Sentences with phrase «address school capacity»

But if we truly want teacher evaluations to be part of an ongoing cycle of learning and growth, one that helps to cultivate great teachers, then effective policy has to address school capacity, particularly the capacity of traditional public schools.

Professional development that addresses school capacity: Lessons from urban elementary schools.

Not exact matches

Waldorf Education spans early childhood through high school, and, at each developmental stage — from toddler to young adult — addresses the student's growing capacity for thinking, feeling, and willing (doing).

Lunch Line illustrates that, while the National School Lunch Program has become an easy target for critics, the program has a unique capacity for addressing child welfare, the public good, and the problem of hunger.

«Unless action is taken now to build new space to address this shortfall, Downtown Brooklyn could be in the midst of a major school capacity crisis,» the letter states.

One project focuses specifically on increasing the capacity of school health professionals to address LGBTQ bullying.

«We were drawn to this collaboration because in spite of the different environments, cultures, histories, climates and identities of the two regions, we were asking the same kinds of questions about human capacities to address challenging climate conditions,» says lead author Margaret C. Nelson, President's Professor in Arizona State University's School of Human Evolution and Social Change.

The first phase, which continues until March 2019, focuses on reducing the poor condition of school buildings and providing pupil places where needed by reducing surplus capacity, and addressing specific Welsh medium and Faith based provision needs.

Schools can address this gap ~ but for budgetary ~ capacity and other reasons ~ they can not do it alone.

Because the toolbox and similar approaches do not frontally address the capacity of the schools and educators to deliver an appropriate education.

It also addresses their emotional, physical, and developmental capacities, and schools should be held accountable for enhancing these and for connecting them to a student's opportunities for full participation in American life: economic self - sufficiency, equal opportunity, and independent living.

Some of the strategies the report suggests include conducting a survey of the school climate, cultivating student leadership to address troubling aspects of the school's climate, building student's capacity for empathy and self - regulation and their commitment to the common good, and ensuring that all students have a positive relationship with an adult mentor.

The symposium, sponsored by the Walnut Hill School in Natick, Mass., and hosted by Senator Edward Kennedy at the Hart Senate Office Building, addressed issues pertaining to arts education and the development of essential skills and capacities for learning and working in today's complex global society.

Ayers supports smaller schools that would be more sensitive to the strengths and weaknesses of local communities, believing they offer the best prospect for addressing «the inequitable distribution of educational resources» and «the capacity of a range of self - interested bureaucracies to work against the common good.»

Local Authorities and Further Education Institutions have proposed # 2.3 billion of projects, which meet the investment objectives of Band B of the Programme including: addressing growth in demand for Welsh medium education; reductions of surplus capacity and inefficiency in the system; expansion of schools and colleges in areas of increased demand for educational services; and making assets available for community use where demand exists.

Dear Prof Masters, There is one main mitigating factor against the capacity of the school systems in Australia to address, with flexibility, the slower start and subsequent development of some children because of inherent learning disabilities, socio - economic factors or any of the myriad factors that affect child development.

The targeted action is about providing the capacity building and addressing the huge support the schools, students and community need to even getting to the starting post.

In this chapter, I will address school - and district - level leadership for teacher workforce development through improving teacher learning and capacity.

By embedding MITM within a comprehensive community schools strategy, the needs of vulnerable children and families are better addressed as educators and families improve their capacity to intentionally promote life skills starting in the earliest years of children's lives.

We also offer facilitator training and a leadership academy to help you strengthen your skills around leading an ELL - focused learning community, facilitate training on ELL strategies, and increase your school or district's capacity to address the unique needs of ELL students.

A mayor's capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

That capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

In return for this flexibility, states participating in the pilot must commit to: build their capacity for school reform; take the most significant actions for the lowest - performing schools, including addressing the issue of teacher effectiveness; and use data to determine the method of differentiation and categories of intervention.

