Sentences with phrase «challenge teacher leaders»

A second challenge teacher leaders faced was the difficulty of supporting colleagues to keep their inquiry in focus between monthly meetings.

Not exact matches

It requires leaders and teachers who can challenge us to think critically about our culture and what is going on in the world, as well as engaging Scripture in an active way, and living it out radically.

When the religious leaders challenged his disciples, «Why does your teacher eat with tax collectors and sinners?»

This two - day event, held in Washington, D.C., challenges an international audience of policymakers, Internet industry leaders, educators, legislators, authors, law enforcement, Internet safety advocates, teachers and technologists to explore the science and health issues related to children and the Internet: How can we find balance in our hyper - connected lives?

Ministers claim a «black hole» exists in teachers» pensions; union leaders challenge them to come up with the specific proof.

Claire Austin, a nurse rather than a teacher (though the SNP leader also got a hard time from them), challenged her over nurses» pay rises, how «demoralising» it was to work in NHS Scotland and the claim she had made use of food banks.

This system already exists in New York City, and it has enabled dozens of grassroots community advocates - including librarians, teachers and tenant leaders - to challenge corporate - backed candidates and win election to city office.

Adopted by nearly every state and largely commended by educators, the standards were designed collaboratively by education leaders and teachers to prepare students for the challenges of the modern workplace.

When he officially took the helm as leader of the city school system he certainly inherited a number of challenges: poor graduation rates, gaps in special education services, burned bridges between his predecessor, Jean Claude Brizard, and the teachers union and the school board, among a host of others things.

While many challenges exist for our schools, the hard work and support by state leaders, teachers, parents, students and communities continues to move us in the right direction.»

Citizen Schools, which has 3,500 volunteer teachers and 400 full - time and part - time staffers and «team leaders,» offers its 4,500 students one of the nation's most innovative and challenging after - school courses of study.

Effective leadership is a pre-requisite for a successful school; in successful schools head teachers and senior leaders understand the changing needs of their schools and their staff, continually communicate their ideals, vision and expectations, use robust monitoring and evaluation, balance support with challenge and plan ahead to sustain excellence.

Ofsted's chief inspector Sir Michael Wilshaw has warned that the biggest challenge facing schools in England is a lack of quality teachers and leaders.

Increasing each teacher's capacity to redesign and assess their own practice demands new ways of thinking, opportunities for deep collaboration and the willingness of school leaders to engage with academic and professional partners who will challenge, reflect and provide evidence for each school to create its own evidence - informed practices and protocols.

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

One of the challenges facing school leaders right now is striking the right balance between pragmatism to make sure that every class has a teacher, and ensuring the bar continues to be set as a high as it should be in terms of teaching quality.»

«We look forward to working with women teachers and school leaders throughout 2018, to support and inspire them and to help reduce the challenges and barriers they face.»

With nearly half of all new teachers leaving their classrooms within five years and as many as a third of the nation's teaching force readying for retirement, some education and political leaders seem to believe that education can solve its human - resource challenge by becoming more like the military: sign individuals up for short - term enlistments, prepare them in intensive boot - camp experiences, and then send them to the front lines.

Now, as blended learning continues to improve, it makes an increasingly compelling case to parents, teachers, students, and school leaders that it is better than traditional instruction at addressing their day - to - day challenges.

They need to either give on - the - ground educators the authority and resources to make technology adoption and implementation decisions, or they need to work very closely with students, teachers, and school leaders to ensure that top - down efforts will effectively address educators» day - to - day challenges.

Leaders noted that the more teachers are involved in the design process upfront, the more likely they will be to persist and adapt when challenges to implementation inevitably arise.

President Clinton challenged public officials, business leaders, universities, schools, teachers, parents, and students to take the steps necessary to boost student achievement in math and science.

We hope education leaders and teachers will find useful protocols and strategies to help them bypass the inevitable challenges in piloting new technology, so that they can focus on their own growth as professionals.

Yet the court reasoned that it is the administrative decisions of district leaders — rather than the challenged statutes — which bear the ultimate responsibility for how teachers are distributed across the state.

CP Federal program leaders also take pains to make banking fun through savings challenges, skating parties and other outings, and multiple prizes awarded at an annual teacher - and administrator - appreciation dinner.

