Sentences with phrase «classroom teaching and leadership»

Her career also includes 10 years of classroom teaching and leadership, and two decades of teacher training and development at the University of Cambridge, and extensive national and international work.

Excellence in classroom teaching and leadership is always at the heart of a good school.

Not exact matches

Successful reform efforts require leadership support, and they should address all aspects of the learning environment — from the curriculum and teaching, to how classrooms are configured, said James Collins, who is the Virginia M. Ullman Professor of Natural History and the Environment at Arizona State University: «You can't fix one point on the continuum and expect the continuum to change.»

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

Undoubtedly, life skills such as having compassion for others, leadership, communication, responsibility and teamwork can be taught in the classroom, however, it is arguably outside the four walls where these skills are really put into context and developed on a deeper level.

This often means people airing their concerns, such as, «I feel we need more opportunities to develop our leadership, as well as classroom teaching, and at present, this model doesn't offer this.

Project Zero's 13 - week online, coach - facilitated course offerings — among them Creating Cultures of Thinking: Learning to Leverage the Eight Forces that Shape the Culture of Groups, Classrooms, and Schools; Multiple Intelligences: Expanding Our Perspectives to Support All Learners; Thinking and Learning in the Maker - Centered Classroom — are grounded in day - to - day teaching and leadership practice.

L&T faculty scholarship covers topics as diverse as «causal reasoning» and the brain; the study of black and Latino family engagement with schools; school reform and teacher leadership; the history of American education; using collaborative data inquiry to improve teaching and learning; and how an understanding of social psychology can improve teaching and learning in the classroom.

Looking back on those 2015 sessions, Radden says she can easily remember specific talks and experiences that helped her assess her leadership style, made her more confident in expressing her opinions, and taught her how to transfer the experience to the classroom — skills that can be difficult to hone when you don't have time (or district support) to step away from the day - to - day of teaching.

The scheme focuses on extra support to develop leadership in maths and help schools work together in support of higher standards; and supporting teachers, teaching assistant, further education lecturers and others to develop improved classroom practice.

And we'll share some of our favourite snippets from interviews with previous EPPC presenters exploring classroom wellbeing, school leadership, staff PD, closing student achievement gaps, and new ways of teaching and assessing matAnd we'll share some of our favourite snippets from interviews with previous EPPC presenters exploring classroom wellbeing, school leadership, staff PD, closing student achievement gaps, and new ways of teaching and assessing matand new ways of teaching and assessing matand assessing maths.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofTeaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

«DJS,» as her students often affectionately call her, has been a member of HGSE's faculty since 2008 and, as the recipient of the Morningstar Family Teaching Award in 2015, was praised for her leadership, mentorship in and out of the classroom, and pedagogy.

Although the interviews provide context, the main focus is on observations of classroom teaching, school leadership, and the school's capacity to improve.»

«Last week the education secretary announced a strategy to drive recruitment and boost retention of teachers, working with the unions and professional bodies, and we've been consulting on how to improve development opportunities for teachers, whether they decide to move into a leadership role or want to continue teaching in the classroom.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

We will focus on applications to the practice of education, from classroom teaching to school leadership, so that we are equipped to reflect upon and improve our work as educational practitioners, scholars, and activists.

TEP faculty members are experienced classroom teachers whose diverse research interests span teaching, learning, and teacher leadership.

«I am anxious to get back in a classroom with first - rate graduate students and look forward to collaborating with my friend and colleague Judy McLaughlin in teaching a seminar on leadership in higher education.»

Recent research shows that teachers are increasingly taking on leadership responsibilities within schools and that interest in so - called hybrid positions that combine classroom teaching with other roles is growing rapidly.

It's not just about learning the facts either, it's important to build the link between what is taught in the classroom to actual carbon reduction activities taking place either in the wider school environment or in pupils» homes; building momentum for change through pupil leadership and involvement, influencing others to do their bit to become more sustainable.

With new technologies and teaching approaches becoming more accepted in the classroom, educators have more opportunities than ever to assume leadership roles and affect grassroots change within their schools, districts, and states.