Louisiana employs a gradual release approach to address the dual challenge of developing sufficient capacity in school districts and sustaining LDC work over the long term.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

LearnZillion's premium participatory curriculum platform enables schools and districts to accelerate the successful implementation of the Common Core, augment the efficacy of their coaches, create class time capacity to address differentiation needs, and build teacher leaders.

CTAC's Data - Driven Decision Making Training Model builds the capacity at the school level to use multiple sources of data and specific analytical tools to develop plans and implement changes that address the root causes of academic underperformance.

Schools and districts in need of solutions to address challenges will work with CCE's field of experts to develop plans for improvement and strengthen capacity through one - on - one coaching, data - based inquiry, and professional development.

«Christina School District's effort to provide their school leaders with the professional knowledge, skills, and training to address the evolving needs of their diverse student population positions it as a leader in building meaningful capacity,» said ASCD executive director and CEO Dr. Gene R. CSchool District's effort to provide their school leaders with the professional knowledge, skills, and training to address the evolving needs of their diverse student population positions it as a leader in building meaningful capacity,» said ASCD executive director and CEO Dr. Gene R. Cschool leaders with the professional knowledge, skills, and training to address the evolving needs of their diverse student population positions it as a leader in building meaningful capacity,» said ASCD executive director and CEO Dr. Gene R. Carter.

As teachers, we know that the obstacles our students face at home do not stay there; they follow students into the classroom and, if not acknowledged and addressed, can harm their capacity to learn and negatively impact the climate and culture of our schools.

Over the past eight years, NAESP has been leading the charge on Capitol Hill on behalf of Pre-K-8 principals to address the many challenges that educators have faced due to the shortsighted one - size - fits - all federal accountability requirements, misguided school improvement schemes, and little to no capacity - building for educators to ensure effective practice is supported.

«This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders to support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

The MOU says the Diocese's «preferred sponsorship arrangements» will be accepted if the Secretary of State is satisfied the sponsorship package, which includes any additional support provided or brokered by the Diocese, «contains the appropriate capacity and expertise to address the needs of the particular school causing concern».

This includes forming a literacy leadership team, creating a collaborative learning environment, developing a school wide plan to address the professional development needs of teachers, and develop their own capacity around the issue.

In this webinar, Pete Hall discusses ASCD's approach to capacity building within a school system, addressing these questions and more.

With greater autonomy, the school operator, who is closer to local learners and who better understands local needs and capacities, can adjust the way a given school functions to address the particular needs of its learners.

In addition to these demands, the staff at turnaround schools may be limited in their organizational capacity, resources, and leadership structure impeding their ability to recognize and appropriately address specialized student needs.

Her current work involves providing technical assistance for the Texas (TXCC) and Southeast (SECC) Comprehensive Centers, addressing state and local capacity building in school improvement and key content areas.

This draft is a detailed plan to develop school leadership aimed at strengthening and improving the public education system while addressing one root of the existing problem of unequal access to quality education — state and local leadership «capacity.»

As teams of teachers in schools choose to pursue professional teaching standards and Board certification, they create more collaborative cultures among staff, generate new teacher leadership capacity, and address pressing professional learning and student learning needs.

Achievement Gap Review The Center partners with central office and school leaders to conduct an in - depth review of a district's capacity to address inequity.

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Jim Hemgen, ASCD managing director of professional learning services, offered the following description of the content included in this institute: «This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

fully funding a school finance formula designed to address the needs of students and ensure each student and school have the capacity to meet the college and career standards, vision, and accreditation established by the state board.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Through our collaboration with the NAHT, we have developed a partnership model specifically for trusts, federations and other less formal school networks that seeks to address each of these points, leading each trust to a point where it has the confidence and capacity to improve and excel.

The Equity Sims are a flexible professional learning resource to help district and school leaders build shared capacity to identify and address actual issues related to race and equity.

Builds the capacity of district / network and school leaders to identify, confront and address the inequities in our schools.

With a focus on the whole child and a commitment to building capacity in both schools and communities, we address the barriers to success that students face both in and outside the classroom.

If they are addressed strategically and systemically, they have the capacity to improve student learning to change those lunch table conversations next school year.