Sentences with phrase «be the instructional leaders who»

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

We now expect principals to be instructional leaders who create conditions and processes that significantly improve student achievement.

The word «flipped» sounds gimmicky, which is unfortunate because it is not... Flipping leadership is about being an instructional leader who co-constructs meaningful faculty meetings with staff that are more like professional development sessions than a wasted hour talking about dates, mandates and accountability.

Certified school librarians are instructional leaders who understand how to guide students and staff in through the vast opportunities — and unexpected landmines — of technology (and, yes, books are technology, too).

Not exact matches

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.

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

We have been crystal clear that if after three years data shows that principals who were instructional leaders have not seen improvement in student achievement, state tests, and any other assessments, they have not met the goal.

«If they have it in their minds that the principal should be a man who's sixty... this is a very different thing than selecting an instructional leader who's 35, who's female, who might have dreadlocks.

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.

Preston was a highly effective teacher and school leader, who was eager to create a better instructional design.

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.

It is the only state to fund not just reading coaches but also principal coaches, who train principals to be better instructional leaders and who drive accountability to the district level by ensuring that schools get support from superintendents and central - office staff.

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.

Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

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.

Districts know they need principals who are strong instructional leaders, but rarely do all of school leaders have knowledge and skills necessary to improve instruction in a systemic way.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

State leaders are taking advantage of this «ESSA moment» and are targeting funding to boost principal pipelines, thereby strengthening principals» capacity as instructional leaders who improve student outcomes.

Experienced practitioners acknowledged the reality that teacher leaders will encounter some teachers who are reluctant to use new mathematics and science instructional materials.

Whether titled Dean, Assistant School Leader, Coach, or AP, the most successful Assistant Principals are highly effective instructional leaders who are ready to foster and support more student and adult relationships, while deepening learning and driving school culture.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

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.

Little (1995) reported that teacher leaders who led teams of teachers organized around subject areas derived their authority from their subject area affiliations and were better positioned to provide instructional support than teacher leaders who led interdisciplinary teams.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

The other education leaders who contributed to this issue of Principal magazine echo Gilpin's student - centered approach as they reflect on next generation learning and the instructional leadership that is needed to guide it.

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.

Match Workshops are designed for teachers, experienced or aspiring instructional coaches or school leaders who are looking to build new skills, acquire helpful tools and resources, and learn about key practices we have refined through our work running high - performing schools and training effective teachers.

They are supported by school leaders who create conditions (in time, space, and agenda) for teachers to lead and do the work of examining the evidence of student learning and their instructional practices collaboratively and consistently.

This webinar is intended for district and school leaders who want to increase instructional time, while still preparing students for critical annual summative exams.

Although these insights are written for people who often lead school turnaround efforts — principals, assistant principals, instructional coaches, and teacher leaders — other stakeholders involved in school improvement may also find them instructive.

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.

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

An instructional leader is one who understands the... teaching and learning, and devotes the majority of the... professional day planning and...

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.

Leaders today are required to be both good administrators and good instructional leaders who focus intently on teaching and leLeaders today are required to be both good administrators and good instructional leaders who focus intently on teaching and leleaders who focus intently on teaching and learning.

School leaders who support teachers with instructional resources, teaching materials, and professional learning opportunities have also been associated with lower teacher attrition rates.

Administrators who lead in this manner help create a culture where teachers are, quite rightly, the instructional leaders in a school.

In order to build classroom and instructional leaders who are committed to and support one another's growth, candidates meet in cohorts and small inquiry groups and develop the habits of mind to look deeply at their own and each others practice, offering feedback and inquiries to help one another identify the obstacles and avenues to great work.

In America, teachers are more likely to be assessed solely by principals who are «hard - pressed for time to be instructional leaders» (Maxwell, 2014).

This year CASCD is pleased to recognize two outstanding California instructional leaders who have made significant contributions to the education of California's K - 12 students.

The Outstanding Instructional Leader Award is given annually to California educators who have significantly impacted / influenced public education in California either through influence, advocacy, leadership, or teaching.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

Summary: This article talks about the importance of distributing leadership from the principal to others including teacher - leaders and instructional coaches as well as the importance of providing training to those who are taking on these additional leadership responsibilities.

Please reach out if you are interested in attending or hosting an executive briefing on the topics above, would like a facilitated webinar session with one of the consultants or authors who are Meteor's thought leaders, or are interested in discussing possible instructional and environmental designs for your classrooms.

What would your message be to the principal who is the building's instructional leader?»

Instructional leaders who are in roles meant to support teachers (e.g., principals, administrators, instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing studInstructional leaders who are in roles meant to support teachers (e.g., principals, administrators, instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing studinstructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing student learning.

Another way to turn learning tours into a professional learning opportunity for instructional leaders is to engage all who toured in an activity we termed Pass the Feedback.