate for the professional development of education technology directors, administrators, and leaders of North Carolina; elevate the professional practice of education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education Agencies.

Support education technology leaders in providing visionary leadership, sound research, and examples of best practices.

Not exact matches

With an over $ 25B spend on products and services annually, higher education leaders are using technology to support faculty and administrators; effectively market, recruit, and enroll students, and create new methods of instruction to deliver innovative programs.

She has been the President of the Board at the Sustainable Remediation Forum, a scientific and education organization and since 2013, a professional mentor with TechWomen, empowering, connecting and supporting the next generation of women leaders in science, technology, engineering, and mathematics (STEM) from Africa and the Middle East.

In the meantime, at BESA, we are committed to working with members of the global EdTech eco-system, UK EdTech suppliers, the Department for Education's EdTech team, the Department for International Trade and school leaders to help ensure that technology that supports teaching and learning is given the attention it deserves.

External influences can either support or challenge a technology integration plan, and education leaders need to be aware of how they can leverage these influences to their advantage.

Join education leaders in either San Jose or Los Angeles for a one - day event focused on effective integration of technology into instruction to support implementation of the Common Core State Standards.

The Center provides education and industry leaders with decision support and actionable insight to help effectively incorporate new technologies.

CDE provides education and industry leaders with decision support and actionable insight to help effectively incorporate new technologies in the 21st century.

Through its blended - learning and other reform - focused activities, CEE - Trust connects some of today's smartest cities — including existing blended - learning leaders and education technology hubs, and others poised to join them in creating, implementing, and supporting the next wave of high - quality blended schools and programs.

Dr. Bryan O'Black leads Project ACE (Advancing Classroom Education), a multiphase effort to change the culture of learning in the district, which includes supporting principals to grow as instructional leaders through a summer Principals» Technology Academy and empowering students to take more ownership of their learning in a one - to - one environment.

Philadelphia — School leaders and educators need support to successfully integrate education technology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education Teeducation technology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education Ttechnology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education TeEducation TechnologyTechnology.

Research and Practice The 2014 study, «Using Technology to Support At - Risk Students» Learning,» published by the Alliance for Excellent Education and the Stanford Center for Opportunity Policy, reinforces what McGlone and other astute school leaders already know: Technology can be a powerful force for closing the achievement gap, but it's only as effective as the educator who uses it — and professional development is key.

Development of the Future Ready Technology Leaders ™ content and resources is supported by Common Sense Education.

Partnerships with technology and education leaders such as Renaissance Learning to support your innovation initiatives

-- «State and school district education technology leaders strongly support the commission's decision to expand the Lifeline program to cover home broadband services,» they write.

Jessie has worked in the education technology space for nearly 20 years to support school and district leaders to improve learning and life outcomes for K - 12 students.

He is also a steering committee member of the Community of Innovative Practice, a group of education leaders that were supported by the Bill and Melinda Gates Foundation, the Christensen Institute, and NewSchools Venture Fund to collaborate on educational technology, blended learning, and personalized learning.

Recent initiatives include: 1) implementing a citywide special education strategy to support teachers and leaders in providing high - quality services to students with disabilities 2) supporting the expansion of personalized instruction and innovative integration of technology in the classroom and 3) building a sustainable pipeline of high - quality teachers by supporting innovative pathways into the profession.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

MAISA provides leadership through collaboration with statewide professionals to support the improvement of student achievement through the General Education Leadership Network (GELN), Early Childhood Administrators Network (ECAN), Michigan Education Technology Leaders (METL), and our committees: Administrative Leadership Committee, Instructional Committee, and the Technology Committee.

While nothing is prescriptive, outcomes from Turning the Tide could include identifying creative ways to use new technology to mobilize «citizen scientists» on behalf of environmental research; or a commitment from business leaders in attendance to support a public education campaign advancing the «triple bottom line» model of economic, environmental and societal success.

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