Sentences with phrase «approach to training principals»

Not exact matches

The central focus of professional development and training for teachers and principals should be the educator (teacher or principal) who as a person lives and works within an educational, social and political context in differing ways and engages in curriculum decision making and leadership in unique ways that must be respected and celebrated — there is no sense in a «one - size fits all» approach to training and development;

However, the strengths - based approach allows supervisors, principals, and others tasked with training new teachers to approach the endeavor from focusing on what works, and use that as a bridge for what's not working so well.

In Wisconsin this summer, we're meeting with superintendents and teams of principals; that's the approach we're taking to leadership training there.

The Alliance home office sets the bar for achievement, the overall Alliance values, training and educational approach, but principals are given significant freedom in how they run the school day - to - day.

Public Impact's approach to turnarounds focuses on empowering, training, and extending the reach of principals and teachers with the will, skill, and accountability to achieve strong student growth.

We provided training in our signature competency - based coaching approach in support of a new program launched by Baltimore City Public Schools to support early - career principals.

Using a train - the - trainers model, reinforced by a regional approach, to strengthen SLO practice and measure student academic growth, our training has reached more than 220,000 teachers and 5,000 principals.

The National Association of Elementary School Principals (NAESP) Foundation Task Force on Early Learning recently recommended that pre-service training «include a focus on child development, knowledge and practice to promote children's school readiness, early childhood curricula and assessment, and approaches to family engagement as well as the interrelationship between programs that serve children up to age 5 and K - 3 programs.»

In recent years, alternative approaches to developing school leaders have emerged — including efforts to improve existing routes and accountability for both programs and principals, to develop new pipelines for potential leaders, and to provide alternative training programs for aspiring school leaders.

The main input which is not primarily concerned with biological aspects will be delivered in the form time programme by form tutors who receive training and suitable materials and advice as to the approach to this sensitive area of the curriculum, under the guidance of the vice principal responsible for behaviour, safety and personal wellbeing.

To fully realize such benefits of social - emotional learning, however, schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approacheTo fully realize such benefits of social - emotional learning, however, schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approacheto principals to recess monitors — with training on how to model and reinforce effective prosocial approacheto recess monitors — with training on how to model and reinforce effective prosocial approacheto model and reinforce effective prosocial approaches.

To fully realize such benefits of social - emotional learning... schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approacheTo fully realize such benefits of social - emotional learning... schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approacheto principals to recess monitors — with training on how to model and reinforce effective prosocial approacheto recess monitors — with training on how to model and reinforce effective prosocial approacheto model and reinforce effective prosocial approaches.