Sentences with phrase «charter school leadership from»

Not exact matches

New York charter school advocates are emboldened by promises from state Senate leadership and Gov. Andrew Cuomo to increase funding for charter schools this year.

New York charter school advocates are emboldened by promises from Senate leadership and Gov. Andrew Cuomo to increase funding for charter schools across the state.

«The education policies coming from the leadership of both major parties in the recent state budget — from underfunding public schools and promoting charter schools to modifying but not ending the high - stakes testing regime — are pro-privatization and anti-public schools.

Successful outcomes may range from negotiated improvements to ensure safer school conditions or improved special - education policies, to charter conversion or school leadership changes.

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instruction.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

So here, in this collection, I have drawn from various sources and experiences over time and around the world, ideas from inspectors and their reports, leadership training course tutors and candidates, school improvement ambassadors, union officials, faculty leaders, headteachers and principals in all their guises, governors, government officials, civil servants, councillors, parents, students, current, aspiring, ex and retired teachers, in the public, private, Academy, Charter, free, not - for - profit, voluntary and charitable sectors.

The texts themselves were chosen by the leadership of my charter school network, Uncommon Schools, with guidance from both the Common Core text - selection criteria and the network's own curricular team The lesson plan sequence, questioning, activities, close reading passages, schema, and focuses were up to me and my co-teacher.

The unique doctorate in education leadership, offered in partnership with faculty from Harvard Business School and Harvard Kennedy School, prepares students to lead large and influential organizations, from urban school districts to charter networks to state sySchool and Harvard Kennedy School, prepares students to lead large and influential organizations, from urban school districts to charter networks to state sySchool, prepares students to lead large and influential organizations, from urban school districts to charter networks to state syschool districts to charter networks to state systems.

The Askwith Forum on November 20 featured a discussion on successful education leadership with former leaders from school districts and charter management organizations.

«You have a federal [leadership team] talking about charter schools without any prompting from us.»

Representatives from diverse charter schools across Los Angeles recently had the opportunity to have a deep and thoughtful discussion with Senator Carol Liu (D - Pasadena), who plays an important leadership role in the Legislature.

While these 21 charter schools serve a variety of locales and grade levels, the common denominator of all CSDC client schools is that they each exhibit strong leadership, a clear educational mission and vision, a compelling academic model, a close relationship with the community and demonstrated interest and demand from parents.

Sharon provides cutting edge information and exposes scandals in the corporate education reform movement including charter schools and the Broad Foundation (from whose leadership academy our new CEO, JC Brizard, is a graduate).

As we document in Public Impact's new report for the Charter School Growth Fund, Growing a High - Quality Charter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opeCharter School Growth Fund, Growing a High - Quality Charter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opeCharter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opecharter operators.

While these charter school organizations serve a variety of locales and grade levels, the common denominator of all CSDC client schools is that they each exhibit strong leadership, a clear educational mission and vision, a compelling academic model, a close relationship with the community and demonstrated interest and demand from parents.

In addition to his charter schools leadership, Mr. Goenner received gubernatorial appointments from John Engler and Jennifer Granholm to serve on the Board of the Michigan Higher Education Facility Authority.

Herr co-founded the Capital City Public Charter School in 2000 and served as its Executive Director from 2004 - 2009, providing leadership during its expansion from a successful PreK - 8th grade school to incorporate a high sSchool in 2000 and served as its Executive Director from 2004 - 2009, providing leadership during its expansion from a successful PreK - 8th grade school to incorporate a high sschool to incorporate a high schoolschool.

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee (at right), led the school's teachers in their focus on literacy, and how the school combined her leadership with online instruction.

Principals from the District's traditional public schools and public charter schools will spend the next 11 months learning how to better manage their schools — working together — as part of a program aimed at improving school leadership across the city.

We've come from many backgrounds, worked at every level of the public education system from the classroom to administrative leadership, taught in both school district and public charters, from grassroots to national networks.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Workschools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What WorkSchools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

Still, Yevonne Brannon, chairwoman of Public Schools First N.C., a public schools advocacy group, says the leadership of public charters, regardless of whether they receive funding or support from outside of North Carolina, should reside with the population it Schools First N.C., a public schools advocacy group, says the leadership of public charters, regardless of whether they receive funding or support from outside of North Carolina, should reside with the population it schools advocacy group, says the leadership of public charters, regardless of whether they receive funding or support from outside of North Carolina, should reside with the population it serves.

Critics argue the law is a corporate - backed privatization tool under the guise of parent empowerment; they are particularly concerned about using parent trigger to force charter school conversions, which could strip away from some schools the leadership of elected school boards.

Parent Esmeralda Chacon is excited that 24th Street Elementary, just west of downtown Los Angeles, is bringing back a pre-kindergarten program and will benefit from a unique leadership partnership, a joint operation between a local charter operator and the Los Angeles Unified School District.

Almost every high - performing charter network in the country, from KIPP to Achievement First, uses significantly more scheduled time to achieve impressive academic gains, and many public schools, spurred by local initiatives, innovative state policies and federal leadership, are also adopting this promising practice.

