Sentences with phrase «culture of learning focused»

In this first dimension in the framework, school leaders create a reflective, equity - driven, achievement - based culture of learning focused upon academic success for every student.

Not exact matches

«After talking with him a bit longer, I learned of his recent focused efforts in creating a «servant leadership» environment, aka culture, that I concluded WAS the reason for high attrition in the past several months,» says Brown.

One learns best, however, by doing it oneself, perhaps starting out with a limited inquiry focused on one of the following elements in parish culture:

Our educational culture provides learner - centered graduate education that nourishes the growth of individuals» intellectual, emotional, physical and spiritual lives within learning communities, focusing on disciplines that will be central to the unpredictable nature of civilization in the 21st century.

Sweden China About Blog Mandarin HQ shares unique Mandarin Chinese VIDEO LESSONS, Chinese culture snippets and language learning tips.My main focus at Mandarin HQ is to expose you to real spoken Chinese, and give you the tools you need to make sense of it.

Domain 5 — the idea of teachers in the school sharing and showcasing best practice to support professional learning of others, and this idea of a self - reflective culture, focus on improving classroom teaching, that was... this really informed our vision.

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

When creating the eLearning strategy, this has to be taken into consideration along with concerted focus on how to improve the learning culture of the organization.

Yet if the challenge can be met, if the attention of the adolescent culture can be directed toward, rather than away from, those educational goals which adults hold for children, then this provides a far more fundamental and satisfactory solution to the problem of focusing teenagers» attention on learning.

While Yes Prep's fondness for project learning was highlighted, much of Edutopia's coverage focused on how to re-create the school's college - bound culture and tough - love discipline code.

On September 8th we celebrate International Literacy Day, as a result of an 1965 initiative of the United Nations Education, Science and Culture (UNESCO) organization, designed to highlight how crucial literacy was to people and their communities, and to focus attention on expanding the opportunities for all people to learn to read.

In secondary education... we are beset by a peculiar paradox: in our complex industrial society there is increasingly more to learn, and formal education is ever more important in shaping one's life chances; at the same time, there is coming to be more and more an independent «society of adolescents,» an adolescent culture which shows little interest in education and focuses the attention of teenagers on cars, dates, sports, popular music, and other matters just as unrelated to school.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

For several years our school has been focused on school improvement and changing the culture of the school in order to truly become a «professional learning community.»

Some current projects include: Cultures of Computing, an examination of how K - 12 teachers design learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model of professional learning for educators who support computational literacy with the Scratch programming language, involving the development of a 25,000 - member online community, a network of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation of the concepts, practices, and perspectives that young people develop through computational design activities.

When popular media are used as a springboard for learning, she adds, formal education becomes a bridge for youth «from the often insular and entertainment - focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.»

Education systems should incorporate multiple ways of learning, combining formal and non-formal, traditional and modern, local and outside languages, local and external teachers; high priority needs to be given to vocational learning, through community - based institutions; content should be focused on enhancing links with nature, culture, and society, encouraging community and collective thinking and working, respecting diversity, and other principles and values described in this section.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

School practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of success.

This school in Western Australia is focused on creating a culture of continuous learning for both staff and students.

What if we were to focus on developing a level of comfortability with unfamiliar cultures and language - learning in our teaching of Shakespeare?

This session will focus on New Milford High School's journey to radically transform the learning culture through the formation of our own Academies.

Teachers across the country have been invited to share their views on the new Internet Safety Strategy green paper, in a number of focus groups organised by the London Grid for Learning (LGfL TRUSTnet) on behalf of the Department for Digital, Culture, Media and Sport (DCMS).

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The concentration in Literacy, Language, and Culture focuses on the learning and use of multiple literacies among diverse groups of people.

Her research focuses on the neural, psychophysiological, and psychological bases of social emotion, self - awareness, and culture and their implications for children's development and successful learning in school.

Common to both types of efficacy, however, is the strong influence of the district «s focus on student learning and the quality of instruction, as well as district culture.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The New Leaders: Emerging Leaders Program (see more detail above) focuses on adult leadership, instructional leadership, building a culture of learning, and developing feedback and self - reflection.

The five Beginning to Teach microcredentials are focused on the heart of an educator's practice: the culture and climate of the classroom, engaging learners and ensuring they are learning, collaborating with others, and practicing constant reflection.

Moving from novice to emerging, accomplished and expert, each level of practice describes the appropriate leadership behaviors for each of the four dimensions of instructional leadership (vision, mission and learning - focused culture, improvement of instructional practice, allocation of resources, and management of systems and processes) and their subdimensions.

For example, you might see yourself at the novice level in establishing a learning - focused culture, whereas somebody who regularly observes your practice views your level of expertise as «emerging».

Immersion of children and youth into the computer culture elicits many questions focusing on the enhancement of this context for promoting teaching and learning.

They plan to fundamentally change the culture of the school and become an Innovation Center — focused on project based, collaborative learning with art at the core of teaching and learning.

The key ingredients include establishing clear learning intentions and success criteria, providing targeted instruction in light of student assessment data, and ensuring a culture is established that focuses on students taking ownership over their learning and acting as a resource to others in their learning.

Beyond implementing personalized learning models, Anthony focuses his research on organizational design and culture of innovation at school districts.

What hiring a Director of School Operations will do is to clarify roles and responsibilities for students, staff, and parents; increase opportunities for direct coaching and management to support staff; allow Principals and Assistant Principals to focus on teaching and learning, all of which create a healthy school culture, and ultimately drive student achievement.

Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills and involving parents.

With three key areas of focus — Building Culture, Leading Learning, and Designing the Future — the 2018 conference will feature innovating learning, unstructured collaboration time, preeminent education thought leaders, networking opportunities, aLearning, and Designing the Future — the 2018 conference will feature innovating learning, unstructured collaboration time, preeminent education thought leaders, networking opportunities, alearning, unstructured collaboration time, preeminent education thought leaders, networking opportunities, and more.

This year's theme is «Moving from Implementation to Sustainability to Culture,» and focuses on highlighting the great work of ASCD - associated schools, providing a forum in which educators who implement the whole child approach to education can learn from one another and presenters, and expanding awareness of a whole child approach to educators worldwide.

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

This shift in practice will result in a culture which is inclusive, builds fair process into decision - making practices, and facilitates learning to address the impact of one's actions through a relational restorative approach as opposed to focusing on rule breaking and punishments.

Creation of a strong classroom culture that is developed through CWC's social emotional learning focus and contribution to the broader school community

Such initiatives are «rooted in the value of teacher expertise,» and because they are more learner - focused, they build on the strengths of individual teachers, thereby revitalizing a school's learning culture, writes Barnett.

With an increased focus on connecting educational leadership to student learning, creating cultures of improvement, and other big picture concepts, the standards can be seen, in part, as a force for helping principals remind us as a nation that the moral purpose of educational change is to improve society and the lives of its citizens, especially those most in need.

A couple of years ago, Congress Elementary school, in Arizona, wanted to make a significant culture shift in its teaching approach with a stronger focus on STEM learning.

Lucy West & Yitzchak Francus Changing the day - to - day culture of schools from one in which adults work solo in silos has been a focus of the many leaders and researchers who understand that professional learning is the key to student learning, and that professional learning requires collaboration.

Two of the four dimensions («Vision, Mission and Learning - Focused Culture» and «Management of Systems and Processes») even received more precise names to better clarify instructional leadership practice.