Sentences with phrase «capacity of educational leaders»

We build the capacity of educational leaders, at every level of the system, to confront inequities and create the conditions necessary for all students to thrive.

Not exact matches

Building the capacity of leaders to implement the school's educational vision is core work for any principal.

This includes supporting our county schools through Michigan's School Improvement Framework, as well as developing educational leaders» capacity to foster a culture of continuous improvement.

If schools are to eliminate the disparities in learning opportunities and achievement from which students of color and students situated in poverty suffer disproportionately, then leadership preparation programs must prepare educational leaders who have the capacity to argue the following claims:

«We're trying to enhance principals» capacity to observe and analyze instruction for the purposes of improving it,» Dassler said, adding that these techniques complement the menu of other skills educational leaders need to be effective.

The NYC Leadership Academy is a nationally recognized 501 (c)(3) nonprofit organization that prepares and supports passionate, high - quality educators to lead schools that accelerate student learning and that increases the capacity of systems across the country to develop and support such educational leaders.

To improve post-secondary educational programs, policymakers and institutional leaders need a better understanding of how educators set learning goals, measure student learning, and build capacity for educating a diverse range of adult learners.

Given that education is the civil rights issue of our time, LEE is attempting to build the capacity of former teachers and education leaders to make educational equity a reality in underserved communities across this great nation.

Principals must be instructional leaders, who understand instruction and can develop the capacities of teachers and schools to improve educational outcomes for all students.

The critical part principals play in developing successful schools has been well established by researchers over the last two decades: committed leaders who understand instruction and can develop the capacities of teachers and of schools are key to improving educational outcomes for all students.

Through a highly consultative process that focuses on building awareness, skill development, implementation, and maintenance of targeted educational behaviors over time, ASCD works directly with school leaders to customize capacity - building solutions for each partner.

Invoking social theory, the more comprehensive perspective has the potential to shift the field of educational leadership research from a dominant preoccupation with «agency» (explaining leaders «behaviors as a function of individual capacities, motivations, and traits), toward a more balanced understanding of how the structures within which leaders work also shape the work that they do.

Functions The teacher leader: a) Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards; b) Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning; c) Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues; and d) Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.