Sentences with phrase «central office»

After a number of years teaching I served as assistant principal and then in central office as an administrator.

Principals often receive requests (tasks) from central office staff with short turnaround times.

And I had a strong desire to realize our goals — even when my priorities for our school community were not aligned with those of central office administrators, staff, or some parents.

I actually learned from the experience and later applied that knowledge in my field as a building and central office administrator in a public school district.

This brings us to the role of central office leaders.

Clear vision from the superintendent and support from central office leaders can make or break school improvement efforts.

Lawyers will still need central offices for face - to - face meetings with colleagues and clients.

How will those well dressed idiots at central office respond when everyone walks out on them reading their power point?

He was judged on a video of his teaching, his analysis of another teacher's instruction, a written test on teaching strategies, and multiple rounds of interviews with central office staff.

A districts central office staff also may have to change its thinking.

That means parties will have to choose from a shortlist drawn up by Conservative central office.

Even though principal supervisors are often designated as central office staff, their work with principals must begin by understanding the problems of student learning that schools are addressing.

Is this my responsibility as a principal, or a shared responsibility I have with the district, especially given the turnover that occurs in central office personnel?

A highly effective central office team is a primary support system for principals and schools.

Of course, demands on central office staff have increased over the years.

How will you ensure that students and parents have an active voice in deciding who will hold the next role in a school or central office position?

But we believe that school systems have to take a broader look at how central offices need to work differently to support principals.

Provided central office support to affected departments to maintain equipment that is damaged, missing, and / or needs replacement in the field.

That means school district central offices need to trust and empower educators in schools more.

The program is designed for principals, assistant principals, department heads, directors of curriculum and instruction, and other central office administrators that support urban schools.

But how do central office leaders think about these changes?

I have been in education for over 35 years, as a classroom teacher, as a building level administration, central office administration.

This guide helps districts identify productive starting places for central office transformation.

Are central office employees primarily from an education background or from other sectors?

We look forward to being able to invite districts to our first central office redesign lab to see models of the work for moving forward.

All the leaders — including central office personnel, the superintendent, and school principals — took their turn at demonstrating the new literacy strategies in classrooms.

Select discretionary central office services may be purchased, or the per pupil funds may be added to its lump sum budget.

Fortunately, many central office leaders are realizing that empowering people to take charge of improving instruction is a smart strategy.

Central office function should be mainly to obtain economies of scaled purchases for the operation of schools.

In our practice, we see many school districts hiring smart and motivated principal supervisors only to have them sit in central office meetings more than half of their time.

We help staff access the latest findings about central office practices that support equitable teaching and learning, and we help them design their own approaches that build on and extend that research.

Basically, our goal is to work ourselves out of a job by helping central offices build their own capacity, so they don't have to keep hiring outside experts forever.

A change in superintendents and / or central office leadership could affect rollout of the standards.

How can a district's central office build the capacity of administrators to provide quality feedback?

In the end, about 20 central office staffers left.

Members include principals, assistant principals, aspiring leaders, retired leaders and central office supervisors and administrators.

In light of what district leaders initially projected as an $ 18 million budget shortfall, administrators planned cuts to transportation budgets and central office spending this fall.

We also observe that higher - performing districts make greater efforts than others to maximize communication and coordination among different central office units in their interaction with teachers and principals.

Establish a decision - making process that supports shared learning across and among central office personnel, school personnel, and teacher team members?

It brings together central office administrators from across the state to share knowledge and learn what it takes to implement effective systems for supporting great instruction.

Building this new model of school and central office collaboration is not easy.

This one - day institute will give central office and school leaders the background and tools to take the critical actions to establish a results - focused learning environment to address achievement gaps.

The same applies to the management of the small central office.

The district also realized that teachers, principals and central office folks were seeing the problems in different ways.

Further, we put together a team of central office program administrators to rethink every aspect of the program, including curriculum development and professional learning.

If you are part of an academy chain, you should consider whether to request places through your chain's central office rather than as an individual school.

New laws, new demographics, and new expectations on the part of parents, faculty, and central office contribute to new complexities.

And there are many in our ranks who believe central offices add no value whatsoever to improving educational outcomes for students.

Our research does not at all suggest that central offices add programs or staff or other costs.