Sentences with phrase «changing outcomes for the students»

Lastly, every aspect of my work is anchored in achieving institutional equity in the Linked Learning context that results in significant life - changing outcomes for students.

Much of the call for change comes from external sources, in the form of national and state policy (see earlier blog on this topic: The Complexity of Changing Outcomes for Students).

With the Building Excellent Schools Fellowship, Ms. Carlstone - Hurst observed at over 40 high performing charter schools across the country to design and lead Libertas College Prep, a school that will change the outcomes for each student that enters its doors.

«To dramatically change outcomes for students, we need to put our most effective teachers in front of the students who need them the most, and build opportunities for our most effective teachers to be leaders among their peers,» said Dara Jones - Wilson, executive director of the South Learning Community, in which the schools are located.

Not exact matches

«We regularly review our course materials and textbooks to ensure they are up to date, and any changes that need to be made will be done at the appropriate moment to ensure the best learning outcomes for schools and students,» a spokesperson for the company told CNBC.

Place change request outcomes will inform the place numbers in further education college, commercial and charitable provider, and academy 16 to 19 student number statements, issued from the end of January 2016; and 2016 to 2017 general annual grant statements for academies and free schools, issued from February 2016.

His first book, «Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America,» gave him an appreciation for Canada's efforts to change outcomes for low - income students in New YorkChange Harlem and America,» gave him an appreciation for Canada's efforts to change outcomes for low - income students in New Yorkchange outcomes for low - income students in New York City.

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 AOutcomes 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 Aoutcomes 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 AOutcomes: 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 Australia

Yet there is always the choice to change perspective — to adopt a new approach that yields a positive outcome and more happiness for the student and the group.

In our paper, we point out that even if one can carefully account for several observable factors (as we do), correlating all actual changes in school spending with changes in student outcomes is unlikely to yield causal relationships.

This deliberate shift in approach, school leaders hope, will change the dynamics with the police, yielding better outcomes for students and better long - term relationships between cops and communities.

To control for factors unrelated to collective bargaining, the researchers analyzed changes in student outcomes between birth cohorts within the same state before and after duty - to - bargain laws were adopted.

At Envision Education, we believe that deeper learning is the key to fundamentally changing education outcomes for all students.

What will increasingly differentiate outcomes for schools, states, and nations is how well responsible adults carry out the more complex instructional tasks: motivating students to go the extra mile, teaching them time management, addressing social and emotional issues that affect their learning, and diagnosing problems and making the right changes when learning stalls.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

A rigorous board exam for teachers could change who is attracted to the profession, develop a more consistent and higher level of skills among teachers, improve student outcomes, and greatly increase public regard for teachers and teaching.

«As a school, we have, from the very beginning, been really focused on making sure that if we're going to adopt a practice, if we're going to make some sort of change, that there is good foundation for that and we are confident it's going to have a positive outcome for the students, not just changing for the sake of it.»

The permaculture design principles are a filter for developing more strategic outcomes that contain rich academic rigor and an increased understanding of students» tremendous potential as change makers in their communities.

Well, I've been making the argument for a while now that there is remarkably little evidence linking near - term changes in test scores to changes in later life outcomes for students, like graduating high school, enrolling in college, completing college, and earnings.

«There were some very practical outcomes such as changes in practice, accompanied by developing tangible «products»... these included a real and accepted definition of global citizenship, new student reports and assessment tools for global citizenship, enhanced use of technology for curriculum mapping, a more global and accessible library collection, just to name a few.

What changes to policy and / or curriculum do you think would improve the educational and social outcomes for these students?

If sufficiently rigorous, the exam could change who is drawn into teaching, develop a more consistent, higher level of skill across all teachers, improve student outcomes, and greatly increase public regard for teachers and teaching.

Technology initiatives ~ new evaluation systems ~ even changes to the school calendar these are ideas that research suggests should improve student outcomes ~ but for some reason ~ in some contexts ~ they don't.

While it's too early to tell the ultimate outcome of the students» futures, Quang and Muscia say that, by midweek, the program already appeared to be working for many of the students in changing their attitudes about the possibility of college.

The benefits of embedding an environmental behaviour change programme into an empowering project for school children are ample and through GAP's experience, we've seen the most successful outcomes delivered where students are encouraged to own the process from beginning to end and develop the necessary tools to reach their goals.

Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve.

Because Race to the Top aimed to drive systems - level change, it's still premature to reach firm conclusions about its impacts on outcomes for students, although that's the verdict that ultimately matters most.

The solution is to have dollars follow students and free up individual schools to spend dollars in the way that they decide makes the most sense and to hold them accountable for student outcomes, but this requires significant changes in policy and regulation.

In those schools that completely cut out conduct suspensions — in their words, the schools that «fully complied» with the reform — outcomes did not change for those students who had not been suspended in the earlier regime.

Particular emphasis was placed on how inequitable funding for public schools can hamper efforts to boost academic outcomes and improve achievement among vulnerable student populations, as well as on exploring what could be done to change it.

graduates to change the landscape of educational leadership, which fits with their mission to promote rigorous learning environments, producing better educational and life outcomes for students.

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

Educators around the country are using Google for Education tools to change their teaching practices and improve student outcomes.

The report considered whether the change in discipline policy was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

To what extent does the Career Academy approach change educational, employment, and youth development outcomes for students at greater or lesser risk of school failure?

However, this type of change is essential and worthwhile, because it leads to empowered teachers and improved outcomes for students.

The report considered whether the policy change was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

If all three efforts succeed, one outcome is clear: the state and school districts would have new responsibilities aimed at providing students a better learning environment through changes that could hold important benefits for low - income and minority children.

Identify current conditions of inequity in our educational systems and the role of teachers in changing systems to increase equitable outcomes for all students.

Make a tax - deductible donation and help teachers create solutions and advocate for changes that improve student outcomes and elevate the teaching profession.

Systems Change for Literacy Gains Strong literacy programs can be the foundation for improved instructional practices and better student outcomes schoolwide.

The study examines the principal strategies, models, and practices that these schools implemented, the factors facilitating and inhibiting implementation in SLC schools, and how outcomes for SLC schools, as measured by student achievement and school behavior, change over time.

Deputy Superintendent Ken Otero noted budget and transportation issues forced the outcome, together with concerns that elementary or middle school students would have to wait for buses in the dark, after - school activities would be interrupted, and the magnet schools lacked the ability to change start times.

Understand that there are deep connections between professional development, teacher growth, and student learning outcomes; Support all these aspects of public education for cohesive, sustainable change

Chiefs for Change and Education Resource Strategies (ERS) released a policy paper examining how local leaders can «make financial transparency a springboard to real equity and better outcomes for students» under ESSA.

When less than 80 % of students are on track, as revealed through student growth data, changes to core instruction are the best way to improve outcomes for most students.

The hope is that educators and systems can institutionalize MTSS in ways that preserve the positive changes, and instill resilience to resist efforts to revert back to the old ways of doing things, and ultimately improve outcomes for all students!

This speaks to how empowering teachers — through effective leadership — can improve student achievement and change outcomes for turnaround schools.

While individual union leaders have demonstrated a willingness to embrace change in a few places - New Haven, CT, and Hillsborough County, FL, to name a few - teachers unions in general have yet to embrace the role they could and should be filling as the leaders of the charge to elevate the teaching profession and improve outcomes for students.