Sentences with phrase «central offices need»

Central offices need to rethink current allocations in order to specifically direct money to schools, where site teams can use it as we see fit.

Central offices need to focus less on compliance and more on supporting innovation.

As one of the major Wallace - funded studies reports, central offices need to be transformed so that the work of teaching and learning improvement can proceed.44 That is to say central offices need to «re-culture» themselves so they focus less on administration and more on supporting principals to improve instruction.

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

Central offices need to give them the support they need to be successful.

Central office needs to partner with, not just manage schools.

And we in the central office need to make sure we are not burdening our principals with administrative duties that take them away from being in classrooms or working with parents.»

Resources identified at the district level include district administrators, administrative costs, security and other central office needs.

Now, central office needs to take up the challenge and offer new approaches to help principals and teachers improve instruction.

Not exact matches

One client, marketing firm Digital Pi, has no central office, so its entirely remote workforce has been using the platform to find the materials they need.

I don't recall how I was introduced to Martin but we met at your offices on the east side of Central Expressway where we discussed our needs.

She was collecting food to donate when she met a police officer who said they needed help back at the union office, which had become a de-facto command central for many officers, including those whose own stations had flooded.

With London being one of the biggest and most competitive cities in the world for commercial office space, when searching for your company's new Central London office space, you will need all the help you can get.

Remote Work — Performing the functions of a job, often from home, without the need to commute to a central place of employment, such as an office building.

Thus, although we still need to respect the doorbell image, in the sense that the pastor must make himself available to his people and not merely wait in an office until they come, we must reject its hidden assumptions that pastoral work with people is routine, perhaps dull, and certainly not as central to ministry as preaching.

Chicago Public Schools has increased property taxes the past two years, a move Emanuel has justified in part by talking about cost - cutting initiatives at the central office and the need to emphasize greater spending on the city's children.

«What we need to establish is this: did central office receive complaints about the conduct of Mark Clarke?

«While always defending our record in office, we also need to accept that our public services today do face real challenges and we must be clear about the action we are taking to help them,» she will tell the Tories» spring conference in central London.

When the super PAC launched in May, the Oneida Indian Nation said in a statement that «the last thing Central New York needs in Congress is a divisive person like Claudia Tenney using a public office to seek self - serving headlines that embarrass this region and undermine its economic future.»

But there needs to be top - level leadership on the family and there is much to recommend the view that family policy should have a central role in government, based perhaps at the Cabinet Office, rather than with one of the spending departments.»

«In light of that, the last thing Central New York needs in Congress is a divisive person like Claudia Tenney using a public office to seek self - serving headlines that embarrass this region and undermine its economic future.»

Since before taking office as County Executive, one of my most heartfelt priorities has been to secure much - needed help for the children of the troubled East Ramapo Central School District.

Resources such as curriculum need to be aligned to this goal, and these decisions are often made in central offices.

Inconsistent Transportation: When late buses were impacting our ability to get teachers to their PLC Data Team meetings on Thursdays, our central office and union leadership identified the problem during a no - agenda meeting — the need to change district bus schedules to accommodate all schools — and worked with our transportation provider and building administrators to ensure that we didn't jeopardize this initiative moving forward.

If we aspire to educational equity for our students, we need to start with the decisions made in central offices, and by site leaders, that impact the learning of all educators in our schools.

The advantage of the decentralized structure of the multidivisional type of organization is that it can effectively mitigate that staff growth by giving managers who know the needs of their divisions the power to make decisions, thereby reducing the necessity for central - office oversight.

Successful school expansions Having identified a need for more primary places in east and central Hertford based on forecast demand and projections from the Office of National Statistics 2011 census, Hertfordshire County Council looked at numerous sites and existing primary schools to see where new places could be best delivered.

Sullivan came to gather information about how the opening of school went and what resources Parkville still needed and report back to the district's central office.

The central office would need to do so (charters that are LEAs are allowed to apply for such programs).

Coupled with school choice, decentralization promises to encourage innovation while reducing the need for large, expensive central - office staffs.

Beyond a focus on efficiency, those working in the central office to support schools must have a clear, shared understanding that principals and teachers are often better positioned to know and act on the needs of their students and communities.

District central offices have grown by providing services once needed and then building units that continue providing them whether needed or not.

The result is that as central office budgets and staffing have grown, schools control less and less of the overall district budget, and the district can't respond to new needs because all the money is committed to entrenched activities.

Resources that pay for central - office supervisors and campus - bound university professors might need to be diverted to where the action is — the schools and classrooms of master teachers.

Although these rules are most appropriate for educators at the building level, governing boards and central office personnel need to be aware of them in order to ensure school safety by developing sound policies in consultation with their legal advisors to better protect the safety of all students in their care.

«Of course, there is still guidance from central office, but they really think we are able to think about what we need and with teacher input [and] leadership from counselors to teachers to parents, those are the people that help me to make the decisions that are going to be best for this school.»

We need measures of research use to track progress at both the central office and school levels.

The 1988 reform was based on the idea that the schools didn't need support and intervention from the central office in order to improve on a systemwide basis.

«Our teachers are dedicated, our parents and community are involved with the school, and our central office is attuned to the needs of the school.»

In short, the education research community needs to prime the pump of evidence - based education with a supply of research findings that are of immediate relevance to workaday decision - making, e.g., recruiting tools that enhance the effectiveness of the workforce; ways to increase the productivity of the central office; and differences in the impact of available curriculum materials for particular types of teachers and students.

Brooks is credited with strategically aligning Boston's parent - engagement efforts with the district's academic goals, which moved the work of her office from a peripheral activity to one that is central to the needs of the district's 57,000 students and their families.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

At the Center for Educational Leadership (CEL), we argue that just as teachers need to know their students as individual learners; and just as principals need to know their teachers as individual learners; central office leaders need to know their principals as individual learners and understand their role in developing the expertise of their principals.

Responsible for advocating on behalf of school superintendents, and assisting with their professional development needs, the organization's primary source of funding comes from the dues that local school districts pay so that their superintendents, assistant superintendents and other «central office administrative personnel» can be part of CAPSS.

However, if your high school is no longer in existence, you need to go to the Department of Family and Student Services, found at Milwaukee Public Schools Central Office, Room 133.

Properly used, data can make a difference in meeting the needs of every student and can be a powerful ally in stimulating positive change and improvement from the central office to the classroom.

«If nothing else changes — the central office stays the same, all of the systems, curriculum, all of those reasons that the system is failing in the first place — ... then [the superintendent] doesn't necessarily make the radical changes you would need to see for radically different performance.»

A second challenge to districts leveraging principal supervisors effectively is that, while individuals serving as principal supervisors were likely excellent principals and / or outstanding leaders in schools or the central office, many new principal supervisors need support themselves to become effective in this role.

Prosser has been systematically embracing and implementing elements of CEL's theory of action — namely, that central office staff and principals need to have content and instructional expertise in order to guide and support teachers in providing powerful learning opportunities for all students.

Our elected officials and central office leaders need to prioritize doing things well over doing things fast.