Sentences with phrase «building district capacity»

Our support takes a number of forms — including direct targeted assistance, grant opportunities, and identification of priority partners for school and district turnaround — all focused on building district capacity to support schools to implement the Turnaround Practices.

A researcher can also help build a district capacity to run data through this methodology on its own.

BetterLesson Coaching builds district capacity to support the achievement of all students in our increasingly diverse schools.

DTLI resulted in a blueprint for a comprehensive turnaround program for Texas that builds district capacity to support school improvement by strengthening four essential systemic levers: leadership, instructional infrastructure, support and accountability, and talent management.

Not exact matches

The district hopes to build a sports complex featuring nearly 20 playing fields, a community center and an aquatic center with a 1,000 - swimmer capacity.

Healthy Schools BC Regional Grants aim to build regional capacity amongst health, education and community partners to collaboratively work through new approaches and designs for learning (such as the Healthy Schools BC Learning Framework, Spiral of Inquiry and innovative prototyping) for district / group - level initiatives that are directly related to mental well - being.

Swing Left is targeting 64 House seats and has activated local, self - organized teams across the country to begin canvassing their respective swing districts — including knocking on doors to survey constituents» concerns, registering new voters at farmers markets and recruiting locals to build up volunteer capacity inside the targeted districts.

These factories will be built relative to the district's endowed resources and capacity to particularly provide jobs for the people.

«By building capacity among the school districts, instead of working in isolation, we're finding more resources to bring to our kids, resources we've lacked,» said Tracy Spagnolo, initiative representative with West Seneca schools and principal at Winchester Elementary School.

Scottsdale Unified was using only 65 percent of building capacity, despite taking in 4,000 out - of - district children.

It may force states, districts, and school - level personnel to be a lot more prescriptive about curriculum and instruction that any of us might like in the short term while we enhance and build capacity for the long haul.

The goal is to improve district finances so as to avert costly bailouts down the line, while building the capacity of district leaders to manage once the external managers leave.

ProComp has its limits — it is rooted in compromise; the timeline for implementation is slowed by the need to build district financial and instructional capacity; it does not raise entry pay and provides relatively slow growth in annual earnings; many incentives are too small to really meet demands of the market — but I believe it points in some important new directions.

For the next several years, Mapp and colleagues consulted with USDOE to develop what came to be called the Dual Capacity - Building Framework for Family - School Partnerships, now released by the government as a downloadable, shareable model that schools and districts can use to build the kind of effective, mutually rewarding engagement that will make schools the center of their communities.

For the next several years, Mapp and colleagues consulted with USDOE to develop what came to be called the Dual Capacity - Building Framework for Family - School Partnerships, now released by the government as a downloadable, shareable model that schools and districts can use...

The challenge is to use a variety of strategies — investment, capacity building, the creation of competition, parallel structures that challenge the status quo — to help the schools and districts themselves do a better job.

Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.

Still, as faculty chair of HISL, Peterkin knew that the weeklong institute — a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsdistrict leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsDistrict educators needed.

This is hard work; it's disruptive, messy, and sometimes uncomfortable; and states and districts struggle to build the capacity needed for implementation.

'13 students from cohort 1 completed residencies in Los Angeles and wrote related research papers: Maren Oberman («Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District») and Michele Shannon («Building Leadership Capacity: Los Angeles Unified School District») with LAU SD, and Katiusca Moreno («Cultivating and Sustaining Personal Leadership Development: Redefining Teacher Leadership at Teach For America in the Los Angeles Region») with Teach For America's Los Angeles office.

I continue to strive to increase student achievement and build capacity in our District by providing mentoring and guidance to administrators and their school teams.

The Harvard Institute for Superintendents and District Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership inDistrict Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership indistrict leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in others.

Which came first for your school district, the technology / infrastructure or the personnel to support capacity building?

District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate and SEL.

As Superintendent, he has a district - wide focus on teacher capacity - building to ensure equitable outcomes for all students.

The center provides professional development and technical assistance to the Texas Education Agency and the state's 20 regional education service centers to build their capacity to support districts and schools in meeting student achievement goals.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

Education Northwest's expertise extends from helping to improve schools and districts to building the capacity of nonprofit organizations to supporting community volunteers.

