Sentences with phrase «based school development plan»

I felt we needed to make an informed decision and so this became a second strand to our research - based school development plan.

Not exact matches

To provide individual skill development information for planning developmentally appropriate activities at home and school based on a child's performance relative to a standardized score.

Council Member King, who reviewed his 12 - Point Plan for the 12TH Council District with more than 700 Bronx residents, friends and special guests in attendance, discussed upcoming and future projects, which include affording housing for working families through a partnership with Habitat for Humanity, the renovation of Agnes Haywood Park, capital funding to schools in the 12th Council District, expense funding to community - based organizations, funding for NYCHA developments and youth programs as well as DOT and DSNY needs in the 12th Council District.

UPPER WEST SIDE — Parents from two local schools clashed Monday over the Department of Education's plan to sell the space above P.S. 191 and P.S. 199 to a developer who would then rebuild them at the base of new luxury developments.

This year's school is limited to 50 students, who will be selected based on the application linked below, which includes a current CV, and a brief description of the need for advanced software development in the student's planned research.

Shirley, We have a career / technical / vocational center housed on one of our high school campuses... and based on their input at the time of the development of our plan, their budget was adequate for the next biennial period, thus they did not ask for additional ARRA funds.

At School 21, a London - based public school, we have used it to gather feedback in the development of a new preschool, a schoolwide professional development model, department mid-term plans, and even lesson School 21, a London - based public school, we have used it to gather feedback in the development of a new preschool, a schoolwide professional development model, department mid-term plans, and even lesson school, we have used it to gather feedback in the development of a new preschool, a schoolwide professional development model, department mid-term plans, and even lesson plans.

The report, issued this month by the Washington - based Council of Chief State School Officers, reports that systemic - improvement plans in 47 states include the development of content standards in such subjects as mathematics, English, and social studies.

Proponents, insisting that tying teacher salaries to measurable standards will improve schools, have instituted a wide variety of incentive plans across the country: Some evaluate teachers based solely on standardized test scores, some on teacher skill development; some offer more pay to teachers working in at - risk schools or with at - risk children, or for teaching certain subjects.

Additionally, the paper also includes plans to create a new standard for teachers» continuous professional development and will examine the feasibility of incentivising teaching schools to publish their research and CPD materials on an «open - source» basis.

Schools now have to make their own purchasing decisions based on their school development plan.

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resSchool Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool improvement objectives with a solid base of evidence and research.

(a) Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum, professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Lead Adviser: Edison Schools Inc., based in New York City, will offer overall management advice, including assessing the effectiveness of professional development; improving teacher and principal recruitment and retention; strengthening classroom management; and preparing an 18 - month action plan for the school system's incoming chief executive officer.

This school - based program comprises a high quality 2 - day Professional Development Workshop and a Starter Kit with detailed and proven lesson plans and materials for implementing the program.

«What promises to increase the worth of districtwide professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and learning, current norms in the school community, and classroom practices.

Schools and districts in need of solutions to address challenges will work with CCE's field of experts to develop plans for improvement and strengthen capacity through one - on - one coaching, data - based inquiry, and professional development.

Conditions and Considerations for Effective Development and Implementation of Personal Opportunity Plans by the Commonwealth, Districts, and Schools contributes to the movement to shift from standards - based to supports - based reform that provides necessary resources so that every student has the opportunity to learn, succeed in school, and craft a productive future with the support of counselors, teachers, and personal advocates.

She led the development of a highly successful regional, job - embedded professional development model and facilitated data - based improvement planning with more than 150 schools.

Highlights of this initiative include the development and support of a collaborative framework that empowers administrators, coaches, and teacher leaders as they work together; the creation and implementation of school - level action plans and follow - up activities that integrate ongoing school - based professional development activities; and the institution of leadership learning meetings to share implementation efforts.

The ATLAS program is a key component of the district's plan to empower school - based leaders to lead professional development and support their peers as they make the transition to the Common Core State Standards.

Overall, the planning process is structured as a school - based, grade articulated process that begins with grade - level curriculum articulation planning and ends with the development of propositional concept maps that provide the conceptual framework for what is to be taught in multi-day lessons.

The print audience and online subscribers to SEEN include readers interested in educator - related professional development, curriculum, lesson planning, teaching technology, tips and school topics that touch on every type of school - independent, private, public, charter, magnet, home, faith - based schools and more!

Along with sustainably funded, much higher pay, the team - based models also make extra planning, development, and collaboration time possible during the school day — as many as five to 15 extra hours a week.

