Finally, we compare the instructionally helpful practices identified in our research with
the core leadership practices identified by prior research.
Nevertheless, of the leadership practices frequently identified as helpful, one or more are associated with one of the four categories of
core leadership practices.
In stage two we recoded each scenario according to
the core leadership practices exemplified (here we used operational definitions derived from Leithwood & Jantzi, 2006).
CALL is a school - wide leadership assessment / feedback system using a multi-source survey to assess
core leadership practices distributed across a school.
Then we report the relationship between those practices and the framework of
core leadership practices with which we began.
Four categories of
core leadership practices have been identified by prior research.
The four sets of
core leadership practices are listed in the left - hand column.
To understand the distribution of leadership one needs to explore evidence of actual behaviors and influences associated with
core leadership practices and specific focal points of school - improvement activity.
Because we provided a comprehensive description of
core leadership practices in a review of literature prepared as the starting point for our larger project, 115 we provide only a brief summary of the core practices here.
The overall effort encompassed multiple,
core leadership practices (setting directions, developing capacity, workplace arrangements, managing instructional program) and multiple leadership sources associated with the focus on a shared learning goal.
How do the practices identified as helpful by teachers and principals compare with our current formulation of
core leadership practices?
First, for several
core leadership practices, there were no analogues among the practices identified by our respondents.
In this component of our larger study we have sought to ground, illustrate, and (when warranted) elaborate our understanding of
core leadership practices, based on the experience of teachers and principals.
Another is that, in fact, only some of
the core leadership practices have much influence on teachers «classroom practice.
Not exact matches
CEO Karl - Johan Persson has made responsible supply chain
practices core to the brand's business strategy, one which has propelled H&M into a clear
leadership position, engaging with local governments and industry in pushing for substantive change.
This is a
core principle for anyone in a
leadership position to consider and put into
practice.
Supporting and mentoring the principal as instructional leader by focusing on the further development of
core leadership capacities,
practices and competencies;
You are able to keep learning and pedagogy at the
core of the whole school curriculum and central to your
leadership practice.
This year, for the first time, Technology Counts assigns letter grades to the states on
leadership in three
core areas of technology policy and
practice: access, use, and capacity.
For the third consecutive year, Technology Counts grades the states on their
leadership in three
core areas of technology policy and
practice: access, use, and capacity.
Subsequent analysis of actual cases of innovative learning environments led us to add three more dimensions - hence «7 +3» - to optimise the conditions for putting the principles into
practice: i) Innovate the pedagogical
core; ii) Become «formative organisations» with strong learning
leadership; iii) Open up to partnerships.
Build consensus about
core expectations for professional
practice (curriculum, teaching,
leadership).
It also adds power to the
core concept of ASCD as an association for educational
leadership advancing best
practices and policies for the success of each learner.
Begin by Exploring the HOT APPROACH by sending staff,
leadership and parents to attend professional development offered monthly in each of the HOT School
Core Components of Strong Arts, Arts Integration and Democratic
Practice as well as cutting - edge pedagogy and relevant issues.
Her dissertation research examined how teachers in high - poverty schools understand and enact
practices in response to the Common
Core and how principals»
leadership, teachers» collaboration with colleagues, and opportunities for professional development relate to this process.
The Oakland - based work has formed a structure that comprises the
core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning
practices and think through new ideas as a learning community; a
leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.
Principal Evaluation Handbook: This handbook describes the
core design principles that underlie the evaluation model, outlining recommended approaches to measuring
leadership practice and leaders» influence on student learning.
The ability to engage in
practices that help develop people depends, in part, on leaders» knowledge of the «technical
core» of schooling - what is required to improve the quality of teaching and learning - often invoked by the term «instructional
leadership.»
A
core component of the programme is the building of advanced competencies particularly in
leadership and collaboration, and empowering educators to meet contemporary education demands of their
practice context.
Several math
practices at the heart of Common
Core rely on student voice, with students at the center of learning, teaching and
leadership.
The strategic plan, launched in October 2007, and the subsequent Action Plan released in 2008, outlined five overall directions for the Council over the next three to five years: reinforcing the Council's commitment to individual artists, working alone or collaboratively, as the
core of artistic
practice in Canada; broadening the Council's commitment to arts organizations to strengthen their capacity to underpin artistic
practices in all parts of the country; enhancing the Council's
leadership role in promoting equity in fulfilling Canada's artistic aspirations; making partnerships with other organizations, including other funders, a key element in the Council's approach to advancing its mandate; and enhancing the Council's capacity to support the arts and implement change by strengthening its structure, staffing and services.
She works with the firm's
leadership to identify
practice group hiring needs and opportunities for expansion in various
core groups and geographic markets.
I believe asking the questions that identify our
core values is incredibly important for our law
practices, family lives, and roles in community
leadership.
Though our Practices focus on the contextual application of
Practice Management, all of our advisory services - strategic and tactical - are rooted in a
core set of proprietary
Practice Management methodologies - developed, refined, tested and trued over many years of thought
leadership and operational excellence.
Best
practices in career and human resources management indicate that developing talent is a
core function of
leadership.
• Commitment to company's policies and
core values • Excellent communication skills in verbal and written English • Knowledge in contract management and experience in organizational effectiveness and operations management implementing best
practices • Demonstrated
leadership and vision in managing staff groups and major projects or initiatives.
A contract or employment position in an organization where I can use my assessment skills,
leadership qualities and my love for gerontology in
practice as a Nurse Practitioner to impact that population
CORE COMPETENCES * ICU * Cardiology * Telemetry * Case management Technical Proficiencies * Cardiac Monitors, * Hemodynamic Monitors, * Cerner Charting Software * CVVHD Machines
Reflecting on
practice is an integral component of
leadership thinking and is a
core aspect of KidsMatter.
It is an innovative philosophy of
practice that believes that everyone in their
core has
leadership qualities i.e..