Sentences with phrase «as effective instructional leaders»

A shared instructional model makes it easier for teachers to share resources and ideas and for administrators to serve as effective instructional leaders.

We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity of the district to assess, develop and support school leaders as effective instructional leaders and managers of teacher talent with an unrelenting focus on priority and focus schools.

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

Candidate Impact Through Partnership: How District Central Offices Can Foster Principals» Development as Effective Instructional Leaders Through Systems of Support, Development, and Accountability Friday, April 14, 2:00 - 3:00 p.m., Gutman Conference Center, Area 3

Not exact matches

Teachers received a single - page handout on the seven qualities of effective schools: nuggets such as «the climate of an effective school is NOT OPPRESSIVE,» «the principal acts as an instructional leader,» and effective schools offer the «opportunity to learn and student time on task.»

As teachers and instructional leaders in 44 states and the District of Columbia immerse themselves in the Common Core State Standards in math, they continue to hunt for effective resources and instructional techniques.

As one practitioner explained, «A teacher leader can still focus on helping teachers modify what they have to be much more effective, and work with teachers on using an instructional model in which to frame their teaching.»

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

In this third webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to establish rigorous expectations for every student while responding to individual student's needs as well as the diversity of students in the school by creating effective systems of collaboration.

According to interview data, elementary school teachers and principals characterize high - scoring principals that are effective instructional leaders as having a hands - on, direct role in instructional operations.

In addition to curriculum standardization, leaders in higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effective.

Persons applying for this position must be a strong and committed instructional leader as well as an effective and innovative professional development leader.

As I discussed in my Getting Smart article, Back - to - School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team (ILT).

As an instructional leader, he felt that he had to be clear about what effective teaching was and what effective teaching looked like.

He is the only school administrator in Illinois to have received his state's highest award as both principal and superintendent, the only high school principal in Illinois designated as an «Instructional Leader,» the first high school principal in Illinois to be presented the Distinguished Educator Award; and the nation's first principal to be designated as a «Fellow» of the National Center for Effective Schools.

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.

As I've seen firsthand over the years and freshly again in Nashville, when instructional leaders can connect professionally for conversations critical to solving problems and sharing best practices, they are more effective and confident in leading their schools and more adept at managing and communicating change.

As a school administrator, instructional coach, or teacher leader, you know that reflective teachers are effective teachers.

In an era of shrinking professional development budgets, and with research showing that embedded staff development is the most effective way to grow teachers, video taping our own has allowed not only our leaders to see themselves as instructional leaders, but has also enhanced the next generation of teachers to learn from people they know and trust.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

2) Capacity Building: We foster growth in teachers as instructional leaders and in parents as effective learning partners — instead of attempting to work around them.

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.

As an instructional leader, I believe it is my responsibility to have an awareness of the needs of my teachers and to find the most effective ways to share a variety of best practices to meet their needs.

The Executive Development Program for School Leaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more effLeaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more effleaders who can help teachers become more effective.

As a network, this means ensuring that our school leaders are receiving the development necessary to be effective instructional leaders who coach and support our teachers — the people making the biggest impact on our students and families,» said Hope Evans, Director of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing leaders, and as a result, our school leaders are better prepared to tackle more of the unique challenges at their school site.&raquAs a network, this means ensuring that our school leaders are receiving the development necessary to be effective instructional leaders who coach and support our teachers — the people making the biggest impact on our students and families,» said Hope Evans, Director of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing leaders, and as a result, our school leaders are better prepared to tackle more of the unique challenges at their school site.&raquas a result, our school leaders are better prepared to tackle more of the unique challenges at their school site.»

Formative coaching, an approach that uses student work as the foundation for mentoring and professional development, can help principals become more effective instructional leaders.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

First, programs need effective leaders who can provide instructional support to teachers as well as sound business management to the overall program.32 These multiple leadership functions are complex and often need to be fulfilled by more than one person.