Sentences with phrase «capacity of administrators»
How can a district's central office build the capacity of administrators to provide quality feedback?
http://www.performancematters.com/ Not exact matches
But the vast structure of the kingdom — indeed, the empire — was securely maintained throughout his reign by his brilliant capacities as political administrator and, of course, by the superior military establishment under Joab.
Despite the efforts of individual bishops, the church may also be criticized for turning a deaf ear to the expressions of pain and frustration voiced by faithful women, many of whom have no desire to be ordained, who are working as diocesan social action directors, parish - based directors of religious education, parish administrators, and in a host of other critical capacities.
General Liability: NAYS League Directors also receive Commercial General Liability, which covers NAYS League Directors while acting in their capacity as administrators in youth sports activities if they become legally obligated to pay for claims arising out of bodily injury, property damage and personal injury.
Under this policy members are covered while acting in their capacity as administrators in youth sports activities if they become legally obligated to pay for claims arising out of wrongful acts in the running of the league or team, employment practices, person injury or publishers liability.
On Thursday evening February 9, the Nyack Youth Center was filled almost to capacity as local residents and school district administrators attended a program highlighting key elements of the New York state property tax levy cap.
-- In providing assistance under this section, the Administrator of USAID shall give priority to countries, including the most vulnerable communities and populations therein, that are most vulnerable to the adverse impacts of climate change, determined by the likelihood and severity of such impacts and the country's capacity to adapt to such impacts.
If you would like to talk with the AAAS Center for Advancing Science & Engineering Capacity about assisting your program, department, college, or institution with its support of students, faculty, or administrators, please contact us at:
-- The term «most vulnerable developing countries» means, as determined by the Administrator of USAID, developing countries that are at risk of substantial adverse impacts of climate change and have limited capacity to respond to such impacts, considering the approaches included in any international treaties and agreements.
«Even in countries with strong national policies and laws,» says co-author Susan Garnett Russell, «several factors result in an implementation gap including lack of capacity in government schools, low levels of capacity among civil servants, autonomy of local and school administrators, and discrimination and xenophobia by the host communities.»
District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate and SEL.
Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.
New rules in the Boston teachers» contract have helped the city's schools move toward the ideal of finding the best person for the job, but school administrators still have a way to go before they take full advantage of the system's expanded capacity to hire teachers from outside the district, a report concludes.
A critical factor limiting the capacity of school administrators to choose more effective textbooks is that there is virtually no evidence on how different textbooks affect student achievement.
According to news reports, Knopf, in her official capacity, visited with school boards and school administrators across Vermont and reported back that there was little support for some of the Race to the Top policies including the effort to add more and more charter schools.
Hiring and retaining a Director of School Operations yields dividends; the school gains an additional administrator; principals are freed - up from non-essential functions; organizations build leadership capacity; and teachers who wish to step out of the classroom have an additional career pathway.
Guilderland Central School District employs nearly 1,000 employees in a variety of capacities including teachers, administrators, support staff and substitutes.
Evaluations of teachers and administrators must use multiple measures and lead to professional development opportunities that build the capacity of districts and schools to improve student outcomes.
Coaching and capacity building for teachers, teacher leaders, and administrators in partnership with the Center of Advanced Study of Teaching and Learning (CASTL) at the University of Virginia
In that capacity she worked with teachers and administrators in low - performing schools to improve teacher effectiveness through the use of data to inform instructional practices.
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.
Mr. Reynolds previously served Charlotte - Mecklenburg Schools in the capacities of educator, facilitator, mentor, administrator, professional developer, and curriculum specialist.
Bismarck Public Schools, ND: Long - term systemic capacity - building of teachers and administrators.
The Center for American Progress (CAP) identified some of these obstacles in a November 2012 study of early - adopter states, including restructuring and staffing state education agencies; lack of capacity and the tight fiscal climate; debates concerning local control and the proper role of the state; training administrators who will be conducting new teacher evaluations; and determining how to evaluate teachers who do not teach in tested subjects or grades and therefore lack student achievement data (McGuinn, 2012).
As an ASCD Faculty member and a member of ASCD's Differentiated Instruction and Framework for Intentional and Targeted Teaching ® Cadres, she has had the opportunity to work on building the capacity of teacher leaders, school - based coaches, and administrators nationwide.
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.
It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.
Central office leaders often talk about supporting the growth and capacity of other district leaders and administrators.
Co-Active Leadership: Building capacity for administrators, teachers, students, parents, and community stakeholders to help create and participate in the success of the school and to work together to improve their effectiveness individually and collectively.
The Reflective Educator: A Collaborative Approach to Building Teachers» Capacity with Pete Hall and Alisa Simeral profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners
Strategic coaching sustains professional learning and builds capacity of all involved, from teachers to instructional learners to administrators.
Paul and I are interested in building the capacity of teachers and administrators to provide the highest quality education with opportunities for children that are unprecedented in Bridgeport.
The Academy will introduce concepts of leadership development tailored to state early education administrators designed to build SEA leadership and management capacity to advance state agency visions for early childhood education and partner with state leaders and organizations to build a more unified, equitable, and efficient state birth through third grade early childhood system.
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.
Build capacity of site and district administrators to manage and monitor literacy / mathematics instruction.
It is critical for administrators to have this flexibility as well as the capacity and inclination to learn alongside teachers, building a culture of collaboration and support.
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.
Training and Services: The Haberman Educational Foundation has the capacity to train principals, Human Resource officials, the district leadership team, and all levels of stakeholders in the use of the online teacher selection tool that is based on well - researched teacher and administrator selection strategies.
In our companion report, California's Transition to the Common Core State Standards: The State's Role in Local Capacity Building, we describe the impact of these changes on CDE and outline some ways the state can serve as a hub for information and technical assistance for the administrators and teachers who educate California's students.
Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for teacher leaders, leadership seminars, and individual coaching with school and district administrators.
Transforming schools with Meaningful Student Involvement requires increasing the capacity of students and adults, including teachers, administrators, school support staff, community partners and others.
This will entail boosting the capacity of support staff (coaches, mentors, department heads, and administrators) to build resilience in others; it's usually not something that's learned through professional programs.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
In partnership with IDE, NYCLA has worked with nine local education agencies and organizations like the School Administrators of Iowa to design the TLC Administrator Support Program and to build the capacity of facilitators and coaches across the state to support program implementation.
We believe educators deserve a voice in the tools they use to improve student learning, and administrators deserve timely, trustworthy insights and quantifiable data to build the capacity of their students and teachers, inform budget decisions, and improve purchasing power.
Lifecycles of Educators: Essential School Staff Development: This issue examines the career directions of Essential school teachers and education leaders, focusing on professional learning communities to address the challenge of developing the capacity of educators and administrators to sustain success, create improvement, and start new schools.
AutismPro ia a customizable package of tools, content and programming that helps educational institutions train educators and manage learning programs for students with autism through the effective use of technology.It allows administrators to build capacity and helps educators improve outcomes for each student with autism.
B. School ADvance Implementation Network: A Capacity Building Support Network for District Facilitators / Coordinators of the School ADvance Administrator Evaluation System.
It is recommended that districts or regional consortia whose improvement plans include increasing capacity to use data well, include the Data Leaders» Academy to prepare district and school administrators to initiate and support the use of data in their schools.
The assumption that all data can be simplified into usable knowledge to change practice runs right up against the capacities of the teachers, principals, administrators, and education leaders to truly understand the nature and content of their specific practices, to understand the actual evidence provided, and to understand the data in the context of their practice.