Sentences with phrase «by effective school leadership»

Not exact matches

Citing research by the National Center for Community Schools and the Children's Aid Society that shows community schools are most effective when they have strong leadership and sustainable funding, Johnson implored her fellow Regents to advocate for a recurring funding stream during next year's budget negotiSchools and the Children's Aid Society that shows community schools are most effective when they have strong leadership and sustainable funding, Johnson implored her fellow Regents to advocate for a recurring funding stream during next year's budget negotischools are most effective when they have strong leadership and sustainable funding, Johnson implored her fellow Regents to advocate for a recurring funding stream during next year's budget negotiations.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

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 leadership, absolutely, has to create a culture that encourages people to [look to] research, they have to set out processes by which all this work can inform the school agenda, they have to know about effective professional development, they have to have the guts, to be honest, to stop things that are not working.

Districts can support teachers and improve retention by, first and foremost, ensuring effective leadership at the school level.

It's a sign of the effective leadership training that independent research by the Institute for Fiscal Studies shows that teachers who train on our programme are seven times more likely to attain leadership positions in schools.

Aimed at senior leadership teams, school business managers and governors, the bite size modules provide a cost effective route to improving school procurement skills by sharing knowledge of public procurement legislation and effective best practice.

By developing a framework for effective teacher teams that includes five criteria — leadership, task focus, collaborative climate, structure and process, and personal accountability — Troen and Boles provide school leaders with the tools needed to navigate this relatively new terrain and to make effective teacher teams a reality.

Core courses and electives are taught by recognized leaders from across Harvard's graduate programs in fields like data - based education reform, organizational change and innovation, and effective leadership strategies for urban schools.

The fluid and dynamic leadership, displayed by the Head and her Leadership Team, ensures the school is equipped to be an effective place of learning in this ever - changing world.

The strategy draws on elite sports psychology methods for maximising mental, physical, emotional and spiritual capacities by conscientiously adhering to exercise and recovery rituals necessary to perform the «incredible mental gymnastic task» of sustainable, effective school leadership.

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 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.

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.

MABE's goal for professional development is to promote student achievement and effective local governance of schools by ensuring that all school board members understand the NSBA Key Work Model for effective school board leadership.

Integration: Work with school leadership to ensure that the program is supported by an effective team that oversees attendance and has strong parent engagement

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

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 education.

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

He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates greater equity for students through the effective delivery of the PLC process by faculty and administrators.

«This is desirable because the leadership qualities captured by different parts of the FFL (Framework for Leadership) are supposed to reflect an overall capability to improve student achievement through effective school leadership,» the report said.

Use Title II funds to promote teacher leadership through hybrid teaching positions and incentivize an equitable distribution of effective teachers by rewarding high - performing teachers to teach in hard - to - staff subjects or schools.

Reston, VA — Spearheaded by the leadership of highly effective school leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forschool leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foschools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forSchool Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foSchools from 2011 - 14 have been redesignated for 2017.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

John has been trained as a trainer of school administrators by the Mississippi Department of Education, has conducted various leadership and effective communication workshops, alternative education, and is available to conduct professional development in other educational areas as well.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

HCR coordinates Minority Leadership Training, a state - based program that involves minorities in Association activities and prepares them for leadership roles by developing the skills they need to become effective leaders in their schools, communities, and the Association.

The authors propose a set of leadership activities important for transforming schools followed by questions relating to how effective leadership might be accomplished in these schools.

Supporting Principal Leadership for Pre-K through 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 education.

One study commissioned by The Wallace Foundation about how leadership influences student learning found that for the most part, there are no documented instances of school turnaround without an effective principal — leadership is second only to effective classroom instruction as the most important school - level factor affecting student achievement.

The researchers for this study concluded that the NISL Executive Development Program for School Leaders is a highly cost - effective, viable alternative to trying to improve student achievement by changing school leadeSchool Leaders is a highly cost - effective, viable alternative to trying to improve student achievement by changing school leadeschool leadership.

Begin a leadership group dialogue by asking, «What are effective literacy instruction and student learning, and what do they look like in our schools?»

In this previous role, and in addition to the summer school leadership development program, Castenzio served as a resource for aspiring urban teacher candidates and beginning teachers by working to ensure that they were equipped with the initial training necessary to be highly effective in the urban classroom.

Some schools are more effective than others by virtue of their favorable resources, leadership, or organization; we can expect that teachers of similar skill will perform better in these more effective schools.

LE raises the academic achievement of students by developing teachers to take on leadership roles within their schools, thereby expanding the influence of these highly effective teachers.

The New York City school system, under Mayor Bill de Blasio's leadership, is reneging on its responsibility to ensure that students, especially those in struggling schools, are taught by truly effective teachers.

First, some schools are more effective than others by virtue of their favorable resources, leadership, or organization.

By ensuring the Critical Success Factors of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time and maintaining a positive school climate, campuses can increase performance for all students.

(c) Provide leadership by encouraging the most desirable and effective communication between school board members, their local school board, communities, national and state boards associations relating to Hispanic students;

Participants master practices needed to transform schools, such as creating effective leadership teams, delivering actionable feedback, and managing change required by new district initiatives.

Four decades of research by such familiar names as Boyer, DiMartino, DuFour, Fullan, Goodlad, Guskey, Marzano, Reeves, Schmoker, Sizer, Wiggins, and others tells us a lot about how high school students learn, about good teaching, about effective leadership, about positive school cultures, and about the working conditions under which teachers are the most productive.

New Leaders works to transform leadership in high - need, low - income schools by developing transformational school leaders and designing effective leadership policies and practices for school systems across the country.

Building on the tradition of effective and strong school leadership begun by Dr. George B. Brain, the Washington State University College of Education has become the institution choice for educators wanting to become certified to be superintendents or principals in Washington's school districts.

The authors also note that RTI can be an effective part of school turnaround by enhancing strong leadership, a focus on instruction, and staff commitment and integration.

These standards under development by the Council of Chief State School Officers (CCSSO) articulate a transformational vision for the dispositions and actions of effective school leadeSchool Officers (CCSSO) articulate a transformational vision for the dispositions and actions of effective school leadeschool leadership.

This section summarizes evidence about school conditions which have a significant impact on student learning and describes effective leadership practices, identified or inferred, by that evidence.

By strengthening effective teachers, helping them create local communities with other strong teachers, and giving them time to reflect on district or school conditions and their colleagues» learning, we may enable these individuals to assume critical leadership roles.

There is no doubt that CEA leadership feels that it has done an effective job pushing back against the onslaught brought on by the politically - driven Common Core State Standards initiative, the unproven and rushed change in standardized testing requirements, the systematic yet false narrative of failing schools and ineffective teachers, and the questionable storing and sharing of private, personal, and confidential information on students and their families.

Murphy and Hallinger (1986) interviewed superintendents from 12 California school districts identified as instructionally effective in order to ascertain district - level policies and practices employed by superintendents in carrying out their instructional leadership functions with principals.

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.