Sentences with phrase «about school autonomy»

While they are happy to talk about school autonomy, the reality is that the MAT system allows this to disappear.

Not exact matches

Festivals, musical forms, and other features of folk culture are not denounced as antiquated features of authoritarianism that seek to destroy autonomy, which seems to be what the Frankfurt School thought about folk culture.

I wrote this Post for Scary Mommy about public school teachers losing professional autonomy.

It is all about giving professionals the autonomy to run their schools, but within a framework of increased accountability.

Reasons given included a desire for autonomy, leadership roles, prestige, high salaries, work variety, and opportunities for one's partner, according to the paper about to be published in CBE - Life Sciences Education (LSE) by researchers at the University of North Carolina (UNC), Harvard Law School, and The Jackson Laboratory.

Mrs. Bush is equally articulate about «backpack spending» (the institute is sponsoring a project on school - district productivity that includes 20 different researchers» papers); teacher autonomy («Obviously, if you are held accountable as the principal of your school and you don't have the authority to change anything, by either hiring or firing, or setting up another structure that your school district doesn't allow, then how can you be really accountable?»)

In this fashion, mainstream schools can no longer justifiably complain about charter competition if they are unwilling to embrace the innovation school autonomies which are comparable to those enjoyed by charter schools.

The autonomy afforded to schools during the period of the education sectors evolution, that included LMS and GM status, led schools to think carefully about their internal capacity to respond to a range of activities previously discharged via the local authority.

«If you want to have autonomy for schools — like the non-government schools — you have to actually be dinkum about it and reform this area in a different way.

Some are both familiar and basically applicable, such as «set clear goals,» have checkpoints along the way to gauge (and control) student progress, worry a lot about teacher quality (principals, too), finance schools equitably, strike the right balance between autonomy and accountability, strive for a coherent «system,» etc..

Jo Mason, Director of Innovations and Professional Learning at the Principals Australia Institute, spoke to Education Matters magazine's Kathryn Edwards about the importance of harnessing teacher and principal health and wellbeing in our schools, encouraging positive relationships and how principals can best deal with greater autonomy.

He responded that it was the autonomy that he had given schools to create their own visions for what they wanted to achieve and how they would go about delivering something specific and owned by the school.

Despite acknowledging that «no one in New Zealand wants to return to the old system,» Edward Fiske and Helen Ladd are largely negative in their conclusions about choice and school autonomy, arguing that they fail to improve schools in low - income areas and instead often exacerbate their problems.

Much has been written about the trust and autonomy Finnish schools provide teachers, but I would like some firsthand examples of how that autonomy extends to students having freedom or involvement in the learning process.

Although the LSP regulations explicitly state that they «exist to minimize the rare harmful circumstance rather than to regulate day - to - day conditions in participating schools,» [48] many schools have chosen not to participate in the scholarship program due to concerns about the impact of the regulations on school autonomy.

As a former private - school headmaster, I have long expressed concern about the impact vouchers would have on the autonomy of private schools.

Those in denial about this failure cling to provisions in the state law that say charter schools will maintain their operational autonomy even after the school board takeover.

To the extent they're talking about charter schools, they're not wedded to the full mission of what a charter school is — which is to give complete autonomy to a principal to hire the best teachers and fire those who are not performing well.

But the fact is genuine school reform is not about top - down mandates or more spending; it's about expanding individual school autonomy.

Instead, it's all about, for example, «This interferes with my family life,» «I don't like the school leadership,» «I don't have autonomy,» and so on.

That list was developed from research about school decentralization and autonomy by the Fordham Foundation, William Ouchi of UCLA, and RAND Corporation.

We asked about oversight practices, what they do when problems in service delivery are uncovered, their perspectives on charter school enrollment proportionality and school autonomy, and more.

About the Arizona Charter Schools Association The Arizona Charter Schools Association is a nonprofit organization that advocates and strengthens the autonomy, equity, and quality of Arizona's diverse public charter sSchools Association The Arizona Charter Schools Association is a nonprofit organization that advocates and strengthens the autonomy, equity, and quality of Arizona's diverse public charter sSchools Association is a nonprofit organization that advocates and strengthens the autonomy, equity, and quality of Arizona's diverse public charter schoolsschools.

Ensure that schools have needed autonomy with shared decision - making to bring about radical change.

The Mind Trust today announced that it will award $ 50,000 grants to support leaders of high - performing schools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fSchools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fSchools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools and ensure schools retain this autonomy that is critical to success going fschools retain this autonomy that is critical to success going forward.

Indianapolis — The Mind Trust today announced that it will award $ 50,000 grants to support leaders of high - performing schools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fSchools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fSchools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going fschools and ensure schools retain this autonomy that is critical to success going fschools retain this autonomy that is critical to success going forward.

