Sentences with phrase «classroom leaders who»

We want classroom leaders who understand that learning is a lifelong endeavor and who model that aspirational attitude for their students.

The Fellowship will continue in 2016 as a strategic investment in great teachers — the classroom leaders who can become natural change agents for their schools.

Not exact matches

Along with her pet lizard «Liz,» the excellently dressed Miss Frizzle was her classroom's intrepid leader, who used moxie and a bit of magic to guide her third - grade students in learning science.

«In the spirit of innovation, our vision for this program is to have a head coach who serves as a CEO and is the central leader with a collaborative staff around him that will elevate the performance of players and coaches on the field, in the classroom and in our community.

Lockport native Chris Sacca, a Silicon Valley venture investor and owner of Lowercase Capital with ties to Buffalo, was among some 60 celebrities, business leaders, athletes and philanthropists from across the country — including Stephen Colbert — who joined forces for #BestSchoolDay to fund classroom projects through DonorsChoose.org.

According to the union leader,» Soldiers who were armed to teeth stormed the campus, entered every corner, even our bedrooms, arresting both students, lecturers and non-academic staff, hounding them into detention, even as they were shooting teargas sporadically into classrooms and offices.

Mulgrew testified with three other city labor leaders, representing classroom aides, firefighters and health workers, who took the Bloomberg administration to task for spending billions of dollars on the corruption - plagued payroll system City Time and the problem - plagued Special Education Student Information System (SESIS) while failing to give needed raises to city workers.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

These are the kinds of problems — murky, time - sensitive, and without clear roadmaps — that educators, school leaders, and parents know well, says Professor Meira Levinson, a former teacher who now studies ethical dilemmas in the classroom.

But while their attention has been concentrated on student performance based on standard intelligence tests, they have often overlooked the fact that vocational classrooms have their share of «gifted and talented,» said an educator who addressed a group of vocational leaders meeting here recently.

As part of that approach at Grand Avenue, at the end of each month each classroom teacher names between one and three Above the Line leaders who exhibited exemplary Above the Line behavior.

University researchers are conducting important laboratory and classroom research and there is a growing body of teachers and school leaders who recognize one of the great ironies of education in the United States today: that the organ of learning is the brain but few educators have ever had any training in how the brain works, learns, and most importantly for students, changes.

NLNS pledged, for example, «to identify classroom spaces for the courses» that the New Leaders would take during their yearlong training, while the school system promised to «identify outstanding practitioners from the D.C. Public Schools who could serve as faculty or guest lecturers in these courses.»

Educators with this background will be the leaders who translate this coming research to transform their classrooms.

That doesn't necessarily just mean school principals or system leaders, it means people who are teachers, leading learning in the classroom, leading curriculum design, leading schools and leading systems.

So, in addition to the commitment to be in classrooms more, and be more of an instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

The idea is diverting the majority of decision making to the school leaders who work with talent on their campuses to promote classroom autonomy.

The classroom teachers, administrators, professional artists, arts - integration specialists, and community leaders who are champions of the program are eager to see it replicated in schools and school districts elsewhere.

If school leaders want teachers who can do more than just survive the classroom, however, they need to better understand how emotions are expressed, and also how they can be managed; that is, the theory of emotional intelligence, or EI.

A Protocol for Developing Meaningful Curricula The actual process of developing curricula has not been properly defined for educational leaders who aspire to collaboratively engage their teachers in a thoughtful and sincere codification of the programs they are expected to implement in their classrooms.

Schools that are genuinely inclusive and that promote excellence for all require leaders who understand the intersection of race, identity, power, and privilege in society and in the classroom.

Teacher speaks to four school leaders about taking on staff who've switched careers — and the practical experience they bring to the classroom.

Strengthen principal training programs to develop principals and district leaders who can create productive teaching and learning environments, which have a major impact on a teacher's decisions to stay or leave the classroom.

Included: Advice for school leaders who are thinking about returning to the classroom.

In fact, at the Kennedy - Longfellow elementary school in Cambridge, students who mastered Scratch in an afterschool program became «Tech Leaders» in their regular classrooms, helping fellow students learn to code.

Who Should Attend: Principals, assistant principals, department heads, classroom teachers, and coaches, members of school networks, leaders of school improvement and turnaround efforts

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

We sat down with Kay to talk about her work with PPE, why she does it and how it is making an impact not only with the leaders who join us on campus but also on their students in the classroom.

Thirty per cent of academy senior leaders who took part in a poll on the additional autonomy that comes from academy status said it had «no effect» at all in the classroom, while 18 per cent said it had a negative impact.

Among those who do see positives, freedom over the curriculum is the most popular advantage for both classroom teachers and senior leaders, at 56 per cent and 67 per cent respectively.

Studies in this set provided evidence of teacher leaders who provided demonstration lessons or modeling as one of their support strategies had positive impact on teachers» classroom instruction and student achievement.

Principals, as school leaders, need classroom performance information to fulfill their role as manager and determine how individual staff members are performing and who needs help and who might take on a model role for others.

Teacher leaders — current or former classroom teachers who work with other teachers and educators in their schools or districts to help improve instruction — are a key feature of many school reform efforts.

Insight in action As part of K - 12 mathematics MSP, elementary teachers who had piloted Everyday Math in their classrooms later brought that experience to their work as teacher leaders.

Insight in action A group of full - time K - 5 classroom teachers in a teacher leader cadre facilitated «structured use» workshops for teachers who were beginning to use Investigations.

A teacher leader program can be built around a single model of release time - only full - time release teacher leaders, or only part - time release teacher leaders, or only teacher leaders who have no release time from the classroom.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

Manno and Firestone (2006) found that teacher leaders who were able to work directly in classrooms, such as conducting classroom observations and regular meetings with teachers, had a greater influence on teachers» implementation of curricula than teacher leaders who had limited or sporadic access to teachers.

Summary: These are reflections of a veteran teacher who has left the classroom to be a teacher - leader.

«What teachers do say is that getting pupils ready to learn is eating into precious teaching time and they are frequently unsupported by school leaders who too often do not teach and are divorced from the day - to - day realities of life in the classroom.»

Riley and others also ignore another culprit: Low - quality teachers and lackluster school leaders — or, «the other knuckleheads, as Fordham Institute scholar Peter Meyer calls them — who perpetuate cultures of low expectations by failing in reading instruction and failing to properly manage classrooms.

As lesson planning is commonly a responsibility of teacher leaders who support classroom teachers, additional research is warranted to examine how to prepare teacher leaders to provide lesson planning and its effects on classroom teachers.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

An ambitious group of teacher leaders proposed a vision of being a school that values art, makes time for it during professional development and classroom lessons, allocates resources to it and celebrates the accomplishments of teachers who embrace art - infused education.

Glanz et al. (2006) reported that principals who were seen as instructional leaders collaborated with teacher leaders to supervise classroom teachers, while principals without instructional expertise abdicated supervision responsibility to teacher leaders.

More acutely, education happens in schools and classrooms, and in too many places we are failing our teachers and school leaders, who have the most direct impact on our students.

She walks readers through the workweek of Romain Bertrand, a multi-classroom leader at Ranson middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one - teacher - one - classroom mode.

The fall 2014 symposium explored how to support aspiring teacher leaders, especially those who want to stay in the classroom as instructional leaders and more.

As a classroom teacher it may be difficult to change the minds of leaders who might not understand why creativity should be more important than summative assessments.