Sentences with phrase «as school principals change»

Not exact matches

Set in a Bronx Catholic school in 1964, shortly after the massive changes ushered in by the modernizing Vatican II conference in Rome, the story quickly sets up a conflict between the old - school nun who serves as principal and runs the school like a prison (played by Meryl Streep) and the young, new priest (Philip Seymour Hoffman) who wants to shake things up by treating the students as fully rounded young people who deserve doses of freedom and respect as well.

One of the most impressive things about Prince George's Public Schools» breakfast - in - the - classroom program is that it's managed to survive not one, not two, but three administrative changes in less than ten years, as well as quite a bit of principal turnover.

Unfortunately, not all schools are created equal and I think that those who find themselves dissatisfied with their local school should feel free to either try to change it (which we tried and failed as other parents did not seem concerned, nor was the principal open to change or our volunteer help to find other suitable educational alternatives to watching Pixar movies) or look elsewhere.

You can also ask open - ended questions that stimulate conversation, such as, «If you were the principal of the school, what changes would you make in school lunch?»

SYRACUSE, N.Y. — Three high schools will have new principals this fall, and other changes are afoot as the Syracuse City School District prepares for its next schoolSchool District prepares for its next schoolschool year.

The SDP has many success stories to tell, as well as cases where it had to withdraw from the school or where administrators and principals changed or abandoned support.

Mrs. Bush is equally articulate about «backpack spending» (the institute is sponsoring a project on school - district productivity that includes 20 different researchers» papers); teacher autonomy («Obviously, if you are held accountable as the principal of your school and you don't have the authority to change anything, by either hiring or firing, or setting up another structure that your school district doesn't allow, then how can you be really accountable?»)

«But the uncertain future of the system - weighted average, as well as radical changes to the fee expectations for Catholic primary schools, means principals and families are increasingly worried about the affordability of Catholic schools in coming years.»

In 2000 the foundation committed $ 150 million over five years to improving leadership at the school and district level and is now underwriting in 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent training.

However, in practice Prop 227 has been dramatically changed by school districts, as evidenced by guidelines for school principals issued by Los Angeles Unified, San Diego Unified, and San Francisco Unified, apparently without protest from the state board of education.

MacNeill says he fell back on a rule of thumb for change that he has employed throughout his 38 years as a school principal.

The principal's role — increasingly recognized as critical to a school's vibrancy, its prospects for innovative change, and its overall success — is a pressure - filled job that is at once highly public and extremely isolating.

Listen to the EdCast to learn more about how principals grow and develop as school leaders and as leaders of educational change.

When the family changed schools a couple of years later, to Dulwich Hill Public School, she was given the opportunity to work with the assistant principal and Marrickville Council Environmental Educators network to create a series of lessons that could be used as a model for other schools.

Many schools keep doing the same as they have always done and produce a school newsletter, send flyers home to parents, have the principal stand up in an assembly and say something, build a brochure - style website and hope that things will change.

Along with the expectation that they serve as instructional experts, principals also function as CEOs of their schools, with responsibilities that span from acting as organizational managers and change agents; to attracting, motivating, and retaining teachers; to planning professional development opportunities.

During his keynote, Digital leadership: changing paradigms for changing times, the senior fellow from the International Center for Leadership in Education in the US shared his personal story of how as a high school principal, he was a «leader with a blindfold on».

Later, as dean of students and then principal at West Chicago High School in Illinois» Community High School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school School in Illinois» Community High School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school School District 94, he continued promoting a student - centered culture, but says the climate was not conducive to change because of an ongoing acrimonious relationship between the teachers» union and the school school board.

In addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schools.

During her first year as principal, Chelsea implemented organizational change to drive student achievement, improve school - wide culture, and create a sustainable work environment for her staff.

That changed when a new principal came in — one who was perceived as genuinely seeking and respecting teacher input and influence on school decisions.

In a new series of vignettes and an accompanying video from Public Impact, the principals tell what they did and how their roles as principal changed when they could rely on their MCL teams to spread great instruction throughout the schools.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

Alumni are leading change at the school level — managing people, data and processes to foster school improvement as coaches, teachers leaders, and school principals; and at the district level — working to shape a vision of academic success for all students, through various central administrative roles.

To create sustainable school - wide change, principals must demonstrate support that legitimizes teacher leaders» work as part of a larger school culture of continuous improvement.

Over the last five years, there has been a heavy emphasis on the principal as the key change agent in schools, which has been accompanied by numerous coaching initiatives for school leaders by district leaders.