It relies on a sample of U.S. public school teachers using data collected through the 1999 — 2000 Read more about Teachers» Perceptions of Autonomy, Satisfaction, Job Security, and Commitment -LSB-...]

Experts say many of these new charters haven't changed much about their day - to - day operations after making the switch: for instance, by making use of the autonomy over calendar and curriculum that charter schools are afforded.

If we want to manage the reform of our public schools intelligently — if we want to think strategically about the future of our entire public school system — we have to relax our attachment to complete charter autonomy.

Concern about «fuzzy boundaries» to schools» autonomy A key issue raised in the report is Denver Public Schools» support of innovation schools and uncertainty about the boundaries of the schools» auschools» autonomy A key issue raised in the report is Denver Public Schools» support of innovation schools and uncertainty about the boundaries of the schools» auSchools» support of innovation schools and uncertainty about the boundaries of the schools» auschools and uncertainty about the boundaries of the schools» auschools» autonomy.

If only the DfE had to work on the preparation, planning, presentation of proposals and own ideas of building plans and kocation, they might have thought about this aspect of delivering new schools before all then hard work is then «filed» and momentum lost because once again we have people in positions of autonomy why have little idea how tomproject manage and follow through really good proposals to the end!

Some DPS board members have expressed concern about principal leadership at innovation schools, fearing what happens when a leader given so much more autonomy exits a school.

We also met with educators who provided feedback about everything from testing to raising standards to flexibility in spending and autonomy in schools.

about Autonomy and relief needed for school districts to effectively administer school meal programs

The charter movement was supposed to be about greater autonomy for schools.

And although PTE cites various international surveys about the benefits of school autonomy, it ignores the fact the OECD found UK schools had a greater level of autonomy than in most other school systems over allocation of resources, employment of staff and spending the budget.

Charter Schools» Discipline Policies Face Scrutiny As the number of charter schools continues to grow, one facet of their autonomy — the ability to set and enforce independent disciplinary standards — has raised difficult questions about whether those schools are pushing out students who pose behavior or academic challenges and how their policies affect regular public sSchools» Discipline Policies Face Scrutiny As the number of charter schools continues to grow, one facet of their autonomy — the ability to set and enforce independent disciplinary standards — has raised difficult questions about whether those schools are pushing out students who pose behavior or academic challenges and how their policies affect regular public sschools continues to grow, one facet of their autonomy — the ability to set and enforce independent disciplinary standards — has raised difficult questions about whether those schools are pushing out students who pose behavior or academic challenges and how their policies affect regular public sschools are pushing out students who pose behavior or academic challenges and how their policies affect regular public schoolsschools.

There are also questions about regulations accompanying scholarship - granting organizations and school autonomy generally.

For instance, in today's system, school governing bodies (which now oversee schools, but which would likely have a modified composition or role under a contract schools model) have a fair degree of autonomy on decisions about admission, budgets and language policy.

Trusting Teachers with School Success is a book about the practices teachers embrace when they have collective autonomy to make the decisions influencing school suSchool Success is a book about the practices teachers embrace when they have collective autonomy to make the decisions influencing school suschool success.

So how do we create teacher support in ways that teachers and secondary schools, particularly those working in high need schools, and with traditionally underserved students, have high levels of teacher professionalism that promotes their knowledge, that provides opportunities to participate in the peer networks that we've heard so much about and also creates opportunities for them to have this autonomy?

Nearly 200 parents, students and teachers attended a Monday evening meeting at the school and heard about a unique alternative in which 20th Street would win greater autonomy but be neither...

CCSA's annual Advocacy Day is also a time when members of the charter school community can familiarize and inform their legislators about not only the importance of school choice and flexibility, but also the need to support critical legislation that impacts charter school autonomy, flexibility, funding, and facilities.

Teachers should seek collective autonomy to make big - picture school and program level decisions — such as those about budget allocation, selecting colleagues, discipline policy, and more.

In talking about strategies to reduce the achievement gap, Anderson said Fulton County gives slightly less money but more autonomy to its high performing schools.

'' Read more about: Failing the Test: UCLA's John Rogers on the Positives & Negatives of Charter School Autonomy»

If teacher - powered schools are to succeed in bringing innovation to K - 12 schooling, what does this imply about the kind of autonomy that will be necessary?

If we're serious about innovation, states and districts will need to tackle politically difficult subjects like union contracts, accountability policies, and school - level autonomies.

The second one is concerns about the way accountability pressures in the No Child Left Behind era created pressure to teach to the test, lots of sanctions and the loss of autonomy in the classroom because quite often in central - city schools, where minority teachers are concentrated, they were moved to a scripted, teacher - proof curriculum, geared to test preparation, which is not what people go into teaching for.

«Our issue has been about flexibility and autonomy and having a voice,» said Irene Sumida, executive director of Fenton Avenue Charter School.