Sentences with phrase «abilities as school leaders»

And what research says is not rocket science, rather it reminds us that if we want to achieve more as a student, improve the quality of our teaching, or abilities as school leaders, it takes practice.

Not exact matches

But we're going to make this a very urgent effort, and Aimee will have the ability to track each and every one of the schools, the ability to call in the school leaders on a rotating basis as is done at CompStat, question them, find out what they need, push them harder, make sure they're doing their job, and if she doesn't see what she likes, just as at the NYPD, there's a whole host of actions that can be taken to improve the situation and to address the leadership dynamics,» Mr. de Blasio said.

A new report from Making Caring Common, a project at the Harvard Graduate School of Education, suggests that girls contend with stubbornly negative opinions about their abilities as leaders.

He was a powerful contributor to Massachusetts» preeminent education achievements and a highly respected leader among chief state school officers nationally,» said Professor Paul Reville, former Massachusetts Secretary of Education, noting Chester's impressive ability to find constructive middle ground on tough issues in the Commonwealth, such as the controversy over assessment tests PARRC and MCAS.

Because, when you go in as a new leader, you have to allow the people to develop trust and confidence in, that you have the skills and ability, you know, to manage the school and the students.

Valuing staff input will also increase collaboration and trust in your abilities as a digital leader within your school.

Many teachers and school leaders would agree with Charles Darwin's statement in his 1872 book, The Expression of the Emotions in Man and Animals, that the ability to express emotions, such as anger, despair and relief, is connected to survival.

«It is important as a school leader to have the ability to control how money is spent, and to hire and fire,» he said.

Center for Inspired Teaching partners with school districts and charter schools to create teacher - leaders with the ability to write and implement curricula aligned with the College, Career, and Civic Life (C3) standards framework for social studies as well as the Next Generation Science Standards (NGSS).

Gwinnett County, Prince George's County, Md., and Springfield, Mass., for example, are among those using screening tools, such as Gallup's PrincipalInsight, that allow them to quickly gather information on why a candidate wants to be a school leader and his or her likely ability to foster collegiality, or motivate teachers, students and parents.20 To ensure that would - be candidates genuinely want to lead schools and not just get a salary bump that comes with an advanced degree, Chicago, St. Louis and Springfield, Ill., require would - be leaders to agree to serve as principals for a set number of years.

Paying attention to the principal's role has become all the more essential as the U.S. Department of Education and state education agencies embark on transforming the nation's 5,000 most troubled schools, a task that depends on the skills and abilities of thousands of current and future school leaders.

The party wants to replace the inspectorate with a «reformed independent schools inspectorate system» that would assess teacher and pupil wellbeing, and the ability of school leaders to deliver future improvement, as well as results.

Really great milestones have been accomplished as we were the first charter school to receive the Exemplary Independent Study Recognition Award from the California Department of Education (CDE) and the California Consortium for Independent Study, one of our teachers being honored for teacher of the year, being awarded charter school leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool to receive the Exemplary Independent Study Recognition Award from the California Department of Education (CDE) and the California Consortium for Independent Study, one of our teachers being honored for teacher of the year, being awarded charter school leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suSchool by the CDE, and the ability to serve as a model and partner for other charter schools to succeed.

For most schools, the ability to function as a fully empowered school is typically initiated at the district level, but there are many ways that school leaders and teachers can use this same philosophy in the way that they manage both their staff and their classrooms on a day to day basis.

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.

School leaders had expressed fears about their ability to prepare for the teaching of new frameworks and the impact on the publication of materials like textbooks as a result of the delay.

He aspires to be the same kind of leader as his own elementary school principal — a leader who understood that a student's circumstances outside of school should not impact their ability to receive a great education.

Using this tool, the coaches and their coachees focus their work on the leadership dimensions most critical to the individual principal's development as a leader and to his or her ability to successfully address the school's most urgent priorities.

In those cases where the self - governed schools are beating the odds with challenging student populations, the answer might have more to do with the teacher - leaders» ability to select an appropriate approach, such as language immersion, or to fine - tune their tactics in the classroom.

A lengthy process of back - and - forth conversations, letters, and resolutions between Orleans Parish School Board and the Recovery School District seem to preclude an official announcement, as Einstein leaders say it is still awaiting word from Orleans Parish on its ability to charter two schools.