Sentences with phrase «culture of student achievement»

Before joining the KIPP team and family in July 2013, she spent two years on the leadership team at Explore Charter School in Brooklyn, New York developing a rigorous culture of student achievement for Kindergarten through eighth grade scholars in Brooklyn.

His goal is not just to increase results in the district, but to create a sustainable, long - lasting culture of student achievement, community support, and educational quality in Holyoke.

Not exact matches

As most professors will tell you, today's student culture is fixated on identity politics and is terrified of anything less than an «A.» In sum: diversity and academic achievement, with «merit» defined as the maximization of both.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

Keynote speaker Theresa Perry, Ed.D.» 82, a professor at Simmons College, will explore the possibilities of discourse on African American student achievement after including their history and the inherent diversity within the culture.

The free - to - access lesson plans, student worksheets and digital libraries celebrate the success of Indigenous land management programs, while providing teachers with classroom - ready material that helps students explore our shared histories, cultures and achievements.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

Schools realize the importance of SEL and / or character for their broader purposes of developing the whole student, fostering academic achievement, promoting positive behavior, and creating a positive culture and climate for learning.

But student achievement has remained stagnant, and our K — 12 schools have stayed remarkably unchanged — preserving, as if in amber, the routines, culture, and operations of an obsolete 1930s manufacturing plant.»

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 development).

One important goal included building leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.

The institute includes a blend of theory and practice - based techniques for addressing student learning by strengthening instruction and better engaging communities, closing the achievement gap and establishing a positive, safe and goal - oriented school culture.

Dr. Lombardi has organized an academic climate (culture of achievement) as a learning leader for teachers and a purveyor of the self - management of learning for students.

In our first article on the STAR School - Placing importance on relationships - Sorensen recalled that the goal was to create a model that not only focused on culture, but also led to high levels of student achievement.

The effects of school culture and climate on student achievement.

Last summer, Nina Newlin, principal of Rock Hall Middle School, went to the second seminar in the series, «Building Positive School Culture to Increase Student Achievement.»

These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration.

She is involved in several research projects, including a study examining the relationship between national culture and student achievement, creativity, and productivity, and an ongoing international comparative study of effective teachers serving disadvantaged students in the United States and China.

While there are many initiatives that can be implemented in our schools to begin to offer opportunities for our students to grow and learn in different ways, these just scratch the surface of the more important theme of the book — shifting the culture of our schools to utilize technology as a tool to enhance learning and achievement.

Best Behavior is a professional development program designed for administrators and teachers to support their efforts in creating and maintaining a positive and supportive school culture that facilitates academic achievement and the healthy social development of students in a safe environment that is conducive to learning.

In her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and life.

I have been charged with leading an entirely new staff and developing a culture of excellence where high student achievement and performance are the norm.

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

«There are many training programs for school principals, but few exist for top state and district education leaders who establish policies, incentives, and cultures that enable those principals to succeed in lifting student achievement,» added M. Christine DeVita, president of The Wallace Foundation.

«Kersten's primary concern is that the initiative addresses the reality of how issues of race, class, culture and gender play out in classrooms and affect student achievement.

Given the significant influence of principal turnover on student achievement, mediated primarily by school culture, we developed four case studies to examine this dynamic in greater detail and to learn what part patterns of distributed leadership play in the relationships.

Doug McCurry, director of the nonprofit organization, said Amistad Academy in New Haven assesses student progress every six weeks, operates a 9-1/2 - hour school day, recruits the best teachers and runs a «disciplined, achievement - oriented school culture.»

And so, sans meaningful accountability — or, put another way, whether the district takes responsibility for and responds to unacceptably low student achievement, as well as other measures of school performance and culture — parents will make other choices.

Through relentless focus on student achievement, instilling a culture of success and college readiness, and leveraging instructional technology, Fannin County High School has increased its graduation rate by 25.2 %.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

By itself, this finding suggests that principals, who have a great deal of influence over school culture, may exercise a subtle and indirect influence on student achievement insofar as they increase openness and make schools more democratic.

That leadership is critical in an Opportunity Culture, which extends the reach of their excellent teachers and their teams to more students, for more pay, within recurring budgets — but applicable to any principals leading turnarounds and those interested in strengthening teacher leadership and enabling a collaborative approach to improving student achievement.

1) Small Learning Communities, Advisory based: The intention of the small learning communities is to create a personalized culture with strong relationships to enhance student achievement.

A recent review (McCarty & Wiley, 2011) notes that «there is compelling empirical evidence that strong, additive, academically rigorous Native language and culture programs have salutary effects on both Native language and culture maintenance / revitalization and student achievement, as measured by multiple types of assessments.»

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

Because parental involvement is linked to student achievement by correlation, we assert that teachers and principals can play a role in increasing student learning by creating a culture of shared leadership and responsibility — not merely among school staff members, but collectively within the wider community.

Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior.

Without a doubt, the establishment of PLCs as a district and the deepening of our collaborative culture have had the single greatest impact on student achievement of any of the initiatives we have implemented.

Dr. Leslie «s first priority was to change the prevailing culture of low expectations among educators in the district; his second was to improve student achievement through increased rigor, alignment of state standards to classroom practices, and implementation of mathematics standards higher than those set by the state.

The vision must persist in the face of adversity, rooted in asset - based principles and an achievement - oriented culture committed to student learning.

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.

A quick internet search will uncover a list of research - based attributes a principal should hold and practices to carry out that have elicited high levels of student achievement and a healthy school culture.

A school culture of high academic achievement where students learn to lead themselves, their school and their world.

This year's Grand Prize - winning districts are providing opportunities for their most vulnerable students, cultivating a culture of kindness, respect, and achievement districtwide, and removing barriers to achievement for students with disadvantages, with the support of their school leaders.

Working as a school leader within the Seton Catholic Schools network is unique because it allows principals to get out of the office and into classrooms, working with teachers to build classroom culture, co-plan lessons and analyze student achievement.

In addition, district and school leaders will gain actionable insights about the impact of school culture and labor - management collaboration on the successful implementation of standards and student achievement.

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When a classroom has a Culture of Achievement, we see students who are passionate, urgent, joyful, caring, and «on a mission» towards a destination that matters to them.

- To evaluate the strength of each school's instructional culture, the effectiveness of the training program in meeting partner needs, and ultimately the value - added effect on student achievement results in partner schools

Skoglund and Ness give School leaders all the tools that are necessary to change the culture of a school, improve teacher performance, and elevate student achievement.