The Institute For Literacy and Learning This website has overheads and sound files of eminent researchers discussing evidence - based instructional interventions for struggling readers, young and old, including: Dr. Deb Glaser - «Planning Professional Development for Positive Reading Success and Growth» Dr. Rollanda O'Connor - «Teaching Older Poor Readers to Read words» Dr. Jan Hasbrouck - «Using Assessment Data for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?»

The completed online, video - based assessment tool aims to measure how school leaders can observe and notice the quality of classroom instruction, interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.

It will also enable schools to better meet the unique needs of their students when the professional development plan is developed from the school based goals as opposed to a district mandated goal.

Community partnerships, school - based professional development and collaboration, academic enrichment, extended learning time, and integration of student supports were core to our improvement plans.

Demonstrate knowledge of NYS Learning Standards and Common Core through the development and implementation of weekly lesson plans that reflect evidence - based practices, address the individual goals of students and strengthen the continuity of learning experiences between home and school

High school students and teachers in a professional development (PD) workshop for middle grades teachers used a version of this lesson plan to engage participants with inquiry - based learning using technology.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Data - based Decision Making, Implementation Planning and Evaluation, Middle School, Professional Development, Progress Monitoring

Hall - Dale Middle School & High School After five years of a successful proficiency - based learning system, the school is further personalizing the learning environment with the development of habits of work and personal learning School & High School After five years of a successful proficiency - based learning system, the school is further personalizing the learning environment with the development of habits of work and personal learning School After five years of a successful proficiency - based learning system, the school is further personalizing the learning environment with the development of habits of work and personal learning school is further personalizing the learning environment with the development of habits of work and personal learning plans.

Currently, school districts in the United States spend $ 18 billion annually on professional development for teachers, 52 and the 50 largest school districts spend $ 18,000 per teacher per year.53 New research questions whether these funds are being spent effectively, as many forms of professional development have been shown to have little to no effect on teacher practice or student learning.54 Redistributing some of the funding currently used for one - off workshops and other less effective professional development activities to more school - based collaborative learning time could make it possible to provide teachers with increased time to collaborate and plan.

There should be an action plan for improving each content area based on current school realities or baseline data from the most recent school assessments; a professional development plan aligned to the action plans; a technology plan; a plan for improving student attendance and parent involvement; and a plan that outlines how data will be utilized, analyzed and interpreted.

Working closely with principals, central office staff and the School Board, Dr. McLaughlin is responsible for the implementation of the division's strategic plan and for the development of contemporary learning initiatives that support its project - based instructional model.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingSchool prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

MPS educators will have ongoing professional development focused on the key components of the plan through district sessions and job - embedded, school - based opportunities.

With a Masters (MA) in Educational Leadership and Management and a Masters (MEd) in Practice - Based Educational Research, Nicola's areas of professional expertise includes: school improvement through action planning and impact analysis; and leadership development through coaching and mentoring.

By creating data - based professional development plans, district leaders can address teachers» strengths and opportunities for improvement identified during performance evaluations at the district, school and individual level.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Welcome, and thank you for your interest in Enome, Inc. («Enome» «us» or «we») and Goalbook, our web - based platform that provides instructional resources and professional development for organizations such as school districts and schools to plan rigorous and differentiated instruction (collectively, the «Services»), as further described in the Goalbook Terms of Use.

Eligible general - purpose purchases include hardware, evaluation tools, IT services, and professional development services — but only as required by the school's approved implementation plan for computer - based testing readiness.

We support teachers, coaches, and leaders in our research - based method of classroom management, entitled No - Nonsense Nurturer, and with high - quality pedagogical strategies and the development and implementation of effective school - wide culture plans.

These judgements can form the basis of a highly credible plan for a school's further development.

Feeling empowered, I spoke with my Senior Leadership Team (SLT) to share my ideas about research - based school improvement and they too felt excited — particularly as they could see that, by engaging with this plan, it could also provide opportunities for personal growth and professional development.

Much of Mike's work supports school and district leaders in planning and implementing large - scale improvement initiatives, visioning, understanding change and its effect on people, evaluating school improvement progress, designing exceptional professional development, and engaging people in productive, relationship - rich, results - based conversations.

In his consulting work, Theron designs curriculum and teacher training materials and works with educators on a wide range of instructional issues, including project - based learning, school and small learning community design, assessment, leadership development, asset mapping, strategic planning documents, and whole - school reform coaching.

Unfortunately, however, there does not seem to be consistent evidence that teacher quality is actually improving — likely because implementation at the school and district level often lacks a focus on holistic professional development planning that focuses on real needs and growth - based feedback to meet shared goals.