Sentences with phrase «about teaching and leadership»

Her widely praised book The Hardest Questions Aren't on the Test, about teaching and leadership in urban schools, was published in 2009 in both English and Spanish.

Here, she and her team write about teaching and leadership ideas, as well as providing free Arts Integration lesson plans, a vibrant online community and a wealth of resources for educators looking to connect with the Common Core State Standards.

Not exact matches

When I conduct leadership development programs, I teach the leaders in the program about the importance of coaching and developing each of their employees in order for them to reach their highest potential.

Entrepreneur met with Tollin in his New York City apartment to discuss the life and leadership lessons he learned following these men, and what the process of working on a quarter century - long project taught him about creativity, focus and the pursuit of one's true passion.

While these courageous women are giving justice an opportunity to prevail, they are also teaching us an extremely relevant and important lesson about leadership.

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

And I like the suggestion that we teach about biblical leadership again to try to recover some truth and hold our own experiences up to the light agaAnd I like the suggestion that we teach about biblical leadership again to try to recover some truth and hold our own experiences up to the light agaand hold our own experiences up to the light again.

Greeley is appropriately critical of authoritarian patterns of leadership, casually dissenting on aspects of the Church's teaching (notably on sexuality), delightfully acerbic on the terrorism perpetrated by liturgists, and pastorally wise about things that can be done to make parish life more winsomely reflective of what he likes to call the Catholic imagination.

Our last conversation about William Webb's Slaves, Women, and Homosexuals certainly generated a lot of responses, particularly concerning the role of women in church leadership, which means the post accomplished its purposes of highlighting the challenges of applying the teachings of Scripture in today's culture.

And whatever «form» of church one attends (small group, house, small local body, mega-church) has some form of leadership (some good, some not - sThe biblical issue isn't, in my opinion, about whether women can teach in a church — it is the issue of qualifications for elders.

Using his childhood as an example to teach his congregation about generational leadership and how to break clean from the bad leadership and examples of generations gone by, the founder and general overseer of the International Central Gospel Church (ICGC) said on Sunday, 12 June 2016, that he determined, as a young man, never to be like his bad father.

They recruited 449 undergraduate students and gave each of them a choice of donating $ 100 to one of two real but little - known charities: Kids Korps USA, «a nonprofit organization that engages young people in volunteerism and teaches them about leadership and civic responsibility,» or charity: water, «a nonprofit organization that brings clean and safe drinking water to people in developing nations.»

These multi-day workshops teach the students about leadership, help them explore future careers, experience life on a college campus, and meet renowned leaders in their chosen field.

They taught us about setting goals; took us through leadership development courses; and life coaching.

Q: Who was an influential boss for you and what lessons did they teach you about management and leadership?

I haven't met you yet, and I don't know what kind of experience you have, but after 25 years teaching middle school, I've learned a little bit about what makes for effective school leadership.

Many agencies within the profession, including teachers and principals, are concerned about finding a balance between the compliance discourse that accompanies standards and regulation and the discourse of innovation that is central to the development of rigorous and high quality teaching and educational leadership.

Whether or not you are the leader, as long as you are a person who takes the initiative, is serious about maintaining a high GPA, and is serious about learning what each assignment is intended to teach you, I assure you that taking the leadership role might be in your own best interest.

«If I want to change the system, I thought, where do I go to get what I need,» he says, noting that he wanted to learn about policy, business, leadership, and teaching and learning, all focuses of the Ed.L.D.

Urban school leaders who join me at the program will learn more about their personal leadership style and how they can use it most effectively to improve teaching and learning in their schools and districts.

We've seen a significant difference in the quality of teaching between the South and the Midlands and the North, a significant difference in terms of the quality of leadership, and we need to worry about this as a nation.

«Duncan and his team brought to Chicago a set of ideas about how to improve teaching, learning, and leadership — not focused exclusively on accountability and governance.»

The researchers conducted interviews with 10 primary heads, some of which were in MATs, about system leadership in their local area and found that they believed schools should be placed in some kind of grouping such as a MAT, teaching school alliance or federation.

For principal Graeme Lane of Balwyn North Primary School, in Melbourne, Australia, the key to successful school leadership is all about learning and teaching.

It also revealed that teachers with more than six years of experience are more likely to have information about inspection and how Ofsted works shared with them by their senior leadership, or through membership of a teaching association or union.

No Child Left Behind is important in the efforts to continue this progress, and urban districts must continue effective practices that have brought about promising results: high standards, strong and stable leadership, better teaching, more instructional time, regular assessments, stronger accountability, extra resources, and efficient operations.

