Sentences with phrase «by effective school improvement»

Not exact matches

Effective food policy actions are part of a comprehensive approach to improving nutrition environments, defined as those factors that influence food access.1 Improvements in the nutritional quality of all foods and beverages served and sold in schools have been recommended to protect the nutritional health of children, especially children who live in low - resource communities.2 As legislated by the US Congress, the 2010 Healthy Hunger - Free Kids Act (HHFKA) updated the meal patterns and nutrition standards for the National School Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetschool year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetables.

Forty percent of teachers in the Syracuse school district will have to develop improvement plans because they scored below «effective» on their state - mandated performance evaluations, according to preliminary results released by the district.

Despite the changing role of NCTL, the government's commitment to ensuring that the role of school business managers remains as a critical element of effective school leadership and school improvement has been signalled by the launch of the school business management national scholarship scheme.

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

Reacting to the concerns of local school districts, the Alaska State Board of Education has endorsed a concept that will recognize «local diversity» in the implementation of a plan for a statewide school - improvement proposed by the Governor's Task Force on Effective Schooling.

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.

Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.

In this webinar, the former chief academic officer for Partnerships to Uplift Communities Schools and now the current chief implementation officer at BloomBoard, Kelly Montes De Oca, will discuss how you can drive more effective professional learning across your school or district by using a framework for instructional improvement focused on data and mastery rather than seat time and credit hours.

Our experience working across the country tells us that while attendance improvements can begin in a single classroom or school, the most effective and sustainable approaches are data - driven, supported by strong district, school and community leadership.

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and researcBy using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resSchool Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence anImprovement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and researcby highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool improvement objectives with a solid base of evidence animprovement objectives with a solid base of evidence and research.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

Further, it's equally silly for Burris to say «democratically governed public schools are the most effective and ethical means to improvement,» rather than the new options provided by school reformers.

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procSchool Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planningImprovement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procschool improvement implementation and planningimprovement implementation and planning processes.

Staff development is guided by our school improvement plan which targets identified needs in reading, math, science and effective communication.

Future Is Now works to improve public education by organizing and supporting effective educators and lead improvements in their schools, districts, and unions.

An effective school climate improvement process is characterized by an intentional, strategic, collaborative, transparent, data - driven, coordinated, and democratically informed effort to actualize even safer, more supportive, engaging schools that promote school — and life — success.

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.

The Office of School Improvement promotes student learning and achievement by assisting schools and school divisions in the implementation of effective instructional strategies and best pracSchool Improvement promotes student learning and achievement by assisting schools and school divisions in the implementation of effective instructional strategies and best pracschool divisions in the implementation of effective instructional strategies and best practices.

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

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

The Teacher and Principal Improvement Act [S. 3242] was introduced by Sen. Jack Reed (D - RI) and Sen. George LeMieux (R - FL), and would provide $ 1 billion in targeted assistance to schools to develop and support effective teachers, principals, and school leaders through implementation of proven, team - based strategies.

Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement.

These schools have gone through a continuous improvement process following the Eleven Principles of Effective Character Education (Character.org) and have been evaluated by experienced experts and practitioners in the field and deemed to have successfully met the criteria to selection as Schools of Chaschools have gone through a continuous improvement process following the Eleven Principles of Effective Character Education (Character.org) and have been evaluated by experienced experts and practitioners in the field and deemed to have successfully met the criteria to selection as Schools of ChaSchools of Character.

20 years ago we were on track to make improvements in just the way the Consortium on Chicago School Research has affirmed is the only effective way to improve schools: by addressing all aspects of a school's functioning, and by involving the entire school commSchool Research has affirmed is the only effective way to improve schools: by addressing all aspects of a school's functioning, and by involving the entire school commschool's functioning, and by involving the entire school commschool community.

By sharing our knowledge we hope to increase effective data use practices in all schools, as effective data use can lead to school improvement.

I'm confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.

A study by the American Institutes for Research found that improvements in turnaround schools in Florida and North Carolina used a combination of hiring more effective teachers to replace outgoing ones and improving the productivity of existing staff.

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.

A consistent finding of research on school improvement programs and models — even the most effective ones — is that positive outcomes depend on effective implementation that is carried out by highly committed, adequately trained, and well supported educators.

The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools and colleges focused on innovation and improvement through highly effective and evidence - based staff professional development and learning, supported by rigorous research and development.

Effective instruction is the catalyst to all other school improvement, and thus we live by the mantra of «rich repertoire».

The rise was backed by Boston Plan for Excellence, a local ed fund focused on 1) preparing and supporting diverse, highly effective teachers for Boston's schools, 2) cultivating ambitious instruction in every classroom with a coherent, data - driven approach to school improvement, and 3) creating break - the - mold new schools that ensure all students are prepared to succeed in college and career.

Jobs for the Future launched Students at the Center by commissioning teams of distinguished scholars to synthesize existing research on student motivation and engagement, cognitive development, school improvement, and efforts to take effective teaching practices to scale.

But, as we're reminded by the 2012 Wallace study, The School Principal As Leader: Guiding Schools to Better Teaching and Learning, these adjectives don't amount to much more than slogans without a clear understanding that any effective leadership model relies on the officially accountable individual — the principal — to shape a clear schoolwide vision of academic success and to manage the people, data, and processes that foster school improvSchool Principal As Leader: Guiding Schools to Better Teaching and Learning, these adjectives don't amount to much more than slogans without a clear understanding that any effective leadership model relies on the officially accountable individual — the principal — to shape a clear schoolwide vision of academic success and to manage the people, data, and processes that foster school improvschool improvement.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

We achieve our goal by providing engaging, timely, and effective traffic school, defensive driving and driver improvement courses over the internet.

Community Schools as an Effective School Improvement Strategy: A Review of the Evidence by Anna Maier, Julia Daniel, Jeannie Oakes, and Livia Lam is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License.