Sentences with phrase «category leadership learning»

Coaches facilitators and instructional designers as needed to ensure category leadership learning programs are developed and delivered effectively.

Plans and leads the full life cycle of specific sales category leadership learning programs and development initiatives, including but not limited to, program needs analysis, design, development, utilization, sustainment, and measurement.

Not exact matches

«His proven leadership, passion for innovation and deep commitment to creating a learning culture will enrich our strong NWNA teams and ensure that we build on our growth legacy to retain our leadership position in the category.»

Category: Africa, Asia, English, Millennium Development Goals · Tags: bridging leadership, Delors Commission, education for peace, glocality, innovation, interfaith dialogue, peace, sustainable development, transboundary learning, UNESCO

School practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of success.

With student learning at the center, a district must align each of the seven (7) key categories, called gears, plus leadership, in order to implement and sustain successful digital learning.

The practices are organized into four categories: strategic / cultural leadership, systems leadership, leadership for learning, and professional and community leadership.

The focus of this paper is on two broad categories largely under the control of individual districts and schools — opportunities for ongoing professional learning, feedback and collaboration, and opportunities for differentiated teacher roles and leadership that facilitate career advancement and address teacher and student needs.

Oakland Schools received high marks in all three categories: teaching / learning impact, leadership capacity and resource utilization.

High - impact practices are organized into a framework of five broad categories — learning and teaching; school - wide culture; aligned staff, operations and systems; and personal leadership — and are brought to life by examples of school leaders applying these practices to achieve dramatic improvements.

Within each of these similar categories of practice are numerous, more specific competencies, orientations and considerations; for example, most of the 21 specific leadership practices linked to student learning in Waters, Marzano and McNulty's (2003) review fit within these categories.

This category of leadership practices has emerged from recent evidence about the nature of learning organizations and professional learning communities and their contribution to staff work and student learning.

Other categories include creativity, learning from failure or mistakes, being a visionary, dedication to helping or serving, motivation, being adaptable to new or constantly changing circumstances, ability to balance, thriving on uniqueness, being focused, or providing strong leadership.

It also offers strategies programs and providers can use to meet the goals, organized into two categories: (a) foundational areas: program leadership and professional development; and (b) program impact areas: program environment, family partnerships, teaching and learning, and community partnerships.