The course, taught by Professor Deborah Jewell - Sherman, provides an opportunity for students to combine action and reflection, challenge their assumptions about leadership and improvement, and integrate and deepen their learning across the Ed.L.D.

The collaborative members also created leadership teams in their schools — a core group of teachers who talk about rubrics, standards, teaching, and learning — and now all the district schools have them, Onick said.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

She is an experienced teacher with postgraduate qualifications in education leadership, and believes that «As a teacher, you work within a set of rules and guidelines about accessing copyrighted material in the process of teaching your students.

We also talk about teaching that raises achievement and builds personal agency, peer dynamics that support rather than undermine success, community - level leadership and engaging the business community.

First of all we had to have an approach to leadership, we had to think about how we created teaching capacities in the school, how we use data, and then basically some sort of way that we professionally develop teachers.

And that to become the teacher — leaders and change agents they should be, they need to become meta - cognizant about and prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it aAnd that to become the teacher — leaders and change agents they should be, they need to become meta - cognizant about and prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it aand change agents they should be, they need to become meta - cognizant about and prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it aand prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it aand the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it aand leadership those purposes require — remembering to keep their students at the center of it all.

It's not just about learning the facts either, it's important to build the link between what is taught in the classroom to actual carbon reduction activities taking place either in the wider school environment or in pupils» homes; building momentum for change through pupil leadership and involvement, influencing others to do their bit to become more sustainable.

It is about illustrating the natural links to the work school leaders already do to improve teaching, learning, and leadership and how the digital aspect can support and / or enhance that work.

Silk is passionate about moving the NB process forward as seen in her leadership roles: Board of Directors for the National Board of Professional Teaching Standards (NBPTS), Oklahoma State Farm Liaison for NBPTS, Oklahoma National Board Scholarship Selection Committee, NBPTS Assessor, Team Leader for NBCT Hill Day, and most recently Co-Chair for the Association of Career and Technical Education / National Board Partnership.

In this section we address our second question about the state «s leadership role in efforts to improve teaching and learning: How do clusters of policies — systemic efforts at shaping education reform — get embedded in state agencies and transmitted to create a local impact?

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.

We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about leadership policy and practices that bear on teaching and learning; that we would conduct the principal and teacher surveys in four schools per district representing elementary and secondary schools; and that we would be conducting a second round of surveys in the final year of the study (2008).

Infrequent provision of instructional leadership by principals, especially at the secondary school level, leaves little room for dialogue about teaching and learning between leaders and followers.

About Teach to Lead (www.teachtolead.org) Teach to Lead is a joint initiative of the National Board for Professional Teaching Standards and the U.S. Department of Education focused on expanding opportunities for teacher leadership in ways that enhance student learning and make it possible for teachers to stay in the classroom while leading in the profession.

Dame Alison Peacock will be in Scarborough to talk about her research into Learning without Limits and her leadership as a headteacher and now as Chief Executive of the Chartered College of Teaching.

Our team of coaches meets for about three hours each week to delve into the latest research on school leadership, effective teaching strategies, the change process, and the craft of coaching.

However, these are not inherently meaningful, and students are frequently discouraged from sharing their authentic perspectives about learning, teaching, or leadership in schools.

Digging into some California - focused work with the Center for Teaching Quality (CTQ), we found that teachers at L.A. Unified's Social Justice Humanitas Academy (9 - 12) and UCLA Community School (K - 12) do just that by establishing collaborative leadership cultures driven by shared purpose, functioning as learners, taking risks to try creative new things, assessing performance, and establishing close ties with the community to learn about its needs.

I have enjoyed the opportunities the Reach program has given me to learn and grow through study, discussion, and practice of teaching, coaching and educational leadership issues with a wonderful cohort of leaders who are passionate about improving education.

Cases provide a narrative and teaching notes that prompt rich discussion and inquiry about these educational leadership issues.

An ASCD membership grants you access to resources and tools that will help increase your students» achievements and strengthen your practice; and as a member, you stay up - to - date with the latest information about best practices in teaching, curriculum, classroom management, and school leadership.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

After learning more about the school and looking in - depth at disaggregated student outcomes disaggregated by race and free and reduced lunch eligibility (including test scores and attendance and retention rates) for the last few years, you decide to write a memo that you will submit to the leadership team to enhance the expertise of the faculty to teach and engage diverse students effectively.