Sentences with phrase «builds instructional capacity»

A second approach builds instructional capacity that leads to the ongoing generation of more effective instructional resources.

District strategies for building instructional capacity.

· Provide and support job - embedded professional development for teachers in building instructional capacity in the classroom.

To build instructional capacity in their schools, principals need to create the right structures, conditions, and expectations.

Building our instructional capacity always begins by asking questions, then actively seeking out the answers.

Our staff can also work side - by - side with principal supervisors and other central office staff to build their instructional capacity, including how to design relevant professional development for school leaders and how to effectively facilitate adult learning.

Instructional leadership matters in creating the conditions that are necessary for supporting continuous professional growth and building instructional capacity.

Research has shown that the most impactful staff development to foster building the instructional capacity of educators is job embedded with frequent opportunities to revisit and adapt skills.

Use LDC LEARN to build instructional capacity across a system.

Not exact matches

Another important factor is the investment that the most successful CMOs are making in building the capacity of their central offices, especially the focus on recruiting and developing talent, as well as building instructional support systems that are grounded in the use of performance data.

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.

The hardest part of capacity building is not identifying effective instructional methods or putting this information in the hands of teachers, but getting teachers to change what they do every single day.

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.

Corwin partners with schools and systems to deliver training and tools that build capacity, have positive change on instructional practices, and put students at the heart of all we do.

The institute also focused on improving instructional practice and building internal capacity, using assessments more effectively, and enhancing student outcomes.

Corwin, a SAGE company, is an independent, family owned organization that partners with authors and consultants to design, develop, and deliver practical, research - based professional learning solutions that build capacity and positively impact instructional practice.

Another area for capacity building for teachers is developing their instructional expertise, their instructional strategies.

This presentation addresses both elements while providing detailed tools to strengthen teacher collaboration, improve team development, instructional delivery and productivity while creating a climate for capacity building.

• $ 267,000 per year for two Pueblo leadership coaches to work with three principals apiece to «provide a sounding board for ideas» and «build their capacity as instructional leaders.»

Over the course of a school year, SREB's approach to professional development builds capacity for continuous, ongoing professional learning into the instructional day.

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

This instructional capacity is being built within the framework of Common Core state standards.

He / She will provides professional development and guidance for teachers to improve their content knowledge and effective delivery of instructional strategies to build the capacity of the school and its teachers to enhance instructional practices.

Taking advantage of the experts who comprise ASCD Faculty, ASCD Professional Learning Services ™ build educators» local capacity to learn, implement, and sustain research - based leadership and instructional skills and practices.

Focused on accelerating learning gains for students and building capacity for educators, Dr. Fisher is working alongside Achieve3000 on new blended professional learning models and instructional routines to increase student achievement through improved classroom instruction.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

How can districts foster strong teacher leadership where teachers are prepared and empowered to lead collaborative learning opportunities with peers, while helping to build a school or district's instructional leadership capacity?

To build teacher instructional capacity we utilized a professional development model called a professional learning community (PLC).

It is designed to simultaneously strengthen instructional practices and transform systems and structures through job - embedded coaching and capacity building to teams of teachers and administrators.

One of our central strategies this year was to build the capacity of the instructional leadership and grade level teams so they could own and implement the practices that we know are effective.

Refine, redefine, or create new state systems of support focused on building the capacity of all districts in the state to improve instructional practice and student learning?

Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

This position is vital to building Sevenstar's capacity to facilitate a flexible online academic... The Instructional Services Specialist uses data to drive professional development activities...

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

Strategic coaching sustains professional learning and builds capacity of all involved, from teachers to instructional learners to administrators.

By focusing expertise in five core areas — Financial Health and Stability; Student - Focused Administration and Operation; Superior Instructional Improvement Models; World Class Human Resources; and Building Local Capacity, the Vallas Turnaround System imparts change while effectively working with educators, labor, parents and communities.

The most effective implementations are developed in collaboration with the digital curriculum provider, who offers expertise and works closely with administrators and educators to design programs and instructional models that meet student needs and support and build capacity of the staff.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

By adopting free content, districts can channel funds toward supporting teachers in making key shifts in instructional models, which builds capacity and best leverages our strong curricula to improve student outcomes.

We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity of the district to assess, develop and support school leaders as effective instructional leaders and managers of teacher talent with an unrelenting focus on priority and focus schools.

By adopting free content, districts can use their resources to supporting teachers in making key instructional shifts, which builds capacity and fosters the best student outcomes.

«Harnessing technology to build the capacity of teachers and instructional coaches, as well as to effectively engage families in their children's learning, is an important lever for improving America's public schools.»

2) Capacity Building: We foster growth in teachers as instructional leaders and in parents as effective learning partners — instead of attempting to work around them.

Two examples in the report — one from Oakland and another from Los Angeles — show how district leaders, schools, and community partners integrate student supports that build both institutional and instructional capacity in and across districts, schools, classrooms, and communities.

Intensive leadership development seminars prompt critical leadership conversations and actions around staff capacity, talent management, instructional change, data - informed decisions, parent engagement, and building structures to ensure sustained success.

Engaging literacy coaches and / or literacy leadership teams to identify and build capacity around literacy systems, coaching and instructional practices for every child, every classroom, every day.

Developing Instructional Leaders In Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadeInstructional Leaders In Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadeinstructional leadership skills.

As an administrator you might see the flaws in the universal model for supervision and evaluation and have a desire to make meaning out of walkthroughs, or maybe you struggle to identify opportunities to build capacity within your instructional leaders.

Our research - based coaching model accelerates the effectiveness of teachers dedicated to 3 -, 4 -, and 5 - year - olds by building instructional and reflective capacity while focusing on continuous quality improvement.