Sentences with phrase «as urban school leaders»

The core of Schools That Can Milwaukee is a group of dedicated educators with experience as urban school leaders and teachers.

As an urban school leader herself, Professor Deborah Jewell - Sherman, has been the faculty chair of the program for the past five years.

Not exact matches

As the leader of the Chicago Public Schools, America's third - largest urban school district, Arne has launched key initiatives all with a singular aim: improving student performance.

In a decision designed to spark a transformation of New Jersey's school finance formula, the state board of education concluded last week that poor rural districts have been shortchanged in a state known nationally as a leader for providing billions of dollars in extra aid and programs to its poor urban districts.

The time we spent in Detroit left us with the view that the city has the potential to be the next great example of urban school system renewal, as soon as civic and state leaders are ready to step up.

Urban school leaders must demonstrate through word and deed that demographic data, such as economic status, primary language and ethnicity and where one lives does not determine one's destiny.

Your contribution helps a dedicated young teacher afford a master's in the Teacher Education Program so he can return to his urban high school as a teacher — leader.

Following commencement, he worked as a teacher and principal, and cofounded two schools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lschools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leSchool of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lLeaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lSchools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool leadersleaders.

While Baltimore provides a cautionary tale for urban district leaders implementing the portfolio strategy, it should not be seen as the death knell for reform within a traditional school system.

Urban school districts tend to lose their focus, hopping from reform to reform, as new leaders with ideas of their own take the helm.

With a background that includes teaching in independent schools, management consulting, and urban school reform, Holleran — who also spent four years as executive director of Bay Area for New Leaders, a division of New Leaders for New Schools — jumped at the chaschools, management consulting, and urban school reform, Holleran — who also spent four years as executive director of Bay Area for New Leaders, a division of New Leaders for New Schools — jumped at the chaSchools — jumped at the challenge.

The nonprofit New Leaders for New Schools, founded in New York City in 2000, has trained 431 principals who are now serving as leaders in urban schools and plans to build a 2,000 - person national principal corps bLeaders for New Schools, founded in New York City in 2000, has trained 431 principals who are now serving as leaders in urban schools and plans to build a 2,000 - person national principal corps bSchools, founded in New York City in 2000, has trained 431 principals who are now serving as leaders in urban schools and plans to build a 2,000 - person national principal corps bleaders in urban schools and plans to build a 2,000 - person national principal corps bschools and plans to build a 2,000 - person national principal corps by 2018.

Even though Mary Grassa O'Neill, managing director of the newly merged Principals» Center and Programs in Professional Education, has years of hands - on experience as a school leader in urban and suburban settings, she adamantly claims that she is «only a practitioner working among a genius faculty of researchers.»

Alexandria, Va. (March 26, 2015)- The National School Boards Association's (NSBA) Council of Urban Boards of Education (CUBE) elected leaders and new members to its Steering Committee as part of NSBA's 75th Annual Conference in Nashville, TN.

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.

We are also recognized as a leader in the Catholic school renaissance — a nationwide effort to strengthen and rebuild urban Catholic schools as models of academic rigor and transformational change for the communities, students, and families they serve.

In several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instruction.

Prior to AYPF, Jesse worked as a junior associate in the enrollment office at DC Public Schools, as part of their Urban Education Leaders Internship Program, and as an intern in the Housing Unit at Greater Boston Legal Services.

As LUMIN Schools achieve record enrollment each year, we are devoted to coaching, supporting and retaining high quality educators, support staff and leaders with a strong commitment to urban education and Christ.

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

The public school system has mostly failed to provide those urban minority communities with the same quality of educational opportunities as their white peers, and in the early 90s policy leaders of both parties said enough was enough and began to support the charter school concept: public schools that would be independent from school district bureaucracies, free to innovate and more accountable for results.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

Tuck gained prominence as the leader of former Los Angeles Mayor Antonio Villaraigosa's turnaround of 17 low - performing urban schools beginning in 2007.

As a New Leader, she founded the Academy for Urban School Leadership (AUSL) in Chicago.

Leadership for Student Learning Series: «Reinventing the Principalship,» «Redefining the Teacher as Leader,» «Recognizing the State's Role in Education,» and «Urban School Leadership.»

Urban charter schools, many of which are run by white leaders, have been stereotyped as embracing a boot camp - like environment that elevates test prep and tough discipline, while downplaying arts and athletics.

Today, our school district is a leader and innovator in public education, offering families some of the best educational choices in Iowa as we become the nation's model for urban education.

The true value of our experience is that any urban school can replicate it, as long as visionary leaders are empowered to use successful organizational strategies.

If there is anyone who should appreciate the need to recruit and retain more minority teachers to serve as leaders and role - models in our urban schools it is Dr. Núñez.

Tricia has 18 years of experience in urban schools as a classroom teacher, teacher educator and school leader.

After five outstanding years serving as the leader of an urban charter high school, Leilani was promoted to Cluster Director in 2013.

Emily Ustach is director of programs for New Urban Arts, a free, community art studio for high school students in Providence, Rhode Island, with the mission to build a vital community that empowers young people as artists and leaders to develop a creative practice they can sustain throughout their lives.

Thirty years after being labeled the worst school district in the nation and after two decades of fiscal crisis, Chicago Public Schools (CPS) welcomed more than 381,000 students back to class last month as a leader among the nation's urban school districts.

He also has served as an urban middle and high school principal and was named Henrico County Instructional Leader of the Year in 1996.»

Nancy is a graduate of the Association of Latino Administrators and Superintendents (ALAS) Superintendents Leadership Academy and serves as faculty for the Harvard Graduate School of Education's Urban School Leaders & School Turnaround Leaders Institutes.

Susan came to STCM with 12 years of teaching and leadership experience in urban schools, serving as a classroom teacher, teacher coach, and instructional leader in Milwaukee schools.

Organizational Context There is a rich body of evidence about the relevance to leaders of such features of the organizational context as geographic location (urban, suburban, rural), level of schooling (elementary, secondary) and both school and district size.

Elsewhere, similar solutions are likely in the near future, as the trend of hiring leaders with backgrounds in business, law, politics, the media or the military to run large urban school districts has shown little sign of abating.

As discussed on Cloaking Inequity recently in the post Taylor v. Dewey: The 100 - year Trickle - Down vs. Pedagogical Debate / Fight in Education Reform, there is a breed of educational policy leaders in the mold of Arne Duncan and Michelle Rhee that prioritize entering urban school district administrative positions to execute educational

A highly - regarded urban educator in New Jersey for over twenty years, Principal Baruti Kafele distinguished himself as a master teacher and a transformational school leader.

He advised the US Department of Education on policy and programs related to urban school improvement and served as a National Educational Policy Fellow at the Institute for Educational Leadership and subsequently coordinated the DC Fellows Program for midcareer leaders.

He draws from 39 years of educational experience in urban, suburban, and rural school district settings as he trains and works with teachers, teacher leaders, school leaders, and district leaders across North America.

His parents encouraged his interest in art, and at age 16 he quit high school to study painting in New York City under Robert Henri, leader of the group known as The Eight (later absorbed into the Ashcan school), whose teaching emphasized the importance of taking subject matter from urban life.

He advised the US Department of Education on policy and programs related to urban school improvement and served as a National Educational Policy Fellow at the Institute for Educational Leadership and subsequently coordinated the DC Fellows Program for midcareer leaders.