The study examines the principal strategies, models, and practices that these schools implemented, the factors facilitating and inhibiting implementation in SLC schools, and how outcomes for SLC schools, as measured by student achievement and school behavior, change over time.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

For example, they can be more intentional about selecting and training principals who can serve as «turnaround» leaders, redeploy the most talented teachers and leaders to targeted schools, and provide principals with the flexibility to make necessary staff changes (Player, Hambrick Hitt, & Robinson, 2014; Council of the Great City Schools,schools, and provide principals with the flexibility to make necessary staff changes (Player, Hambrick Hitt, & Robinson, 2014; Council of the Great City Schools,Schools, 2015).

It is crucial, however, to convince those who are in fact implementing such changes, such as teachers and school principals, that the reforms make sense and will bring positive outcomes.

As such, the principal should have the decision - making authority to effectively bring about systematic change necessary for school improvement.Collaboration Principals should strive for facilitative leadership, which is accomplished by delegating to and collaborating with teachers, developing teacher leaders by pursuing common goals, and engaging stakeholders in the decision - making process.

Principals, as local facilitators of change, are steering their schools through numerous CCSS implementation hurdles.

Operating with the philosophy that the unit of change was the school, small schools emerged as a preventive strategy that empowered the principal and teachers to create an educational program to serve their students.

In particular, the district has used data as a lever in getting principals to accept, and eventually lead, school change.

PSEL, which replaced the Interstate School Leaders Licensure Consortium (ISLLC) standards, are flexible, aspirational, and designed to grow and transform as demands and expectations of principals change over time.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

As a principal in Washington, D.C., Wanda led change in curriculum, talent management, bilingual program design, and school culture; resulting in a 55 - point gain in math and a 32 - point gain in reading from 2007 to 2013, the highest reading gains in D.C. in 2012.

The Changing Landscape of School Leadership: Recalibrating the School Principalship By M. Scott Norton «Achievement, servicing special needs, implementing change without funding, addressing increasing misbehavior, cultivating a learning climate, and compensating for a lack of role preparation are several areas Norton highlights as significant contributors to a growing list of challenges that principals face.

While they found school leadership could have a positive effect on student achievement, they also discovered school leadership could have a negative effect if a principal lacked specific leadership responsibilities such as understanding the level of change that needed to be implemented at a given school.

Known as the parent trigger law, the legislation allows a majority of parents at an underperforming school to force major changes ranging from replacing the principal and half the staff to ceding control to a charter operator.

School change expert Michael Fullan and principal Michelle Pinchot collaborated on an experiment: As Pinchot tackled her first years turning around the culture of Heritage Elementary School in California — using ideas Fullan has promoted about school culture and leveraging teachers» power — she and Fullan checked in every few months on how the work was School change expert Michael Fullan and principal Michelle Pinchot collaborated on an experiment: As Pinchot tackled her first years turning around the culture of Heritage Elementary School in California — using ideas Fullan has promoted about school culture and leveraging teachers» power — she and Fullan checked in every few months on how the work was School in California — using ideas Fullan has promoted about school culture and leveraging teachers» power — she and Fullan checked in every few months on how the work was school culture and leveraging teachers» power — she and Fullan checked in every few months on how the work was going.

After moving back to Chicago and being trained through the New Leaders principal training program, her professional trajectory changed somewhat as she moved into school - level (both elementary and high school) and district - level administration.

We hope you'll join us for the second webinar and mark your calendar for the final two in the series: Principals as Transformation Leaders: Changing School Cultures (November 9) and Principals as Transformation Leaders: High - Quality Preservice Preparation (November 30), both at 3:00 p.m. EST..

It is clear from this study that GE not only increases student achievement, but it also creates positive attitudinal and behavioral changes for principals, teachers and students at schools, in classrooms as well as in other domains.

And no matter what is decided, he said, changes to principals» evaluations would likely come as a surprise to many school leaders who have been more focused this year on the prospect of changing the way they rate teachers.

Professionals such as school social workers and school resource officers are collaborating with school principals in increasing and changing ways.

Better resources, better development, better leadership at the school level, better instructional collaboration, better school culture... I am not a teacher basher so please don't put me in that light, I was a teacher, I was school principal and all the teachers I know want their profession to be elevated to a more respected level (which I agree should be at a more prestigious level within our society) but those individuals understand in order to grow as a individual and profession things must change for them.

That question was posed to me as I worked with principals and coaches in a growing and changing school district.

Mr. Rivers spoke about how IDRA's partnership with him through the STAARS Leaders project accelerated change at his school: «As a principal it was very valuable because you sometimes need someone to talk to and coach you, especially when you are having some difficult issues.