Sentences with phrase «by principals»

The public / charter difference is that even as students leave, they are replaced throughout the school year by new entrants, who are welcomed by their principals and teachers.

MASSP has demonstrated the Beta Version of the app at a number of venues to rave reviews by principals, ISD and central office personnel.

The purpose of tenure — a term that is frequently misused — is to provide due process protection that allow teachers to voice their opinions, advocate for their students, and challenge inequities and bad practices without fear of unjust retaliation by principals, superintendents or school boards.

Created by principals for principals, Pivot with 5D + enables administrators to collect and code evidence from observations, conversations with teachers, student work, and artifacts in order to complete mid - and end - of - year formative and summative evaluations in a totally mobile and paperless environment.

Secretary Duncan is making the announcement live via the Department's USTREAM channel http://www.ustream.tv/channel/education-department at 1:30 pm, and it is expected to be viewed by principals, teachers, and students assembled across the country.

We are proud to be able to offer an affordable classroom observation tool — developed by Principals for Principals — that will make the daunting task of observing all teachers more manageable and effective.

In America, teachers are more likely to be assessed solely by principals who are «hard - pressed for time to be instructional leaders» (Maxwell, 2014).

Advocacy, state to federal — protecting your interests Career support — legal and professional Insight and best practices — for and by principals at all levels State & national networks — a vast professional community Resources at your fingertips — online, 24/7 Focus on pre-K-8 principals — the support you need

Both are led by principals who truly understand the need to personally commit to leading change.

VAMs should be used by principals to measure school improvement and to determine the effectiveness of programs and instructional methods.

It further found that some teachers who were highly rated on student surveys, in classroom observations by principals, and through other indicators of quality had students who scored poorly on tests.

And yet, as we already know — and as reaffirmed by the principals» experiences that are reflected in this issue — it is not just a responsibility, but a joy and a privilege to help grow leadership in others and to watch them, in turn, do the same.

The results are used by principals, school leaders and teachers to inform instruction and decision - making in the classroom and at the school and district level, as well as to measure student growth over time.

The program offers a permanent salary increase of up to $ 2,000 primarily determined by principals» performance on a rubric that measures several areas of practice and an annual bonus of up to $ 10,000 that is based primarily on increases in student achievement.

We propose federal support to help states measure the effectiveness of individual teachers — based on their impact on student achievement, subjective evaluations by principals and peers, and parental evaluations.

Schools led by principals from participating districts enroll nearly 750,000 students, about 27 percent of total statewide PK - 12 enrollment.

The connection is nearly identical to the correlations that prior studies have found between value - added measures and confidential low - stakes evaluations of teachers by their principals.

That translated into more than an hour and a half extra each day on instruction by principals in that study.

Music Teachers are being told by principals that their «observation will be based on teaching an ELA lesson».

A new, three - year randomized control study of Milwaukee (WI) Public Schools from Johns Hopkins and Old Dominion Universities has found that students in schools led by principals who graduated from the National Institute for School Leadership's (NISL) Executive Development Program (EDP) outperformed their peers in math and literacy on state assessments.

Though mandated by the school district, the visits are really run by the principals and teachers who are passionate about their benefits.

Nominations for the award can be made by principals, teachers, parents, students, or members of the general public.

Breaking down traditional silos between reading class and content area instruction to make all educators responsible for student literacy is another important shift in school culture being spearheaded by principals, say experts like Marcie Craig Post, executive director of the International Literacy Foundation, formerly the International Reading Association.

Heller and Firestone (1995) provided evidence of the positive impact of collaboration on leadership functions shared by principals and teacher leaders, such as obtaining resources, providing encouragement, and monitoring improvement efforts.

So the implication is then that the evaluation done by principals now is deficient and that contributes to negative school culture and student failure?

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»

The principal benefit of this debate is that it has exposed the shortcomings of the former systems used to evaluate teachers, which often relied on occasional, casual observations by principals and which resulted in high ratings for most teachers.

The letter is written to parents by principals.

District policies and practices around instruction are sufficiently powerful that they can be felt, indirectly, by teachers as stronger and more directed leadership behaviors by principals.

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

Topics discussed include petition filed by principals from high schools in Metro Nashville Public Schools (MNPS) on the district to apply for federal small learning community (SLC) grant from the U.S. Department of Education, early college credit options through dual enrollment, dual credit offered by academies and views of student Mohamad Obaid on the same.

1.3 Patterns of Distributed Leadership by Principals: Sources, Beliefs, Interactions, and Influences

Infrequent provision of instructional leadership by principals, especially at the secondary school level, leaves little room for dialogue about teaching and learning between leaders and followers.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

Student achievement does not seem to be influenced positively by principals «openness to community involvement.

Section 1.2 focuses more narrowly on relationships among actors within schools, examining leadership shared by principals and teachers as it may affect classroom practice and student learning.

PSRs can be completed monthly and reviewed by principals or administrators quarterly to ensure there is growth in each defined measure.

Sub-study one focused on the types and nature of data use by principals in their decision making; district influences on data - informed decision making by principals; and the relationship between school data use and variability in student achievement.

This kind of supervision is not limited to formal procedures for appraisal by principals.

Second, this new PreK - 12 endorsement requires genuine working partnerships between principal preparation programs and the school districts that are most directly affected by the principals that preparation programs produce.

This article describes how school decentralization and restructuring policy in Israel is viewed by principals of autonomous schools.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Types of evidence available to the school (often from the district) and existing conditions influencing how data are interpreted and used are variables shaping the processes for interpreting evidence by principals and their colleagues in their decisions and actions.

Although principals «assessments of positive state influences predict their instructional leadership behavior, state effects are overwhelmed by principals «perceptions of the role of local standards and policies.

For example, the outcome of data interpretation processes might not be actions or decisions aimed directly at student learning; instead, it might be a search for additional types of evidence considered crucial to decision making, or push - back on some external influences on data use considered unhelpful by principals and teachers.

Factors measured by the principals «survey included the following:

Method We began by identifying four first - grade teachers who had considerable classroom experience, were considered good teachers by their principals, and taught at schools with similar demographics.

This finding is quite remarkable: It suggests that district policies and practices focused on instruction are sufficiently powerful that they can be felt by teachers as an animating force behind strong, focused leadership by principals.

Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks with Education Next about the new teacher evaluation system put in place in D.C. Beginning this year, teachers in D.C. will be evaluated based on student test scores (when available) and classroom observations (by principals and master educators), and poorly performing teachers may be fired, regardless of tenure.

Hamilton and Baker were led by principals who supported the reform effort and who already understood how to hustle for resources within the district bureaucracy and through private organizations.