For the most part, the labs are not building the capacity of districts and state agencies to gather evidence and measure impacts but are launching research projects that are disconnected from decisionmaking.

Texas Comprehensive Center (TXCC): The TXCC provides professional development and technical assistance to the Texas Education Agency and the state's 20 regional education service centers to build their capacity to support districts and schools engaged in improvement efforts.

Lessons Learned from the NGSS Early Implementer Districts: Professional Learning is a new 18 - page report that shares insights from eight traditional school districts and two charter management organizations in California that took part in a project intended to build school system capacity for implementDistricts: Professional Learning is a new 18 - page report that shares insights from eight traditional school districts and two charter management organizations in California that took part in a project intended to build school system capacity for implementdistricts and two charter management organizations in California that took part in a project intended to build school system capacity for implementing NGSS.

Prior to joining Education Northwest in 2011, he spent three years with the University of Chicago Consortium on School Research, where he managed their nationally focused policy and capacity - building initiatives and worked closely with policymakers, district leaders and researchers developing and using early warning and college readiness indicators.

The Children's Aid National Center for Community Schools is a practice - based technical assistance organization that builds the capacity of schools, districts, and community partners to organize their human and financial resources around student success.

Southeast Comprehensive Center (2005 — 2012): The Southeast Comprehensive Center provided technical assistance and professional development to the state education agencies of Alabama, Georgia, Louisiana, Mississippi, and South Carolina to build their capacity to support districts and schools engaged in improvement efforts.

For instance, universities and research contractors should be asked to submit proposals for helping state agencies and school districts not just in evaluating a specific program but in building the capacity of school agencies for piloting and evaluating initiatives on an ongoing basis.

This center provides professional development and technical assistance to the state education agencies of Alabama, Georgia, Mississippi, North Carolina, and South Carolina to build their capacity to support districts and schools in meeting student achievement goals.

NTC builds capacity through district partnerships to develop effective teachers and school leaders on the job.

Texas Comprehensive Center (2005 — 2012): The Texas Comprehensive Center provided technical assistance and professional development to the Texas Education Agency and the state's 20 regional education service centers to build their capacity to support districts and schools engaged in improvement efforts.

«This combination of activities is designed to build internal capacity in Miami - Dade and will, we hope, lead to improved instruction school - wide, and ultimately district - wide,» Zarowin says.

Only a few have made sustained efforts at capacity building (such as Missouri «s 1993 Outstanding Schools Act provided funding for a state - wide teacher professional development system, or New Jersey «s provision of significant additional resources to high poverty «Abbott» school districts).

Building Capacity: What Is Needed To Support Districts With Emerging English Learner (EL) Student Enrollments?

LOCI works with schools and districts to build their internal capacity for growth in literacy teaching and learning.

In examining this trend, we identified four themes emerging across the states: (1) Utilizing regional organizations and building central office capacity; (2) Building capacity with limited resources; (3) Blending mandates and capacity building; and (4) Changing technical assistance roles of SEAs: Targeting districts in dbuilding central office capacity; (2) Building capacity with limited resources; (3) Blending mandates and capacity building; and (4) Changing technical assistance roles of SEAs: Targeting districts in dBuilding capacity with limited resources; (3) Blending mandates and capacity building; and (4) Changing technical assistance roles of SEAs: Targeting districts in dbuilding; and (4) Changing technical assistance roles of SEAs: Targeting districts in distress.

In addition, I work with teachers, leaders, and districts around the country to build the capacity needed to have rich conversations about learning space design.

We just did not have the capacity, either financial or human, to work with schools directly... the positive thing is that we are building capacity at the district level, the districts are rebuilding their own capacity to better serve their schools.

Support school districts in the capacity building and implementation of college and career standards as they relate to literacy instruction.

With the new board of education about to unveil a primary district - wide strategic goal to prepare nearly all students ready for work or college without remediation, the district must invest in building more capacity to create high schools that can deliver these graduates.

Particular emphasis is placed on building internal capacity by training teacher leaders, coaches, and district and school leaders, and by fostering a culture of continuous improvement.

This toolkit provides materials and resources to help you build leadership capacity on the state and district level.