Sentences with phrase «curriculum leaders through»

Alternatively, we can take school / curriculum leaders through a Curriculum Review training session to begin the process of reviewing their current curriculum offering, considering the points set out above and deciding how to develop things further.

Not exact matches

The mission of UMSL Accelerate is to foster a community of thought leaders by providing a vibrant ecosystem through a three - pillar structure of Educate (curriculum), Innovate (non-curriculum), and Collaborate (Accelerate).

3) developing faculty leaders who serve as catalysts for reshaping conversations and courses, and who help to think through the institutional strategies necessary for us to address critically important issues across the curriculum

«Equally worrying is that efforts to promote and embed these important values within the curriculum were undermined by the failure of leaders to model good practice, for example through the work of governors.»

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 of London.

Through planning curricula - aligned projects, school and community makerspaces can help once again to democratize education and build learning communities where all students have a chance to grow into thoughtful, confident leaders of tomorrow.

The plan's five main objectives, to be delivered by 2021, are: to develop a new Welsh language; to increase opportunities for children and young people to use their Welsh in various contexts and embed their language use patterns from an early age; to support leaders and practitioners in Wales to continue to develop their Welsh language skills and have the knowledge and expertise to deliver the curriculum through the medium of Welsh and Welsh as a subject; to increase the number of learners in Welsh - medium settings; and to ensure that all learners can have equal access to Welsh - medium education and experience the best opportunities to develop their language skills.

Using curriculum provided by the Center on the Developing Child at Harvard, leaders guide parents through biweekly workshops that focus on reducing stress, improving responsiveness of relationships, and building core life skills.

These peer leaders, school staff, and prevention educators from a local sexual assault and domestic violence provider are working together to incorporate the MVP curriculum into classes, clubs, and through student led trainings and presentations.

[i] Multi-Classroom Leaders are former high - performing teachers who now support teachers through Real Time Teacher Coaching for Management (RTTC - M); Real Time Teacher Coaching for Instruction (RTTC - I); curriculum support and content area specialization.

We support the development of educational leaders throughout Cass County through frequent collaboration (Curriculum Directors» Meetings, Principals» Meetings), onsite consultation, and quality professional learning opportunities.

For these meetings, teacher leaders developed agendas around mathematical issues related to implementing Investigations, featuring activities that would help teachers as they used the new curriculum in their classrooms (e.g., introducing new assessments and working through math games teachers would use with students).

Leaders in higher - performing settings not only worked to establish and communicate clear expectations for curriculum and instruction; they developed and applied mechanisms for monitoring the implementation of district expectations through supervision systems and school - improvement plans.

The Candidate Ready Development team at Leadership for Educational Equity (LEE) works with LEE members like these to provide coaching through an individualized curriculum of competencies to get them ready to become powerful elected leaders.

In this Best of Dropout Nation, Editor RiShawn Biddle points to the economic reasons why we must commit to providing all children with strong, comprehensive, college prep curricula and nurturing kids through high expectations (along with improving teacher and school leader quality, and expanding school choice and Parent Power).

Breaking Ranks provides school leaders with a framework for improving schools through collaborative leadership and professional learning communities; creating relevance through personalizing the school environment; and addressing issues of rigor through curriculum, instruction, and assessment.

Through socially - and academically - integrated instruction that is personalized and active, and through a challenging and arts - infused curricula, we develop knowledgeable and skillful lThrough socially - and academically - integrated instruction that is personalized and active, and through a challenging and arts - infused curricula, we develop knowledgeable and skillful lthrough a challenging and arts - infused curricula, we develop knowledgeable and skillful leaders.

«High Technology High School, a pre-engineering career academy that emphasizes the interconnections among mathematics, science, technology and the humanities, prepares students to become proactive and creative problem solvers, effective communicators, and tomorrow's leaders through a rigorous, specialized curriculum and collaborative partnerships.»

With the Education Council's focus on teacher professional learning that aligns with the general capabilities of both the National and relevant State curriculum requirements, we are working with school leaders to help teachers thrive through innovative ways to engage in real world STEM activities.

Teachers, school leaders, and district curriculum coordinators and coaches likely go through the same process, trying to envision the most effective way to roll out new lessons, standards, curriculum materials, and instructional techniques.