It advised the government to draw up a clear plan for teacher supply covering the next three years, detailing how targets will be met and based on better data; to set out how it will talk to school leaders about the recruitment challenges they face; to report back on the extent of teachers taking lessons in which they are not qualified; and to ensure there is clearer information on where applicants may train to become a teacher and how much it costs.

According to the report, the challenge to building that internal pipeline is this: More than 80 percent of teachers and 75 percent of teacher leaders nationally indicate they are not likely to pursue the principal role.

For senior leaders and teachers it is a real challenge understanding the curriculum changes occurring across our four nations.

Whilst there is no doubt that EFA staff are working extremely hard in this challenging context, so are teachers and school leaders, who have had pay rises of a maximum of one per cent a year imposed on them for the duration of this parliament.»

Celine Coggins, CEO and cofounder of Teach Plus, discusses her latest book «Learning from the Experts: Teacher Leaders on Solving America's Education Challenges» — along with coeditors Heather Peske, Ed.M.»

In today's world, teachers and education leaders have the thankless job of not only educating students and instilling knowledge and skills inside their young minds, but also of preparing them for all the challenges that are waiting for them out there, in the real world.

The importance of access to professional learning is universally recognised but the challenge for teachers and school leaders is how best to engage in it.

So imagine what each of us — teachers, students, and school leaders — could do as individuals, for the people we love, and the world we live in if we give our very best, if we practice smarter, embrace challenge, trust in our teachers, colleagues, mentors, and parents and replace «can't» with a deafening «yet»!

Some school leaders are pushing back, encouraging teachers to develop challenging courses that don't fit the AP mold, or offering college - level courses shorn of the AP label.

Prior to his time in Chicago, Knowles served as deputy superintendent for teaching and learning at the Boston Public Schools — where he created two organizations devoted to building the pipeline of high quality teachers and school leaders — and served as codirector of the Boston Annenberg Challenge, a nationally recognized effort to improve literacy instruction.

But many more challenges were still ahead for Deborah Bambino, an eighth grade science teacher / leader at Philadelphia's Central East Middle School.

Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour «no excuses» and «compliance», and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education — and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo.

You can't coach people in a craft, especially a complex craft like teaching, unless you know the craft; you can't help teachers be outstanding instructors, which is the central role that school leaders should play, unless you understand teachers and the classroom challenges they face.

We therefore warmly welcome the National Teaching Service and hope it will have a clear focus on attracting and developing talented teachers and leaders in areas where there are the greatest challenges, enabling young people from low - income backgrounds to realise their full potential.

The feminist perspective troubles the system by challenging the leader to consider a move away from top down leadership to a more relational collaborative approach and therefore ask what results are most relevant to the classroom teacher.

This time last year we set off on the challenge of re-launching Teacher with a clear focus on supporting teachers and school leaders to drive their practice forward with evidence, insight and impact.

«He has a keen interest in how diverse modes of academic research can benefit education practice and policy,» Faust added, «and how the concrete challenges facing educational leaders and policymakers, as well as teachers and students, can helpfully inform the scholarship and teaching we do here.

AP: I spent over a year interviewing teachers and school leaders with the goal of identifying and understanding the sorts of real - world challenges that they were grappling with.

In divisive times, the work of teachers and school leaders grows ever more challenging.

JE: Given these challenges then, why is it important for educators — not just teacher but leaders as well — to have this evidence - informed approach to practice?

And learn how school and district leaders are preparing teachers and students to meet the challenges with confidence.

«Whilst there is no doubt that EFA staff are working extremely hard in this challenging context, so are teachers and school leaders, who have had pay rises of a maximum of 1 per cent a year imposed on them for the duration of this parliament.»

The education sector is always evolving, and in turn, so are the challenges faced by schools, leaders, teachers and pupils.

My major area of interest is in working collaboratively with students, teachers and educational leaders to develop innovative and sustainable teaching practices which strengthen the educational opportunities of at - risk students including those with learning difficulties, disabilities and challenging behaviours.

But we also share vocabulary, values and beliefs that enable us to challenge each other's engagement and sense - making as teachers, school leaders, and researchers.