Students, who nominated Professor Deborah Jewell - Sherman — this year's recipient of the Morningstar Family Teaching Award — praised her leadership, mentoring in and out of the classroom, and pedagogy.

Alongside Brad's leadership responsibilities, he immerses himself in all aspects of the school and takes an active role in teaching students in the classroom.

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

An MSP leader observed that the advantages to a part - time release model can outweigh the challenge of juggling classroom teaching and teacher leadership responsibilities.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Hybrid teaching positions retain effective teachers in classroom positions, while providing them leadership opportunities, and keeping them from succumbing to burnout in high - poverty situations.

SREB also works directly with public schools and educatorsto improve classroom teaching and learning, career - technical education, online education, and school leadership.

About Teach to Lead (www.teachtolead.org) Teach to Lead is a joint initiative of the National Board for Professional Teaching Standards and the U.S. Department of Education focused on expanding opportunities for teacher leadership in ways that enhance student learning and make it possible for teachers to stay in the classroom while leading in the profession.

Perhaps it is time we better utilize the most abundant teaching and leadership resource we have in our schools for classroom practice as well — the students themselves.

We feel now, as we felt then, that until we value, support and accredit the sorts of in - classroom excellence at least as much as we do leadership and management, teaching will never enjoy equal levels of status or success as other professions.

His expertise includes school improvement, international education issues, classroom teaching and learning, and school leadership.

We reported that there are, of course, many secondaries where leadership is excellent, teaching inspirational and a strong learning culture permeates through the classrooms and corridors.

When British inspectors, who report directly to Parliament and provide their findings «without fear or favor,» identify a school needing improvement, they generate a letter to school administrators detailing strengths and weaknesses in key areas like leadership and classroom teaching, along with a list of high - priority recommendations for resolving problems.

One of the signature challenges of leadership in schools is trying to create that coherence especially in schools that have been around for a long time with a really strong tradition of what we might call radical teacher autonomy: letting every teacher go to their own classroom, go to their own space, and teach and improve however they want.

Nominees must complete an extensive written and video application that demonstrates their mastery of mathematics or science content; use of appropriate instructional methods and strategies; effective use of student assessments to evaluate, monitor, and improve student learning; reflective practice and life - long learning to improve teaching and student learning; and leadership in education outside the classroom.

Create the option of new school role categories: in - classroom, hybrid (teaching roles with significant leadership time away from classrooms), and out - of - classroom (ability to step outside of the classroom temporarily in order to expand their impact to a greater number of students and colleagues).

Thoughtful critique of teaching and learning may provoke important changes in teaching and leadership, but it is difficult to ask hard questions, open classrooms to scrutiny, and examine, with colleagues, the nuances of one's own practice.

Caroline Wright, director, BESA said; «Today's research shows there is an opportunity for teaching schools, school leadership organisations and industry to work with schools to help them understand how they can utilise tablet technology to its full potential, and integrate tablets as learning tools into the classroom.

«They come into the classroom, have a powerful teaching experience and make a lifetime commitment to education,» said Serna, who explained many alumni continue their work in the classroom after the two - year commitment or pursue education leadership positions.

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.

He has over ten years of experience in educational leadership, curriculum, professional development, and classroom teaching.

In my career, I taught many graduate curriculum and educational leadership courses in regular college classroom settings and on the Internet.

He started teaching in Chicago and has been either a classroom teacher or in educational leadership for the past eighteen years.

«It's clear that strong leadership, outstanding classroom teaching and effective support staff and governors are the crucial factors in transforming standards in struggling schools.

An ASCD membership grants you access to resources and tools that will help increase your students» achievements and strengthen your practice; and as a member, you stay up - to - date with the latest information about best practices in teaching, curriculum, classroom management, and school leadership.

The administrative leadership in JCPS created «Shaping the Way We Learn, Teach and Lead» in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

Teach to Lead is a joint initiative of the National Board for Professional Teaching Standards and the U.S. Department of Education focused on expanding opportunities for teacher leadership in ways that enhance student learning and make it possible for teachers to stay in the classroom while leading in the profession.