Sentences with phrase «changes to school culture»

If you wait too long to make changes to a school culture, you have already sanctioned mediocre behavior because you're allowing it.

In such scenarios, identifying effective teachers and assigning them where they are needed most could be a disruptive change to the school culture.

Not exact matches

Start - Up Chile's creators realized that «to change the culture, you'll need to bring foreigners in,» says Vivek Wadhwa, a fellow at Stanford Law School and adviser to Start - Up Chile.

Unless it was meant for us as a new system to drop Republican systems for the Royalist systems that are taking place now that Jordan and Morocco both Royelists are planed to join GCC as one with a change to the name of the GCC since the Royalist empire will be extending to countries outer of the Arabian Gulf Countries... What ever it is all we need is freedom of rights, justice, peace, equality and to live in prosperity... Egypt is not in the heart of Egyptions only but as well in the heart of every Arabic nation, Egyptions were our teachers in our schools and Egypt was the university of our Yemeni students... Egypt was the source of islamic educations, Egypt was the face of all arts, books, papers, TV plays and movies to all of Arabian speaking countries... Egypt is our Arabian Icon so please please other nations are becoming larger and stronger in the area on your account as a living icon for the Arabian Unity what ever our faiths or beliefs are we are brothers in blood, culture and language, God Bless to All.Amen.

The evidence for this phenomenon is incontestable: the influx of non «SBC evangelical scholars into Baptist seminaries; the changing of the name of the Baptist Sunday School Board to the more generic LifeWay Christian Resources; the presence and high profile of non «Baptist leaders on SBC platforms, e.g., the closing message at the 1998 SBC delivered by Dr. James Dobson, a Nazarene; the aggressive participation of the SBC's Ethics and Religious Liberty Commission as an advocate for the conservative side of the culture wars conflict; new patterns of cooperation between SBC mission boards and evangelical ministries such as Promise Keepers, Campus Crusade for Christ, the National Association of Evangelicals, Prison Fellowship, and World Vision.

His leadership in this area has been the catalyst for Special Olympics» implementation of a youth - led strategy to bring together multiple elements of the Special Olympics movement in schools and create a tipping point for culture change in schools.

While I am not prone to writing in the somewhat snarky and definitly sarcastic tone Wise employed in his Tuesday column, and although he seemed to mostly align himself with the group at Aspen - led by Dr. Bob Cantu - that views football as too dangerous to be played before the age of 14 (a position with which I respectfully disagree), I did find myself agreeing with what seemed to be his main point: that whatever measures are instituted to protect player safety will get us nowhere if the culture on NFL fields (and by extension, the high school, middle school, and youth gridiron) doesn't change.

I was really interested in hearing how exactly they proposed to do that, especially in terms of changing the macho culture of the sport and breaking the «code of silence» that continues to prompt players at every level of football, whether it be N.F.L., college, high school or youth - to hide concussion symptoms in order to stay in the game and avoid being perceived as somehow letting their coach, their teammates, or their parents down.

The policy changes offer a golden opportunity for great school leaders and imaginative cooks to lead a transformation of the food culture in their schools.

Feedback from more than 200 participants involved in the pilot has been overwhelmingly positive, with 94 % rating the resource as «excellent» or «good» and just under two thirds (65 %) intending to make a change to their school food culture as a result.

She is also featured in Free for All: Fixing School Food in America by Janet Poppendieck (California Studies in Food & Culture, 2010) and Lunch Lessons: Changing the Way We Feed Our Children, by Ann Cooper and Lisa Holmes (HarperCollins, 2006), has been a guest on PBS's To The Contrary, and appears in the documentary film Two Angry Moms.

They had suggestions for how to make changes in the school culture and the presentation of our academics so the level of education was not compromised, but simply modified and taught in a more thoughtful way.

The more tax - payers «outside» school culture demand changes, the more those decision - makers elected by the tax payers will have to listen.

From the time when the Columbine school shooting rocketed through the news, to now when cry - it - out sleep training is being openly debated rather than just merely accepted as the norm — reflecting the huge change we, as a culture, are having on the idea of relationship — there was 1 or 2 generations of individuals who were transitioning from the «old» way of relating — hierarchical and fear - based authority — to this «new» way: collaborative, emotionally literate, and focused on problem - solving.

«But we are looking to change the food and culture of our school cafeterias.»

Alvord Unified School District — Pamela Lambert Innovation: Systems Change by Cultivating Community In order to create a culture supportive of healthy food and lifestyles, Pamela Lambert designed events that brought the community together around health and wellness — arranging walks with the mayor, parents, and students and a health fair in the guise of a day at an indoor trampoline park.

I responded to the reader in a series three posts: Part One offered advice for bringing about change at the classroom level (e.g., teacher rewards and snacks); Part Two dealt with changing the school - wide food culture (fundraisers, wellness programs, etc.); and Part Three talked about change at the district level.

«It's all about making radical changes to the school meals system and challenging the junk food culture by showing school they can serve fresh nutrition meals that kids enjoy eating.»

I think it's far worse than that, with shades of Gentile's corporatism); that it has continued the conversion of competing and / or divergent centres of power into a recursive bureaucratic autarchy, emptying out the wider polity of any sort of dialogue or dialectic, shades of Gentile again, and that socially and fiscally it has been profoundly regressive, continuing the marketisation of the severely wounded NHS and of education, also badly bleeding, treating school and university students as «product», not as people; adopting a broadly Powellite attitude to migrants (useful economic fodder, mustn't change the culture, «British jobs for British people»); devising the catastrophe of PFI / PPP within a broader neo-liberal agenda, and so on.

On Tuesday, Mr. Cuomo deliberately singled out the Success Academy in his remarks, saying the goal was to change the culture of the schools, even if that meant bucking the teachers» unions.

The state Commissioner for Information, Culture and Tourism, Mr. Toye Arulogun, said the fact that a school had been established at the former kidnappers» den meant that the government was interested in changing the negative image attached to the community.

Jay Worona, general counsel for the New York State School Boards Association, says schools welcome both laws, and hope they help to change a culture that or too long did not react to bullying.

The Cabinet appointees are: • Nick Clegg (Lib Dem): deputy prime minister • George Osborne (Cons): chancellor of the exchequer • William Hague (Cons): foreign secretary • Theresa May (Cons): home secretary, minister for women • Liam Fox (Cons): defence secretary • Kenneth Clarke (Cons): lord chancellor, justice secretary • Andrew Lansley (Cons): health secretary • Vince Cable (Lib Dem): business secretary • Chris Huhne (Lib Dem): energy and climate change • Michael Gove (Cons): schools secretary • Patrick McLoughlin (Cons): chief whip • David Laws (Lib Dem): chief secretary to the Treasury • Michael Gove (Cons): education secretary • Philip Hammond (Cons): transport secretary • Danny Alexander (Lib Dem): Scottish secretary • Eric Pickles (Cons): communities secretary • Owen Paterson (Cons): Northern Ireland secretary • Iain Duncan Smith (Cons): work and pensions secretary • Jeremy Hunt (Cons): culture, Olympics, media and sport • Cheryl Gillan (Cons): Welsh secretary • International Development Secretary (Cons): Andrew Mitchell • Leader of the House of Lords (Cons): Lord Strathclyde • Minister without Portfolio (Cons): Baroness Warsi

The competition calls for graduate students studying science, technology, engineering, and mathematics to submit proposals describing how they would improve graduate education, whether by overhauling student and faculty training policies, modifying funding structure, bridging connections to professional societies, or changing the culture of graduate school.

The report also recommends that the National Institutes of Health, the Department of Defense, and organizations such as the National Collegiate Athletic Association support research to develop better age - specific recommendations and rules, and educate parents, coaches, and schools to help change the «culture of resistance» that surrounds concussion in many sports, according to the report.

«We were drawn to this collaboration because in spite of the different environments, cultures, histories, climates and identities of the two regions, we were asking the same kinds of questions about human capacities to address challenging climate conditions,» says lead author Margaret C. Nelson, President's Professor in Arizona State University's School of Human Evolution and Social Change.

The dramatic shift has been partially attributed to First Nations peoples (a term that replaced the word «Indians» in the 1970s) gaining local control of education in 1973 and changing the on - reserve school system from a more traditional education to one mixed with First Nations history, culture, and values.

The fact that a survivor is being forced to consider changing schools illustrates that rape culture remains alive and well, despite the recent progress that's been made when it comes to discussing sexual violence.

It's up to their teacher Raúl Arévalo to explain to them all the changes in technology and culture, which is dumb, because what exactly have these ghosts been seeing happen all around them at school for the past quarter - century?

It also heavily focuses on the role that teachers can play by providing head teachers with training in nutrition and doing something that Schabas says is critical to the long - term success of the plan: helping teachers develop ways to change the eating culture in their schools.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

Once the staff's mind set and correct nutrition knowledge has been addressed, school policy and culture can change to improve the health and wellbeing of the children.

She knew that the staff would resist any significant changes coming from someone so new to their school, so she focused first on relationships, got to know the school and its culture, and built trust before bringing in her new ideas.

It is no coincidence that the curriculum changed to incorporate food and cooking for the first time at the same time that the new standards were introduced - the two things go hand in hand to help create a better school food culture, and a healthier future for the next generation.

This can only be achieved if schools make good nutrition and hydration a priority and invest in changing whole school culture and philosophy around healthy snacks and meals to help mindful eating becoming the norm.

Peyser, at NewSchools Venture Fund, says the goal is to help «change and strengthen school culture toward data» until «it becomes the way they do business.»

When she is not guiding her son through his online school lessons, she writes about autism from a parent perspective, systems and culture change, and education issues related to her son's journey.

In a book out this month, Frederick M. Hess calls for a sharper - edged version of change centered on tough - minded accountability, competition, and workforce design meant to foster what he calls a «culture of competence» in the nation's schools.

These three steps — to counter bullying or begin to change a bullying culture — are offered by Gretchen Brion - Meisels, a researcher and lecturer in prevention science and practice at the Harvard Graduate School of Education.

It calls on researchers to better explore connections among acts of bullying, discrimination, and harassment, and it attempts to nudge schools to move beyond classification and consequences and toward the kind of understanding, communication, and support that can change a culture.

This reader submission focuses on the principal of a school that has experienced a remarkable improvement in graduation numbers, due to sustained change in the school culture.

The incentives to adopt good ideas from other schools are weak, and the constraints on change — from policy and culture — are strong.

Such change must be supported and championed at the top, since leadership teams have a powerful impact on school culture — and since a failure of leadership can leave employees rudderless and allow «venting» to devolve into something far worse.

With two design thinking practices, you can make small, iterative changes to foster a creative culture in your school or classroom.

Kate Nehring, president and founder of Infused, a leadership organization trying to create more inclusive school and nonprofit cultures, argues that change begins only with exploring and understanding personal histories and identities — and finally becoming aware of one's own biases.

Change the culture of your school — if you're going to educate pupils about how to use the internet safely, you should get their buy - in and help them understand why and how they should use the school's systems rather than their own.

Fay / Whaley: We have found that the best way to keep abreast of changes in our school is to create a professional culture where teacher learning is expected and celebrated.

It comes down to one simple thing: School leaders and coaches must foster a culture that celebrates the discomfort inevitably resulting from change.

«Perhaps you can have a contest to see who made the most significant changes in school culture,» noted Wirth.

Shifting a culture requires school leaders to model the very changes in mindset and skillset they want to see.