In her 24 years of educational leadership, Aaronda Beauford has held an array of positions, from principal supervisor and turnaround principal to district human resources supervisor and charter school CEO.

After the Leaders» Meeting where the Hi - FIVE announcement was made and we celebrated the achievement of the Level 5 schools, Dr. Plummer from Progress Charter School wanted to meet with several members of the district leadership team about his quandary.

The 2010 Susan Steelman Bragato College Scholarship winners, selected from charter schools across the state, had to meet certain criteria to qualify, including academic excellence and community leadership.

By approving charters for other districts, Mountain Empire earned a percentage of revenue (up to $ 500,000 a year under Van Zant's leadership) from the charters without losing its own students to those schools — or the average daily attendance money they generate from the state.

Here we learned from education entrepreneurs such as Rick Hess, known for his «cage - busting leadership» and Mike «Big Dog» Feinberg, co-founder of the KIPP charter schools.

Summit Academy Charter School bridges the gap between aspirations and realities by preparing 6th through 12th grade scholars to gain acceptance to, excel in and graduate from college by using three pillars of success: mastery of core subjects, character building, and community leadership.

Several California Collaborative superintendents have built a network of K - 12 system leaders from both traditional public school districts and charter management organizations to develop their individual leadership capacity.

A graduate of Loyola Chicago, Ms. Giblin moved back to the Windy City in 2009 to join the founding leadership team of Rowe Elementary School, a college - prep elementary charter school, where she worked as a teacher, literacy interventionist, and Academic Dean (the founding second grade class just graduated from 8th grade this past School, a college - prep elementary charter school, where she worked as a teacher, literacy interventionist, and Academic Dean (the founding second grade class just graduated from 8th grade this past school, where she worked as a teacher, literacy interventionist, and Academic Dean (the founding second grade class just graduated from 8th grade this past June!)

Most district - run schools in the city that have converted to charters did so under leadership from their own principals.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schools.15

Summit Academy Charter School bridges the gap between aspirations and realities by preparing 6th through 12th grade students to gain acceptance to, excel in and graduate from college by using three pillars of success: Mastery of core subjects, Character building, and Community leadership

But when it came to light that Luke Bronin was collecting campaign contributions from the charter school industry, Johnson and the HFT leadership sat down with him a second time to discuss his relationship and connection with charter school proponents.

Castrejon came from the California Charter Schools Association, where she spent 12 years in various leadership roles.

The legacy of the Charter School movement in the US - KIPP in particular - echoes through the rapid emergence of new kinds of school organisation in the UK — federations clustered around «Teaching Schools» which, partnered with a university, provide professional development from initial teacher training to leadership and management across groups of schools; independent yet state - funded chains of academies and the new «Free Schools&rSchool movement in the US - KIPP in particular - echoes through the rapid emergence of new kinds of school organisation in the UK — federations clustered around «Teaching Schools» which, partnered with a university, provide professional development from initial teacher training to leadership and management across groups of schools; independent yet state - funded chains of academies and the new «Free Schools&rschool organisation in the UK — federations clustered around «Teaching Schools» which, partnered with a university, provide professional development from initial teacher training to leadership and management across groups of schools; independent yet state - funded chains of academies and the new «Free Schools&Schools» which, partnered with a university, provide professional development from initial teacher training to leadership and management across groups of schools; independent yet state - funded chains of academies and the new «Free Schools&schools; independent yet state - funded chains of academies and the new «Free Schools&Schools».

With other types of schools now in the mix — charter and voucher - redeeming schools — and other «superintendents» with similar power to Bennett's, it's important to the health of the school choice movement that we all learn from Bennett's leadership.

Complaints from former Innovative Arts Academy Charter School staff, ranging from student safety to curriculum concerns, persuaded the Catasauqua Area School Board to more forcefully seek answers from the school's leadership or consider revoking the cCharter School staff, ranging from student safety to curriculum concerns, persuaded the Catasauqua Area School Board to more forcefully seek answers from the school's leadership or consider revoking the chSchool staff, ranging from student safety to curriculum concerns, persuaded the Catasauqua Area School Board to more forcefully seek answers from the school's leadership or consider revoking the chSchool Board to more forcefully seek answers from the school's leadership or consider revoking the chschool's leadership or consider revoking the chartercharter.

In a new paper looking at the charter sector in California, Green and Joseph Oluwole, associate professor of educational leadership at Montclair State University, examine how the private entities that are fueling charter school expansion in the state are essentially robbing traditional schools in the neighborhood from state funding and resources.

Beyond this shift in governance and leadership, what distinguishes the charter school of the 21st century from the charter school of the 1990s is primarily the express incorporation of «school culture,» which is designated by the managing group or individual and written in to the charter's mission statement.

Following a brief introduction to charter school legislation, which paved the way for privately managed schools, Wilson considers how the seven largest of these varied from traditional schools and each other in terms of implementing school design (e.g., class structure, use of time, and curriculum), finding great leadership and creating effective school cultures.