By serving as a source and a resource, she has helped transform leaders through sharing her expertise in student engagement strategies, disciplinary literacy, curriculum design, developing assessments and cooperative learning.

A firm believer in advancing the development of others through her own professional experience, Tracy is widely recognized as a leader amongst her peers and has lent her expertise and guidance broadly through service roles ranging from school reform committees to developing peer tutoring programs to school improvement teams to numerous curriculum committees.

Inspired Teaching helped lead this important conversation, building upon Inspired Teaching's work with Teacher Leaders in SCALE: Science Curriculum Advancement through Literacy Enhancement.

Mission Statement: High Technology High School, a pre-engineering career academy that emphasizes the interconnections among mathematics, science, technology, and the humanities, prepares students to become creative problem solvers, effective communicators, and tomorrow's leaders through a rigorous, specialized curriculum and collaborative partnerships.

The Candidate Ready Development team at Leadership for Educational Equity (LEE) works with LEE members like Erika to provide coaching through an individualized curriculum of competencies to get them ready to become powerful elected leaders.

We deliver the NPQ courses through our own team of trained and accredited facilitators, tailoring programme content to meet local challenges, each leader's development needs, and the Inspiration Trust's distinctive emphasis on senior curriculum leadership.

This year, Inspired Teaching's SCALE: Science Curriculum Advancement through Literacy Enhancement Teacher Leaders have been asked to lead several of the sessions, introducing the Cornerstones they've developed for use in DCPS schools and facilitating inquiry - based PD experiences.

Tracy continues to grow as a leader by participating in programs such as the Aspiring Leaders Fellowship through the Arizona Charter Schools Association and completing her doctorate degree in educational leadership with an emphasis in curriculum and instruction.

With the help of the ConnectEd Studios, a robust online platform, credential candidates, public school teachers and administrators, university teacher preparation faculty, and industry leaders now have a» one stop shop «that offers a common venue to collaborate through conversations that include sharing experiences, problem curriculum ideas, job openings, and lessons learned.

Traditionally this autonomy has taken the form of greater freedom in hiring (and firing) teachers and school leaders (in most states charter school employees are not required to be part of the district collective bargaining unit), developing budgets, choosing curriculum, procuring supplies and contracting with vendors, and shaping the school calendar (through longer days and / or extended school years).23

How do state agency personnel support district leaders and schools in optimizing curricula and environments for students from preschool through third grade?

However, Brian Lightman, general secretary of the Association of School and College Leaders, said improvements should be made through «considered and managed» curriculum change, not legislation.

In Breaking Ranks II and Breaking Ranks in the Middle, school leaders are provided with a framework for improving the performance of each student by: implementing best practices through collaborative leadership and professional learning communities, creating relevance through personalizing the environment, and addressing issues of rigor through curriculum, instruction, and assessment.

Through collaborative workshops, curriculum and hands - on field trips, K - 12 educators and community leaders from across Southern California explore best practices in environmental education, service learning and urban sustainability.

Our facilitators, students and administrators are available to speak at conferences on the following topics: • Creating a culture of sustainability • Greening your campus • An integrated approach to sustainability across multiple disciplines • Making learning authentic through sustainable service learning • Connecting curriculum to the community • Creating student leaders

But beyond support for assessment and curriculum development, district leaders also wanted to help teachers grow their practice through feedback from colleagues and give them training opportunities to become teacher leaders.

One measure to which I would give priority is for children throughout Africa, from the first grade of primary school through the last year of secondary school, to be taught the values of justice, fairness, and accountability as part of the normal curriculum, so they might grow into the leaders and citizens that Africa needs.

The curriculum provided through Solar Futures inspires young students to become the next generation of solar leaders.

Designed and / or implemented enrichment education curriculum for poetry, art through literacy, and served as Girl Scout Troop Leader

Professional Development: Assisted in the professional development of other staff members, local community groups and individual leaders through creating and conducted training curriculums.

Sales / Curriculum Development / Global Marketing Manager / Sales Program Manager / Contract Design Quickly promoted through sales / marketing teams from individual performer to leader of worldwide business units.

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