Sentences with phrase «by effective principals»

Whereas, educational research shows that effective schools are led by effective principals; who by the nature of their position are indispensable leaders in their schools; and

New Leaders has submitted written testimony calling on Congress to solidify its support for school leaders by making meaningful investments in programs and funding streams that help ensure schools are led by effective principals.

If headed by effective principals, schools stand a better chance of providing each and every student with the high - quality education essential for success in the 21st century.

That means we must do more to ensure that each school is led by an effective principal, with the appropriate professional supports for continuous development.

The goal of the Professional Growth and Effectiveness System model is that every student is taught by an effective teacher; every school is led by an effective principal; and every district is run by an effective superintendent.

Not exact matches

From this standpoint it is at once apparent that, to unify the living forces of humanity, at present so painfully at odds, the direct and effective method is simply to sound the call - to - arms and form a solid block of all those, whether of the right or the left, who believe that the principal business of present - day Mankind is to achieve a breakthrough straight ahead by forcing its way over the threshold of some higher level of consciousness.

«By hiring effective, highly motivated salespeople, we have a long track record of exceptional sales results for our principals.»

«These results enable us to determine whether potential treatments will be effective against patients» symptoms by testing them first in healthy volunteers and defining the best doses based on objective physiological data before conducting costly clinical trials,» said Jeffrey Lieberman, MD, the Lawrence C. Kolb Professor and Chairman of the Department of Psychiatry at CUMC, and Principal Investigator of this study.

«Not having the resources to be effective at the job» is one of the biggest frustrations faced by John Jones, principal at Bynum Elementary School in Kinston, North Carolina.

Moreover, by including principals in the school - wide performance bonus system, they too will have an incentive to ensure that the most - effective teachers are rewarded.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academicPrincipals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academicprincipals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

Our results indicate that highly effective principals raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

We confirm, however, that teachers who leave schools with the most - successful principals are much more likely to have been among the less - effective teachers in their school than teachers leaving schools run by less - successful principals.

Steven R. Covey, best - selling author of The 7 Habits of Highly Effective People, wrote this book to promote the efforts of principals around the globe who are preparing children for the 21st century by organizing their schools around Covey's «7 Habits,» a sort of accidental comprehensive school - reform model created by fans.

The most effective way to hold on to Principals and senior leaders is to offer them progression and this is one of the reasons MATs have been successful in developing their own talent, something that has been noticed by John Carter.

18 - 19 — Professional development: «The Seven Habits of Highly Effective People: The «Principle - Centered» Approach to Quality Schools,» conference, sponsored by the American Association of School Administrators — National Academy for School Executives, for superintendents, central - office administrators, board members, principals, teachers, and parents, to be held at the Mills House Hotel in Charleston, S.C. Contact: A.A.S.A. - N.A.S.E., 1801 North Moore St., Arlington, Va. 22209 - 9988; [phone]; fax: [phone].

Research shows that an effective principal accounts for 25 percent of student performance gains and can accelerate student learning by 2 to 7 months.

In the 2013 - 2014 school year, with 200 teachers (in 50 schools) in the treatment group and an equal number in a control group participating, we examine whether digital video technology can improve teaching practice and student outcomes in treatment classrooms; whether it is preferred by both teachers and principals to in - person observations; and whether it presents a cost - effective, scalable alternative to in - person observations.

Recognizing the importance of effective principals for improved student outcomes, TEA identified the need for a principal evaluation system informed by research to provide specific feedback and support for school leaders.

A NISL believes that effective and creative leadership will result in greatly improved practice by principals and higher achievement for all students.

Pre-service principal training programs, run by universities, nonprofits or districts, recruit and select only the people with the potential and desire to become effective principals and provide them with high - quality training.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

In The Blind Advantage — published by Harvard Education Press — author Bill Henderson describes how going blind helped him develop qualities that made him a more effective principal in the Boston Public Schools.Here, Henderson discusses his experiences, the lessons he's learned, and how including...

Now a new study has found that highly effective principals raise the achievement of a typical student in their schools by between 0.05 and 0.21 standard deviations, the equivalent of between two and seven months of additional learning each school year.

The School Leadership Initiative is equipping four school districts to find, support, and retain effective principals through a three year district cohort project to help them implement best practices on principal talent management strategies that have been identified in research by our experts.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

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.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

In my readings of a few of the reports, I found evidence that effective principals establish leadership teams, led by the principal, assistant principals, and teacher leaders.

It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher ePrincipal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher eprincipal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

High schools are seeking to build systems that ensure success for every student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are needed most; and turning around struggling schools» (p. 1).

To learn more about Leading for Effective Teaching: Toolkit for Supporting Principal Success, funded by the Bill & Melinda Gates Foundation, visit Leading for Effective Teaching

An effective principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning improvement agenda that focuses on goals for student progress.7 One middle school teacher described what adopting the vision meant for her.

Introduced by Sen. Jack Reed (D - RI), S. 1674 would provide targeted assistance to schools to develop and support effective teachers, principals, and school leaders through the implementation of proven, team - based professional development strategies.

Although the series is now over a decade old, many of the recommendations made by the task forces are still relevant today, such as providing effective professional development for teachers and principals, professionalizing teaching, political and policy challenges like bipartisanship, and dispelling myths about the challenges of leading urban districts.

The Wallace Foundation is also investing $ 84 million in six districts over the course of six years to support them in building effective principal pipelines by setting high hiring standards; providing effective training; executing selective hiring; and providing ongoing professional development to principals.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Effective principals work relentlessly to improve achievement by focusing on the quality of instruction.

Writing in the Huffington Post, Emily Richmond discusses the findings from a recent report produced by the Thomas B. Fordham Institute that suggests, «that with highly effective principals in short supply, some districts might be missing out on opportunities to recruit and retain promising candidates.»

Student achievement and other indicators of effective practice, such as national board certification and principal observations, should be the primary factors by which a teacher earns the label of highly qualified.

By supporting effective preparation and development programs, policymakers can increase the odds that students are in schools led by well - prepared principalBy supporting effective preparation and development programs, policymakers can increase the odds that students are in schools led by well - prepared principalby well - prepared principals.

The results of this study indicated that the effective functions cited by star principals that were also supported in the literature, were indeed communicating common meanings to respondents.

Effective programs provide principals an opportunity to learn by practicing aspects of the daily tasks of the principalship, such as learning to listen to and include teachers in school - site decision - making.