Sentences with phrase «charter school leadership with»

Resource development: provide or connect charter school leadership with the resources necessary for growth and expansion

Not exact matches

As I wrote in my DN column this morning, the teachers and the public employee unions aren't sold on Cuomo — largely due to proposals that are unpopular with the leadership like spending and property tax caps, wage freezes and support for charter schools.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadCharter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadcharter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

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 instructWith 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 instructwith online instruction.

Some of them even notified the university that they would no longer donate to their alma mater because of the leadership role it was playing with charter schools.

Arizona school districts where a significant number of children left for charter schools responded with leadership changes and other attempts to draw students back to the district.

The legislature's leadership and commitment for the past six years, combined with Mayor Peterson's and Ball State University's ability to authorize charters (and willingness to do so), along with reform - minded superintendents such as Eugene White working to improve the Indianapolis Public Schools (IPS), demonstrate to the country's education reformers that Indianapolis is prime territory for innovation and investment.

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.

The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

After spending 26 years in leadership positions at four international and American schools abroad in Norway, Japan, Switzerland, and Brazil, he has just concluded twelve years as Executive Director of Sturgis Charter Public School, a nationally and internationally recognized «IB for All» high school with two campuses in HyanniSchool, a nationally and internationally recognized «IB for All» high school with two campuses in Hyannischool with two campuses in Hyannis, MA.

Even with a Democratic president who strongly supports the charter model, and congressional leadership pre-disposed to choice and innovation; even with more money and muscle behind our movement than ever before, efforts to expand innovation and opportunity in states that already allow both, or to seed new schooling innovations to suburban areas have been roundly routed across the country.

An emerging crop of programs tailored to preparing charter school principals shows promise when compared with traditional leadership - training programs, but those programs «miss or treat too lightly» certain issues that many leaders of such schools struggle with most, says a new report.

Today 27 alumni are charter school principals in the city, and many others are in leadership positions with related nonprofits.

Much of this diaspora is associated with a handful of ideas: the championing of public education as «the civil rights movement of our time»; executive - style leadership; charter schools; and an emphasis on data, especially test scores.

Imagine Schools Mission Statement As a national family of public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaSchools Mission Statement As a national family of public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaSchools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaschools that prepare students for lives of leadership, accomplishment, and exemplary character.

«As with all studies of charter schools, you have to look at what you're comparing,» said Ellen B. Goldring, a professor of education policy and leadership at the National Center on School Choice, at Vanderbilt University in Nashville, Tenn..

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.

JOSE: The Northeast Charter Schools Network prides itself on being a diverse organization with diverse leadership, specifically with leaders of color.

As a national family of public charter school campuses, Imagine partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary character.

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.

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.

Imagine Andrews PCS is a member of Imagine Schools, a national family of public charter schools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and chaSchools, a national family of public charter schools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and chaschools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and character.

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 instructWith 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 instructwith online instruction.

Bryan, a Mecklenburg Republican with a leadership role in education, said in August that he planned to introduce a bill that would force five of the state's lowest - scoring schools to close or convert to independently run charter schools.

After completing a year - long Fellowship with Building Excellent Schools, a nationally - recognized charter - development organization, and a leadership residency at KIPP: Academy of Opportunity, Hrag founded Valor Academy Middle School, a high performing 5 - 8 grade charter school in Los AnSchool, a high performing 5 - 8 grade charter school in Los Anschool in Los Angeles.

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?

The report — which is based on a survey of 1,300 professionals who entered a broad range of education leadership jobs beyond the school building — finds that many education organizations, including school districts and charter management organizations, are willing to offer significant management opportunities to young leaders that are on par with, and often exceed, those in the private sector.

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.

CCSA was honored to award charter school leaders, teachers, volunteers and schools with a Hart Vision Award for their outstanding leadership and excellence in education.

CCSA's Government Affairs team in Sacramento is engaging daily in the budget battle and regularly meeting with budget staff and legislative leadership is an effort to ensure that all of K - 12 education is adequately funded, and that charter schools are treated equitably in all budget actions.

Charter schools are proud to be partners with LAUSD in working towards our common goal of ensuring that all students in Los Angeles have access to a high - quality education and we look forward to working with Boardmembers Garcia and Galatzan in their leadership roles, as well as Superintendent John Deasy and the rest of the LAUSD board members.»

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.

Among other changes, the legislative committees also removed a proposal that would have paid for an additional 275 slots in public charter schools, reduced proposed funding to comply with the Sheff vs. O'Neill court order to reduce racial isolation in Hartford schools and sharply cut back a plan for various teacher training and leadership programs.

His final position was Superintendent of Schools at Trevor, Wisconsin where he was able to provide leadership resulting in substantial student academic improvement with particular emphasis on the development of an early education charter school.

As the founder and leader of ED - Volution Education Group, a boutique K - 12 education consulting firm, she has worked with leading sector entrepreneurs and philanthropies on strategy, new initiative design, partnership creation, growth and launch, and management and the content areas of school turnaround; charter management; state, city and district redesign; and human capital with special focus on school leadership.

Meanwhile, the Christie administration wants to allow someone with a bachelor's degree and «sufficient management and leadership experience in a public of private organization» to become a charter school administrator, if approved by the state.

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

NYCLA provides leadership coaching, coach training, and strategic consulting for coaching programs to help districts, states, charter schools, and other education - focused organizations that work with schools leverage one of the most important factors that influences student achievement — the role of the principal.

PURPOSE:: The purpose of the professional development provided by the Educator Effectiveness division is to provide leadership, technical assistance, resources, and consultative services to the North Carolina public and charter schools with the goal of improving student learning and achievement through organizational development and professional learning.

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.

Calhoun Falls Charter School provides a small school environment with an emphasis on leadership, character development, service to others, and academic excelSchool provides a small school environment with an emphasis on leadership, character development, service to others, and academic excelschool environment with an emphasis on leadership, character development, service to others, and academic excellence.

Public charter schools with strong systems and good leadership remain sustainable over time.

Opened in 2012, the school had struggled with academic performance, leadership, enrollment and other issues, and was on the verge of being closed by the City of Milwaukee's chartering authority.

With the same focus and intensity that KIPP applies to expanding its schools and improving achievement, it has developed a comprehensive leadership - training program that has become sought after by other charter networks and regular school districts.

The mission of IDEA Public Charter School is to prepare students with the academic, social, leadership and occupational skills for all students in our School is to prepare students with the academic, social, leadership and occupational skills for all students in our schoolschool

We provide school leadership with the resources, connections and insight needed to succeed in New York City's charter sector.

As a principal several years ago, I assumed leadership of a K - 8 charter school in Louisiana with an onsite school - based health center (SBHC).

Karega is a former Charter Schools Director with the Indianapolis Mayor's Office; founded and served as Director of the Indianapolis affiliate of Stand for Children, a national educational advocacy nonprofit; and was on the leadership team of Indiana University's Equity Project, housed at the Center for Evaluation and Education Policy.