Sentences with phrase «about being an instructional leader»

The word «flipped» sounds gimmicky, which is unfortunate because it is not... Flipping leadership is about being an instructional leader who co-constructs meaningful faculty meetings with staff that are more like professional development sessions than a wasted hour talking about dates, mandates and accountability.

Not exact matches

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

And he said, «I don't have any concerns about you being a great instructional leader.

Public school leaders throughout the United States are approaching consensus about what it takes to educate all students well: more class time, smaller schools, a college preparatory curriculum, instructional coaching for teachers, and utilization of data to understand student needs.

So, in addition to the commitment to be in classrooms more, and be more of an instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.

But when leaders can provide a frame that's focused on instruction and say «listen, all forms of evidence are useful here, what we want you to do is anchor your instructional decisions in evidence, and talk about instruction and use that evidence to think about student thinking... what do we really know about student learning in this context?»

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

Back in the US it's hiring season in the independent school world and I have spent the past four days engaged in non-stop conversations with Finnish and US educators about our work as instructional leaders, connected educators, and life - long learners.

In addition to examining the intersection of race and educational policy, Diamond also has written about «distributed leadership» — a way of understanding how multiple actors are involved in leadership and how leaders have an impact on instructional practice.

Much has been written about the importance of the principal as an instructional leader.124 Often, however, this scholarship is markedly theoretical or vague (not the same things), failing to reflect the messiness of what principals do on a day - to - day basis.

This article in Learning Forward's «The Learning Professional» is about how AppleTree Institute's professional development component of its instructional model Every Child Ready helps instructional leaders close the achievement gap for preschool and pre-kindergarten students.

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.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

However, among these teacher leaders, what was perceived as lesson planning varied from informal conversations about lessons to designing assessments to gauge the degree to which a lesson achieved its instructional goals.

** Instructional Designer ** at LiveRamp San Francisco, CA ** ABOUT LIVERAMP ** LiveRamp is the leader in data connectivity, helping the world's largest brands use their data to improve customer...

This work involves (1) hearing about the strategies BMTN teachers are testing and refining, and having teachers the leaders are working with test out the strategies in their classrooms; (2) sharing resources and strategies that BMTN teachers might use in their improvement projects, (3) providing insights into policies that might affect the instructional work of the network; and (4) helping recruit additional teachers and instructional leaders to the network.

Match Workshops are designed for teachers, experienced or aspiring instructional coaches or school leaders who are looking to build new skills, acquire helpful tools and resources, and learn about key practices we have refined through our work running high - performing schools and training effective teachers.

As an instructional leader, he felt that he had to be clear about what effective teaching was and what effective teaching looked like.

As instructional leader, «the principal's role is to lead the school's teachers in a process of learning to improve teaching, while learning alongside them about what works and what doesn't.»

In reading books on the principalship, perusing job descriptions, or listening to superintendents talk about the role building leaders should play, I find a pervasive assumption that a principal must be the instructional leader of the school.

States are required under ESSA to do extensive outside consulting about their plans, including «teachers, principals, other school leaders, charter school leaders, specialized instructional support personnel, paraprofessionals, administrators, other staff, and parents.»

Further, the findings highlight the importance of principal preparation programs beyond increasing student test scores (currently a common way to evaluate programs» efficacy); the ideas about what it means to be an instructional leader will likely permeate graduates» conceptions and associated practices with some permanence.

Before you step into the position, you have an idea about what it means to be an instructional leader from your own experience as a teacher, and perhaps as an assistant principal.

Summary: This article talks about the importance of distributing leadership from the principal to others including teacher - leaders and instructional coaches as well as the importance of providing training to those who are taking on these additional leadership responsibilities.

The support is all about what I want as an instructional leader.

They talked not only about their growth as instructional leaders within the Association, but also local leaders and school administrators shared how the contribution of the new teachers is strengthening the association and improving the schools.

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

Great instructional leaders know that the work is not about them and they do all of the things mentioned in the blog and in your comment in addition to bringing coherence to school efforts.

If a child is hungry, tired, ill, or worried about shelter for the night, it will not matter if you are the best instructional leader in the nation.

Having recently and frequently written about the inherent shortcomings of the current principalship model that is employed by schools across the country, I was asked this morning, «What about schools where the principal really is an instructional leader, has those talents, and applies them regularly?

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others to use Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders to continually assess your current practices and develop strategies for putting formative assessment to work.

As leaders, we sometimes only have a few minutes to convey our passion about our work, ability, and confidence as an instructional leader, and what our root beliefs are.

Principals, as instructional leaders, are in the throes of facilitating a paradigm shift away from thinking about teacher effectiveness through the lens of static teacher ratings toward a holistic view of the learning process, with a keen focus on the constant, iterative interaction that exists between students and teachers.

Principals, superintendents and teachers are all being admonished to be «instructional leaders» without much clarity about what that means.

«High - impact instructional leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or didn't do.»

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.

And it really talks about a complete paradigm shift for leaders, from running a building to being an instructional leader.»

Think about how adept you are as an instructional leader at identifying the components of balanced literacy instruction and the gradual release of responsibility in a classroom.

Instructional leaders must communicate the vision and be prepared to support the acquisition of resources, while giving stakeholders primary responsibility for making decisions about a lot of the specific details.

At Mills Teacher Scholars we support our teachers and leaders to ask questions about the results of their implementation: Are these instructional strategies supporting our students» learning?

Designed to foster discussion among educators about what they are doing in the classroom, the FIT Teaching Tool can be used by teachers for self - assessment; by teacher peers for collegial feedback in professional learning communities; by instructional coaches to focus on the skills teachers need both onstage and off; and by school leaders to highlight their teachers» strengths and value.

About Catapult Learning: For nearly 40 years, Catapult Learning has been dedicated to improving academic achievement for students from Pre-K to grade 12, with a special focus on intervention for struggling learners, building teacher and instructional leader capacity, and supporting students who previously dropped out of school.

In responding to demands that they focus sharply on improving their teachers «instructional capacities, school and district leaders should not overlook the influence they can have on classroom practice by continuing efforts to motivate their teachers, and to align their teachers «work settings with what is known about effective instructional practice.

Mr. Rooney is highly knowledgeable about research - based instructional practices, and is a key leader involved in work related to the development, evaluation and modification of all aspects of the Performance Based System in Lindsay Unified.