Sentences with phrase «be the instructional leader of»

Teachers are the instructional leaders of their classrooms.

NASSP recognizes that school administrators are the instructional leaders of the school and as such should be experts in instruction and in assessing and enhancing the instructional performance of their staff as evidenced by student performance.

In reading books on the principalship, perusing job descriptions, or listening to superintendents talk about the role building leaders should play, I find a pervasive assumption that a principal must be the instructional leader of the school.

School principals are expected to be the instructional leaders of their buildings.

Not exact matches

The inaugural 2017 awards were presented to: Instructional Leadership: Susan McCarthy, CCSD Assistant Superintendent of Educational Programs Instructional Excellence: Heather Phillips, Dean Rusk Middle School teacher Instructional Support: Sandi Adams, CCSD Technology Project Specialist Instructional Advocacy: Lisa - Marie Haygood, longtime PTA volunteer and leader

I would also be remiss if I didn't also mention some of the other thought leaders such as Karl M. Kapp (Professor of Instructional Technology, Bloomsburg University), Cathy Moore (Training Design Consultant), and Jane Hart (Founder - Centre for Learning and Performance Technologies) to name a few.

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

All leaders, regardless of role, should be working at the improvement of instructional practice and performance, rather than working to shield their institutions from outside interference.

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.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

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.

We help them see which of their daily activities add value to their role as an instructional leader, which jobs are necessary, and which are a waste of time.

This special report examines how educators and policymakers are cultivating principals who can be the kind of political, managerial, and instructional leaders the profession now demands.

A key to Bright Vale's success was the quality of its instructional leader.

We help principals see which of their daily activities add value to their role as an instructional leader, which jobs are necessary, and which are a waste of time, she said.

Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

DeRose emphasized the importance of instructional leaders being part of the action.

Political leaders in Florida, including Gov. Robert Graham, are moving to carry out an unusual mandate contained in a major state education bill that calls for the creation of an interstate consortium «to enhance the quality of instructional materials.»

«Although there are efforts to create teams of teachers to improve teaching and learning in schools, only recently has there been a broad effort to appoint expert teachers as instructional coaches or teacher leaders,» Johnson says.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).

In the area of school leadership, Shanghai explicitly expects its principals to be strong instructional leaders.

«The role of principals has changed so dramaticallybeing a managerial and an instructional leader requires so much time, it's impossible for one person to do it all.»

«In Singapore, the demand on school leaders to be effective instructional leaders is very high — schools have the autonomy to explore innovative teaching approaches, and tailor curriculum to meet the needs of students,» says master's student Haslinda Zamani.

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

In some schools, principals are passing off many of the managerial responsibilities or instructional leader duties to teachers, who then get paid a stipend, according to Dr. Ferrandino.

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.

Public school leaders throughout the United States are approaching consensus about what it takes to educate all students well: more class time, smaller schools, a college preparatory curriculum, instructional coaching for teachers, and utilization of data to understand student needs.

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.

I will develop myself to be that kind of instructional leader I believe we need more of throughout our school systems.

Most school principals, for example, know they need to reconstruct their work roles from being «plant managers» to «leaders of instructional improvement,» and, in our experience, most of them want to, too.

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.

«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.

«A skillful instructional leader identifies the learning styles of the group but is flexible in adapting to individual needs through customized content.

Principals are now viewed as the primary instructional leader of the school and are held ultimately responsible for student achievement.

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).

Schools should seize this window of transition — when it is safest for teachers to ask for help (and for instructional leaders to offer it)-- to completely reinvent the teacher evaluation process.

But to be more of an instructional leader, you have to learn what the kids are learning.

We agree that more must be done to maximize the value of National Board Certified Teachers (NBCTs) as instructional leaders in schools, particularly in high - needs schools.

And then once it begins to grow, your job as a principal is to provide what it is that they're asking for, because before you know it, you have a school full of instructional leaders, and your instructional leaders have to be those folks that are in the classroom, knowing what kind of tools they need to do the job that they do everyday.»

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

Its important for community leaders to see how the leadership role of the principal has changed [since they were in school] and how instructional delivery has changed to meet the needs of all students.»

The Better Math Teaching Network (BMTN) is a networked improvement community of researchers, teachers, and instructional leaders from New England who are working toward the common goal of increasing the number of students who are deeply and actively engaged in understanding algebra.

But when leaders can provide a frame that's focused on instruction and say «listen, all forms of evidence are useful here, what we want you to do is anchor your instructional decisions in evidence, and talk about instruction and use that evidence to think about student thinking... what do we really know about student learning in this context?»

K - 12 Educators: HGSE's K - 12 Professional Education programs are crafted for a broad cross section of stakeholders and include portfolios for district and systems - level leaders, current and aspiring school leaders, and teachers and instructional leaders.

So, we'll find schools where leaders are very much focused around accountability data that they're developing... that are administered from the outside, and that provides one kind of frame, but that accountability frame tends not to be useful for instructional improvement.

Educating instructional leaders who will have the capacity, skills, and knowledge to create and sustain K - 12 charter, district, and pilot schools that foster the learning and well - being of all children.

The resource provided here is distinctive in the way it addresses the dual roles of the principal — as instructional and managerial leader — in a format that is designed both for individual reflection and growth and for discussion in peer groups and mentoring support.

Each program is tailored to meet specific needs described by the client, and uses the same instructional methodologies, curricula, and expert faculty that have established the Harvard Graduate School of Education as a world - class provider of professional development for education leaders and practitioners.

As instructional leaders we thus must get beyond the glitz and flash of the technology — which may mask a lack of cognitive depth — and instead critically interrogate how our learning technologies are being used.

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: