Sentences with phrase «changes to school structures»

Therefore, changes to school structures will continue to play an important part in the government's approach to intervention.

Not exact matches

Since no one has yet to SEE an atom, the idea of the structure of the atom can only be inferred by experimental evidence — yet I see no Republican trying to stop teaching the structure of the atom in school — oh that's right, its because major corporations and industries rely on this science (pharm, weapons manufacturers etc etc) whereas the theory of evolution is merely think piece of scientists on how life on Earth changes over time.

But I think there is a third reason for theological education's resistance to change: the social structure of theological schools as academic institutions tends to inhibit genuine reform.

Maddy told us that Challenge Success gave her hope — hope that real change was possible and that help was on the way — and she was grateful that CS gave her school the tools and structure to make real, lasting improvements.

A Muslim free school which reportedly demanded that all female teachers wear the hijab has just a day left to prove it has changed its structures before triggering a government intervention.

A school should not have to change its structure just to gain freedoms.

In discussing how the school system's governance structure should be changed, the candidates contended that local districts and superintendents needed to be re-empowered.

He claimed the BOE has rejected his offer of $ 20 million in city funds to help implement such changes, and suggested its old - school machine - based patronage structure is to blame for the resistance.

These included changing the format of Panel for Educational Policy meetings to allow for more public comment, revising the city's school closing and co-location processes to make it more difficult for the city to close or co-locate schools, adding parent training centers so that parents in groups like the Community Education Councils can participate knowledgeably in the structures of governance, and restoring a degree of authority to district superintendents vis - à - vis principals.

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.

Steve: Let's also talk about your last proposal, which is you'd like to change this [the] structure of the medical school interview.

But their roots sometimes lie largely outside the reach of schools or in deeply entrenched educational processes and structures that are difficult to change.

To keep up with changes in education, studying, collaborating, and learning, schools are looking to re-imagine the role and structure of libraries to best support today's learneTo keep up with changes in education, studying, collaborating, and learning, schools are looking to re-imagine the role and structure of libraries to best support today's learneto re-imagine the role and structure of libraries to best support today's learneto best support today's learner.

Mrs. Bush is equally articulate about «backpack spending» (the institute is sponsoring a project on school - district productivity that includes 20 different researchers» papers); teacher autonomy («Obviously, if you are held accountable as the principal of your school and you don't have the authority to change anything, by either hiring or firing, or setting up another structure that your school district doesn't allow, then how can you be really accountable?»)

As we enter a season of change in school structure, with every school having to become an academy by 2022, the links between schools and their communities could conceivably be damaged.

For this to succeed, it is important to build a systematic structure for the school's process of change, and the sequence of events needs to be consistently guided in this structure.

Second, despite a decade of calls by everyone from leading educators to leaders in the business community to shift our schooling from fact - based learning structured by academic disciplines to one that develops creative, flexible thinkers using a more interdisciplinary approach, this change is still not happening in any widespread way.

In Black Power / White Power in Public Education (Praeger Publishers, June 1998), Drs. Ralph Edwards and Charles V. Willie examine dynamics of the community power structure among racial groups in relation to public education through the lens of two recent Boston events: the selection, appointment, and eventual removal of former Superintendent Laval Wilson and the changes in the Boston School Board before, during, and after Wilson's tenure.

Obviously it's a very different system and structure from the way that they were taught and because this current school (and a lot of schools I work with) have quite involved parents, if they don't understand the change or why you're doing it, they can be an obstacle and they can get quite passionate about it and it can impact on the kids coming to school, if their parents are viewing it quite negatively.

How schools are structured and the conditions they create for both students and teachers are vitally important to academic success and the most difficult to change.

We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition.

Panelists mentioned various important changes that needed to be made such as a juvenile justice system reform, access and support for early childhood education, comprehensive support services for parents that includes job training, a professional teaching structure, high schools that build pathways beyond just a four - year college degree, and educational supports for children living with undocumented immigrant parents.

The paradigm shift must include a new look at governance at all levels — school boards, mayoral control, etc. — looking at the best structure to support our agents of change.

Each encourages local affiliates and individual teams of teachers to forge ahead with changes in the way their schools are managed and structured, with a tacit promise that the national associations will not stand in their way.

Several school districts across the country are trying to change their teacher - salary structures in ways that would not only reward performance, but also allow effective teachers to reach top salary levels earlier in their careers, making teacher - compensation plans more in line with those in other occupations.

Finally, Coleman believes that these shifts in the competitive structure of high schools can change the norms and values of the institution, for the better, to encourage academics.

As such, transforming districts and schools to competency - based systems is not a simply policy change: it's a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways.

School districts and school sites rely on that research to provide the structure for cSchool districts and school sites rely on that research to provide the structure for cschool sites rely on that research to provide the structure for change.

«There is no greater opportunity than improving a system when old structures are beginning to give way,» she says, citing shifts in Christianity, religious pluralism, and ever - changing technology among her school's challenges.

Ackerman's first superintendent position was in the Washington D.C. Public Schools from 1998 to 2000, where she made key changes to the system that included reworking the schools budget, revamping instruction resulting in boosted test scores, and reorganizing staff strSchools from 1998 to 2000, where she made key changes to the system that included reworking the schools budget, revamping instruction resulting in boosted test scores, and reorganizing staff strschools budget, revamping instruction resulting in boosted test scores, and reorganizing staff structure.

The structure of HGSE's academic programs changed orientation, moving away from «areas» in the academic programs to a broader, school - wide approach to academics.

Although it's a Prep to Year 6 school, Chesterfield explains it's multi-age and those class structures can change from year to year depending on enrolments.

We have strongly recommended that school governing bodies adopt the reference scale and cause as little disruption as they can within their school by making as few changes as possible to the pay structure.

This by no means is meant to signal that the other kinds of changes we advocate, such as in the structures that support relationships and decision making in the school, are any less important.

Her announcement marks the completion of a tenure notable for major changes to the School's academic programs and administrative structure, significant progress toward a case - based core curriculum, many faculty appointments, an important initiative to create «usable knowledge,» and preparation for a potential campus move to Allston.

She intended to study the students» writing ability only to discover that there were many issues with the school structure, particularly inconsistencies among the many teachers who had adopted a strict learning process and several other teachers who had abandoned such changes.

The three principles - accountability, choice, and transparency - that the Koret report puts at the core of efforts to change incentive structures and power relationships in schooling are valid.

Given this situation, there is a set of realistic reforms that states and districts could undertake right now, as well as deeper reforms that would change the very structure of school districts and thus get closer to the roots of the problem.

Their mission is to protect the jobs of teachers in the regular public schools, and real technological change — which outsources work to distant locations, allows students and money to leave, substitutes capital for labor, and in other ways disrupts the existing job structure — is a threat to the security and stability that the unions seek.

The way to improve the schools, these experts argued, was to spend more money, raise teacher salaries, toughen graduation requirements, and strengthen teacher certification and training, among other things: reforms that could be pursued without changing the basic structure of the system.

The director of San Diego State University's School of Teacher Education, Nancy Farnan, says the switch is intended to avoid «the vagaries of personnel changes that can get in the way of systemic, ongoing change» by transforming the entire culture, curriculum, and structure of a sSchool of Teacher Education, Nancy Farnan, says the switch is intended to avoid «the vagaries of personnel changes that can get in the way of systemic, ongoing change» by transforming the entire culture, curriculum, and structure of a schoolschool.

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

A growing number of countries have institutional structures now that are designed to help the schools understand and respond to changes continuously.

Because it was a new school we did not have to undertake lengthy consultations to change systems and structures, we just implemented new ones instead.

She said: «A change in structure is not axiomatically the path to school improvement.

In schools where they don't have the funding or the teacher capacity or school structures to implement the policy strategies nothing will change.

It's not that these types of classrooms don't exist; it's that they are still all too commonly an anomaly sitting in a School 1.0 structure and mindset where the physical (think traditional), may have changed, but a complimentary radical approach to pedagogy is still to emerge.

The real question should be «What type of leadership do we need in this school to secure the best outcomes for young people and how do we change our structures to make this happen?»

School grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proSchool grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proschool; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance problems.

«The structure of city schools might need to be different, might need to change,» he said.