Sentences with phrase «as effective school leaders»

Not exact matches

Her uniquely effective parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field - tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children.

The same folks who gave us a system that ranked 99 % of teachers as effective and which left teachers with no objective defense against politics at the school - leader level.

As national president, my goals include providing training opportunities and materials to help parents be effective advocates not only for their own children, but also for all children; and to provide leadership as a national organization in assisting parents and school leaders to establish comprehensive parent involvement programs in every schooAs national president, my goals include providing training opportunities and materials to help parents be effective advocates not only for their own children, but also for all children; and to provide leadership as a national organization in assisting parents and school leaders to establish comprehensive parent involvement programs in every schooas a national organization in assisting parents and school leaders to establish comprehensive parent involvement programs in every school.

«Kathleen McCartney is an outstanding scholar and researcher who has emerged this year as a highly effective leader with bold ambitions for the School,» said Summers.

The free school programme has unleashed the entrepreneurialism of school leaders as never before, enabling some of the country's most effective schools to expand their impact.

McCartney addressed the audience as part of the panel entitled «How Businesses Leaders Can Become Effective School Leaders.»

The goal of Leading 21st Century High Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high sSchools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high schoolsschools.

This is troubling, as the demands of leading such schools, including the need to attract and retain high - quality teachers despite less desirable working conditions, may amplify the importance of having an effective leader.

As it compiles information on «effective» leader and teacher practices from its third cohort of low - income schools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - frschools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - frSchools principal - training program is pushing to make the resulting resources more user - friendly.

As a school leader, or classroom practitioner, how do you keep up to date with research on effective teaching practices?

Fellowship scheme As part of our drive to raise standards, we have also just launched our new Fellowship scheme to recognise the most effective and qualified leaders in the school business management profession.

As policymakers turn their attention to finding effective leaders for the nation's schools, they face as many questions as answers: What is the nature of leadershiAs policymakers turn their attention to finding effective leaders for the nation's schools, they face as many questions as answers: What is the nature of leadershias many questions as answers: What is the nature of leadershias answers: What is the nature of leadership?

«Instead, as district leaders are discovering for themselves,» Haycock writes, «a better solution lies in a creative combination of targeted incentives for teachers and policies that empower administrators and school leaders to recruit and retain effective educators.»

«I have also made clear to my inspectors that where leaders are condoning the wearing of the face veil by staff members or by pupils when this is clearly hindering communication and effective teaching, they should give consideration to judging the school as inadequate.

As a result of extensive meta - analytic work, Marzano, Waters and McNulty concluded: «A highly effective school leader can have a dramatic influence on the overall academic achievement of students... Leadership has long been perceived to be important to the effective functioning of organisations in general and, more recently, of schools in particular.

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.»

During the session, Sheninger highlighted seven pillars of effective digital school leaders and talked about how, during his time as a high school principal, he and his staff modeled each pillar.

As part of our mission, CUBE creates educational opportunities for urban school board leaders to gain the knowledge and skills necessary to serve as effective local education policymakers and as advocates for excellence and equity in public educatioAs part of our mission, CUBE creates educational opportunities for urban school board leaders to gain the knowledge and skills necessary to serve as effective local education policymakers and as advocates for excellence and equity in public educatioas effective local education policymakers and as advocates for excellence and equity in public educatioas advocates for excellence and equity in public education.

Looking through the lens of an independent school educator - leader, I know that although each independent school has its own purposefully crafted mission statement, frequently the statements share a lexicon that include words and phrases such as: character, academic, empower, passions, potential, lifelong commitment, individual growth, social responsibility, ethical, effective citizenship, inclusive, respect, service, inspire, courage, and leaders.

The ISTE Standards act as a roadmap for bold, innovative educators and education leaders to re-engineer their schools and classrooms for digital age learning no matter where they fall on the journey to meaningful, effective ed tech integration.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procSchool Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procschool improvement implementation and planning processes.

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.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leSchool Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leschool-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leschool principals do and describing five key practices that are characteristic of those leaders.

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.

Center for Educational Leadership www.k-12leadership.org The University of Washington CEL is a proponent of effective instruction — for teachers and school and district leaders — as a means to help close the achievement gap.

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.

Across the country, the number of community schools continues to grow, as local educators, community leaders, and others look for equitable, efficient, and effective ways to provide the broad range of supports and services that allow young people to become truly well - prepared to enter college or a career.

There are a number of strategies that we as school leaders can consider, this table, extracted from the EEF guidance report outlines some of the more proven and effective approaches for what is termed as «preparedness»:

District and school leaders discuss how they are helping prepare assistant principals to become effective principals, and how principal supervisors are moving away from a focus on administrative compliance to an emphasis on better supporting principals on the job, as they work to create the conditions for good teaching to flourish.

Christine Blower, leader of the National Union of Teachers, said: «As the government knows, free schools and academies do not raise standards in any more effective way than maintained schools.»

As Chairman of the Senate Education Committee and later as Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise academic standards for Tennessee students, turn around low - performing schools, and expand high - quality public charter schools in TennesseAs Chairman of the Senate Education Committee and later as Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise academic standards for Tennessee students, turn around low - performing schools, and expand high - quality public charter schools in Tennesseas Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise academic standards for Tennessee students, turn around low - performing schools, and expand high - quality public charter schools in Tennessee.

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.

As an independent nonprofit, we engage, inform, and mobilize the business community and community - at - large to provide every student in Wake County Public Schools with excellent educational opportunities, highly effective teachers, and strong leaders.

It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school.

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.

How can school leaders who know better, still «follow along» as though these high - stakes evaluation systems are valid and effective?

According to The Wallace Foundation's 2013 report The School Principal as Leader: Guiding Schools to Better Teaching and Learning, effective principals consistently implement five key practices.

As peers and partners in empowering California educators, the authors share observations on the qualities every school leader should seek when interviewing and hiring highly effective educators, wrote Leadership Magazine of this article co-authored by CT3's William Sprankles and Kara Backman.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

They're based on real insights from practising school leaders, and show how effective principals act as they progress professionally.

There's also evidence that effective school leadership influences early childhood achievement, as leaders play a critical role in improving classroom instruction — the most important factor related to the success of young students.

We have a process that helps us to do this — the Collaborative Quality Analysis — a structured process of review against the Features of Highly Effective Schools carried out as the first experience of partnership working; school leaders working alongside our Achievement Advisers to create a starting point for collaboration and a robust plan of action.

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

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 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 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 school leader and an effective Instructional Leadership Team (ILT).

The expansion of learning time can serve as one effective vehicle to modernize our schools because it allows teachers, principals, community organizations and leaders, and parents to build multiple curriculums to best educate our children to succeed in the 21st century.

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.

As school leaders work to plan this coming school year's PD activities, attention to the above practices can help that PD be more effective in supporting improved student outcomes.