Sentences with phrase «among teachers and school leaders»

We organize in - person events to facilitate networking and knowledge sharing among teachers and school leaders.

A more common language now exists among teachers and school leaders that define effective teaching practices in ways that are measurable based on teaching and learning evidence.

Project - based learning is soaring in popularity among teachers and school leaders who want to make school a more engaging place to learn.

State education agencies (SEAs) need to be aware that good assessment literacy among teachers and school leaders may provide the most leverage to influence the complex endeavor of school improvement.

Not exact matches

When he officially took the helm as leader of the city school system he certainly inherited a number of challenges: poor graduation rates, gaps in special education services, burned bridges between his predecessor, Jean Claude Brizard, and the teachers union and the school board, among a host of others things.

Recent research shows that social trust among teachers, parents, and school leaders improves much of the routine work of schools and is a key resource for reform.

One of the consequences of the high - stakes state assessments that were mandated in NCLB and the requirement for a fifth indicator of school success in the present - day successor of NCLB (The Every Student Succeeds Act) is a preeminent concern among school and district leaders with how to measure student soft skills in a way that lends itself to grading teachers and schools.

President Bush included business leaders, university presidents, union and association leaders, policy analysts, and a public - school teacher, among others, on his 24 - member education - policy advisory committee, established last fall to provide him with innovative ideas.

The key to this new emphasis on achievement was the TRIAND data - management system, developed in partnership with a local software vendor to capture, analyze, and share specific student achievement data among administrators, school leaders, teachers, and even parents.

England urgently needs to recruit good leaders for its schools, and needs a national system that identifies, trains and nurtures leadership skills among teachers, says Ofsted chief Sir Michael Wilshaw.

There is much need for professional development and leadership skills among South African principals, many who work double duty as school leaders and teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.

The leader and inspiration for this teacher study tour offered for professional development credits is Dr. Mary Ann De Mello, Assistant School Superintendent in Hopkinton, MA who recently completed her doctoral dissertation titled: «The Impact of Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2011).

So, NCTQ claims that it knows the right way to prepare teachers because it is relying on research, the authority of experts and school leaders, and their observation of the «best practices» among successful organizations.

Teachers, school leaders and how we organize schools it turns out are among the most powerful antidotes of all.

• Make on - the - ground inspections of teacher education programs rigorous and public, as the United Kingdom does, for example, and include former Pre-K-12 school leaders and teachers among the inspectors.

To date, their numbers are small and their scale modest, but the best known among them are prominent indeed, including Teach For America (TFA), the Knowledge Is Power Program (KIPP), High Tech High, National Heritage Academies (NHA), the New Teacher Project (TNTP), New Leaders for New Schools (NLNS), K12, and Edison Schools.

Former Harvard Graduate School of Education Dean Theodore Sizer will be remembered as many things during his remarkable 50 - year career in education, among them - teacher, education reformer, leader, and mentor.

My current position as a professor in higher education gives me the opportunity to share what I have learned with current and future school leaders, and allows for some lively discussions among my graduate students in terms of what it means to be a great teacher.

School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.

The consensus among business leaders, policymakers, teachers» unions, and civic groups of what constitutes a good school has converged with a view of schooling that many parents and taxpayers have held for decades.

Through an advisory council of business leaders, community members and educators, increased funding for professional development, the designation of teacher leaders to lead the work, and expectations of central office to partner with the school in development of the work (among other things), we created a model for other high schools to follow.

Results also indicate that schools located in larger metropolitan areas exhibit significant disadvantages regarding the presence of leadership — from principals as instructional leaders and from shared norms among teachers (Table C1.6.5, Appendix C).

Administrators and teacher leaders can take a few essential steps to promote and enhance their own collaboration among colleagues and promote the collaborative practices of professionals in their schools.

Among staff working in schools without academy status, only 10 per cent of senior leaders and seven per cent of teachers think the extra autonomy has a beneficial effect in the classroom.

Education activists, teachers, lawyers, a PTA leader and a woman who used to work with charter schools in California are among the applicants to the new state commission that is expected to approve some of Washington's first charter schools...

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

This could translate to expanded pre-K, more computers or better technology, greater professional development and mentoring opportunities for teachers and school leaders, increased instructional support, more teachers and reduced class sizes, among other educational opportunities - to - learn.

