Sentences with phrase «be instructional leaders with»

Superintendents are expected to be instructional leaders with new ideas; school boards are challenged to satisfy disparate interest groups asking for more programs; and union leaders often advocate for their membership without considering impacts on other stakeholders.

Not exact matches

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Engaging with all parties involved, and keeping them updated along the way also ensures it's an ongoing development; the Association of School and College Leaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional lLeaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional leadersleaders.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

Utilizing other administrators knowledge, experience, and expertise to become a better instructional leader, and discussing professional literature with other principals in a cohort were the program experiences that principal Janis Everett found especially helpful.

Enthusiasts concentrated on designing instructional materials, consulting with states and districts, and training leaders and teachers, seemingly presuming that the public knew what they were up to and supported their effort.

She is an accomplished leader, instructional designer and trainer with expertise in managing projects in promotion of on - site and online education programs.

She saw close - up the staggering array of skills requisite in a successful principal, from managing a multimillion - dollar budget, to being an instructional leader, to working with parents and community members.

In 2013/2014, Agile Instructional Design gained a lot of momentum among instructional designers and industry leaders like eLearning Industry, and why not, the Agile process was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously standInstructional Design gained a lot of momentum among instructional designers and industry leaders like eLearning Industry, and why not, the Agile process was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously standinstructional designers and industry leaders like eLearning Industry, and why not, the Agile process was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously stand to consider.

So, in addition to the commitment to be in classrooms more, and be more of an instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.

Its goal is to establish adolescent literacy initiatives with measurable goals, and it funds curriculum materials, instructional tools, and intensive high - quality professional development for teachers, literacy coaches, and school leaders.

«My experiences as a junior college teacher (grade 12) in Singapore, as well as my interaction with leaders within the Ministry of Education as a preschool education officer, helped shape my belief that instructional leaders are not merely those with a vision for the future but those who also remain rooted in ground realities,» says Suet Ling Juliet Chia.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

SAN FRANCISCO, CA, March 12, 2018 — At the recently held Summit Emerging Media Awards, SweetRush, along with partner Bridgestone Americas, was honored with a Leader Award in the Instructional / Training Video category.

With that being said, I have spent the last few years focusing a great deal on my work as an instructional leader within my role as school - based principal, and now as division principal.

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

For a time, «transformational leadership» — which goes back to James McGregor Burns» work on how some leaders «engage with staff in ways that inspired them to new levels of energy, commitment and moral purpose» [9]-- became prominent and instructional leadership was relegated, and to some degree discounted as outdated, as noted in the previous chapter.

Oct. 15, 5 p.m. ET: Using Technology to Personalize Learning in Elementary Schools Two leaders in connected learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and skills.

At the Lawrenceville School, she has taught, been an assistant housemaster, overseen the early warning system, a program to close the achievement gap, served as an instructional leader, worked with University of Pennsylvania's Center for the Study of Boys» and Girls» Lives» to foster student action research projects and coordinated the educational support program.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Back in the US it's hiring season in the independent school world and I have spent the past four days engaged in non-stop conversations with Finnish and US educators about our work as instructional leaders, connected educators, and life - long learners.

Her research focus is the principal as instructional leader in middle grades and charter school contexts, with specific interests in the principal's role in the induction and professional development of school personnel.

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.»

In this new industrial age Instructional Designers, and all those involved with learning and training, need to be leaders — Thought Leaders ileaders — Thought Leaders iLeaders in fact.

Prior experience with the instructional materials that they are supporting will help teacher leaders understand the challenges the materials pose, and how to maximize the learning opportunities.

For teacher leaders, a solid understanding of the philosophy and overall pedagogy is more important than prior knowledge of specific units, since teacher leaders can gain logistical knowledge of units by working with teachers as they use the instructional materials.

Regardless of the practices used or the focus of teacher leaders» work with teachers, these efforts are intended to impact the extent and quality of teachers» use of instructional materials in implementing the intended math or science curricula.

She is a strong instructional leader and collaborates with staff on best practices to enhance all of our learners.

While advocating for new, high - quality materials may be important, it shouldn't preclude teacher leaders working with teachers «where they are» with their existing instructional materials.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

NLC attendees urged congressional leaders to work with their states and districts to make sure that there is a clear understanding of the law, which encourages states to make a strong investment in the principal pipeline — or programs to support aspiring and early career principals — as well as provide on - going support for instructional leadership.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

These teams are comprised of experienced educators with the knowledge to help leaders and teachers implement effective instructional practices and improve experiences and outcomes for all students.

Glanz et al. (2006) reported that principals who were seen as instructional leaders collaborated with teacher leaders to supervise classroom teachers, while principals without instructional expertise abdicated supervision responsibility to teacher leaders.

Voices Academies Instructional Coach will be an inspiring Leader and Educator with an entrepreneurial spirit.

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

From makerspaces and outdoor learning to restorative justice practices and instructional rounds, school leaders are charged with responding to today's realities — shifting demographics, technological advances, and new policies and initiatives — all in ways that keep students» well - rounded learning experiences at the center.

This was my second year with NAESP's NDPs — my second year to sit in awe and learn from instructional leaders who are faced with increasing mandates and demands, from those who have navigated their ships through some turbulent waters.

A special section outlines key considerations and concerns that education leaders will have to address as they make the standards a reality, from determining which instructional resources are truly aligned with the standards to incorporating Common Core assessment results into accountability systems.

There is some evidence that teacher leaders provided more effective instructional support to teams that were focused on specific subject areas than to teams with an interdisciplinary focus.

This work involves (1) hearing about the strategies BMTN teachers are testing and refining, and having teachers the leaders are working with test out the strategies in their classrooms; (2) sharing resources and strategies that BMTN teachers might use in their improvement projects, (3) providing insights into policies that might affect the instructional work of the network; and (4) helping recruit additional teachers and instructional leaders to the network.

I was working diligently with teachers to help them transition their frame of mind around assessment practices while trying to improve my instructional practices as their leader and guide.

Ms. Annette Gurley is an accomplished educator and instructional leader, recently retired from Chicago Public Schools, with nearly 40 years of experience in education.

Being an instructional leader is much more feasible with a team of stakeholders who are independent learners.

Eligible applicants are current or experienced teachers, administrators, or instructional leaders with at least five years experience who wish to establish community - led charter schools that serve Native American students.

Unsatisfactory or «failure» principals were those with attributes opposite to stars: their schools had declining achievement; they were not regarded as instructional leaders by their faculties; they were identified by central office administrators as «in trouble»; and they were not supported by their parents and communities.

I have been fortunate in my career as a primary school teacher and now as an instructional coach to work with building administrators who put students first, and as a teacher leader I strive to be a true example of student - centered teaching and learning.

Conferencing with teachers, school leaders, other instructional personnel, and external educational agencies to aid in the development of robust, appropriate, educational programming and supports to students who are at risk of failure, not meeting school academic goals, and / or currently being supported by a formal IEP

To balance a school's assessment program with formative assessments, education leaders must ensure that teachers are supported in using this sometimes unfamiliar approach to instructional planning (Stiggins, 2005).

Conferring with teachers, school leaders, and other instructional personnel, external educational agencies, to aid in the development of robust, appropriate, educational programming and supports to students who are at - risk of failure, not meeting school academic goals, and / or currently being supported by a formal IEP.