In their shared work, principals support the development of teacher leadership by inviting teacher leaders to participate in school decision - making and creating an active learning community among teachers in the school.

It's at the level of the school building that most of the action around teacher evaluation and its consequences occurs, and truth be told, most economists are not devoting much attention to the interior of the school or the social relations among school leaders, teachers and students.

Teacher - leaders should lead the great majority of professional development in schools, and should be paid and empowered to develop excellence among teaching peers.

Insight in action At the onset of a district effort to identify teachers leaders in each school, one middle school principal dedicated half of the school year to increasing understanding of teacher leadership and its importance among the school's entire instructional staff.

The insights below reflect general agreement among these practitioners around teacher leaders» work with principals, including the ways in which principals» work can shape and support teacher leadership in their schools.

First, despite findings from existing and emerging research for educational effectiveness in terms of instructional effectiveness and its impact on teaching and learning, there is a disturbing level of ignorance among school leaders and teachers at all levels of educational provision related to what works and why — especially as they relate to the teaching of literacy and numeracy.

«We are proud of the steps New York City has taken in recent years to strengthen tenure but we also recognize that we still don't have a fully fair, efficient system that protects teachers and students,» said April Rose, a fourth grade teacher in Queens, N.Y. «Our vision for tenure is to set a high bar and a clear process, and in doing so, allow district and school leaders to focus on more pressing concerns like reducing attrition among educators in their first few years and creating safe, supportive school environments.»

It also fosters conversations and professional community among teachers within a school, and helps establish the teacher leader's credibility as a leader.

This individual is a dedicated, deeply thoughtful school leader committed to improving the conditions of teaching and learning in her building, and to intensifying professionalism among her teachers.

The 21st Annual California Charter Schools Conference, which took place March 3 - 6 in San Jose, brought together charter school leaders, teachers, parents and students to inspire academic excellence, operational integrity and unity among charter schools throughout CaliSchools Conference, which took place March 3 - 6 in San Jose, brought together charter school leaders, teachers, parents and students to inspire academic excellence, operational integrity and unity among charter schools throughout Calischools throughout California.

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.

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

The 22nd Annual California Charter Schools Conference, which took place March 16 - 19 in Sacramento, brought together charter school leaders, teachers, parents and students to inspire academic excellence, operational integrity and unity among charter schools throughout CaliSchools Conference, which took place March 16 - 19 in Sacramento, brought together charter school leaders, teachers, parents and students to inspire academic excellence, operational integrity and unity among charter schools throughout Calischools throughout California.

Ideally, schools will begin with early warning indicators to identify kids who aren't on track to graduate on time, teachers and staff will know how to interpret that data, school leaders will give them time and resources to build relationships with students and families, and school teams will coordinate among district resources and community assets to provide the supports children and families need.

A strong structure of leadership shared among district leaders, principals, school and teacher leaders, and community leaders who are committed to school improvement ensures that decisions are made by those as close to students as possible.

The point is that although in any school a range of leadership patterns exists - among principals, assistant principals, formal and informal teacher leaders, and parents - the principal remains the central source of leadership influence.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

As Jeffrey Litt, the leader of New York City's Icahn Charter Schools, has pointed out, schools that go through this communal process can foster real collaboration among teachers, enabling them to build on one another's strengths and reduce their workloads by sharing matSchools, has pointed out, schools that go through this communal process can foster real collaboration among teachers, enabling them to build on one another's strengths and reduce their workloads by sharing matschools that go through this communal process can foster real collaboration among teachers, enabling them to build on one another's strengths and reduce their workloads by sharing materials.

Under ESSA, a new preschool program will, for the first time, «promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders, and others serving young children to provide the highest - quality early learning opportunities.»

It is no wonder that there is no confidence left among parents, teachers and school leaders in this year's primary assessments.»

The Association of School and College Leaders annual conference is taking place in Birmingham this weekend, against a backdrop of increasing frustration among head teachers about budget cuts.

We believe that teachers are among the strongest levers for transformative change within schools, and we view them as both leaders and classroom designers.

Last the professional capital of teachers could be developed further by devising specific ways to build strong social capital among teachers and leaders across schools so that more help for improvement would come from one another rather than from outside intervention.