Sentences with phrase «decisions by principals»

Not exact matches

Such an offer or solicitation may only be made by delivery to a prospective investor of formal offering materials, including subscription or account documents or forms, which include detailed discussions of the terms of the respective product, vehicle, service or instrument, including the principal risk factors that might impact such a purchase or investment, and which should be reviewed carefully by any such investor before making the decision to invest.

The April decision by the IHSAA board, later ratified by a majority of the state's high school principals, is supposed to spread happiness by spreading more postseason hardware — 300 % more hardware, to be exact.

Ultimately this decision is made by the superintendent and the principals.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

«However, owing to our principal's decision to abide by the rules of the game, we have continued to keep faith with the system by allowing them to vote their candidate of choice.

But de Blasio's decision to further reduce suspensions by outlawing them completely for kids in kindergarten through second grade drew criticism from the presidents of both the city teachers union and the principals union.

The subjects» criminality was determined by a local justice system run by humans making (perhaps subconsciously) biased decisions, notes Blaise Agüera y Arcas, a principal scientist at Google who studies machine learning.

Unfortunately, despite decent acting jobs by the principal cast, the director's decision to inject so much distracting personal drama into the production means the film suffers from an absence of the cinematic momentum necessary to generate the sort of palpable tension which made Black Book a hit.

Students and teachers have spent this week debating their principal's decision on Monday to paint over a mural by Franco.

The TEMAG Forum held at Parliament House in Canberra — convened by the Australian Institute for Teaching and School Leadership (AITSL)-- brought together some of the most influential decision makers and stakeholders who shape ITE in Australia, including universities, teacher regulators, teacher employers, principals, parent groups and government representatives.

«Data start the conversation,» says Principal Erik Latoni, who noted that one priority was to improve English - language development among all students, a decision prompted by data showing lack of improvement, or in some cases a decline, in students» English language skills.

Superintendent Michael Bennet (2005 - 2008) spearheaded Denver Public Schools» improvement by embracing charter school expansion, giving principals more decision - making power, and using student - based funding, in which dollars followed children to their schools of choice, to spur competition.

Now a new study by University of Michigan economist Brian Jacob finds that when given the authority, principals make dismissal decisions that put a premium on teacher effectiveness and student achievement.

We also limit the data to include only principals with fewer than 25 years of total experience in order to minimize complications introduced by the decision to retire.

The two cases accepted by the Court, Jett v. Dallas Independent School District and Dallas Independent School District v. Jett (Case Nos. 87 - 2084 and 88 - 214), stem from a black principal's decision in 1983 to replace his school's white coach with a black coach.

As noted above, this initial estimate of the variability in principal effectiveness may partly reflect differences in school characteristics that are not under the principal's control, such as the quality of the school building, or decisions made by district administrators as well as unmeasured parental influences.

Third, by relying on the scores given by external observers, the tenure decision would no longer be at the sole discretion of the local principal.

While such preferences could theoretically be set by district administrators or other policymakers, it is likely that principals would retain some autonomy over personnel decisions, so their preferences are important to investigate.

Often even the most dedicated teachers and principals are hampered by severe limitations on spending and programmatic decisions by ineffective state regulations, constraints such as those that come with categorical funding, and a variety of state and local laws and contractual arrangements.

When decision making about resources, chiefly personnel, is decentralized to the school level, the principal and other site - based leaders can further their improvement efforts by hiring teachers and staff with qualifications that match the school's needs.

The franchise - model CMOs have built in some safeguards: day - to - day decisions are managed by an entrepreneurial principal who has the flexibility to change programs that may not be working and to expand those that are.

Knowing when and how to make decisions on control and influence is the challenge faced by principals.

Those decisions are made by the district, along with school principals.

In this framework, summarized in Figure 9, student achievement is the dependent variable, influenced most directly by the decisions and actions of school staffs, especially principals.

For example, the outcome of data interpretation processes might not be actions or decisions aimed directly at student learning; instead, it might be a search for additional types of evidence considered crucial to decision making, or push - back on some external influences on data use considered unhelpful by principals and teachers.

Types of evidence available to the school (often from the district) and existing conditions influencing how data are interpreted and used are variables shaping the processes for interpreting evidence by principals and their colleagues in their decisions and actions.

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.

She has been a teacher and principal, and is the author of numerous book chapters, journal articles, and over 50 technical reports used by educational leaders to shape policy decisions.

Sub-study one focused on the types and nature of data use by principals in their decision making; district influences on data - informed decision making by principals; and the relationship between school data use and variability in student achievement.

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.

Principals and teachers reported increasing efforts to develop the capacity of teachers to engage collectively in data analysis for instructional decision making, supported by but not dependent on other experts.

In their shared work, principals support the development of teacher leadership by inviting teacher leaders to participate in school decision - making and creating an active learning community among teachers in the school.

Findings from three studies (Fennell, 1999; Ryan, 1999; Silins et al., 1999) suggested that teacher leaders developed into stronger leaders by working with principals who were actively involved in teaching and learning (Fennell, 1999; Silins et al., 1999) and supportive of opportunities for teacher leaders to participate in administrative decision - making (Fennell, 1999; Ryan, 1999).

First, principals must embrace the concept of balanced assessment systems that rely on a combination of classroom, interim, and annual assessments to provide information needed by various instructional decision - makers.

The extent to which principals today are constrained in their evaluation and dismissal decisions by the quality and size of the teacher labor supply is not obvious and probably varies by grade level, content area, and geographic location.

NSBA is joined by AASA, the School Superintendents Association; the National Association of Secondary School Principals (NASSP), and the Pennsylvania School Boards Association (PSBA) in asking the Supreme Court to reverse the decision by the U.S. Court of Appeals for the Third Circuit and reaffirm that school officials have authority to determine that messages such as «I [heart] Boobies» disrupt the school environment and interfere with the rights of others.

A strong structure of leadership shared among district leaders, principals, school and teacher leaders, and community leaders who are committed to school improvement ensures that decisions are made by those as close to students as possible.

As such, the principal should have the decision - making authority to effectively bring about systematic change necessary for school improvement.Collaboration Principals should strive for facilitative leadership, which is accomplished by delegating to and collaborating with teachers, developing teacher leaders by pursuing common goals, and engaging stakeholders in the decision - making process.

In all circumstances, the principal should draw on available data, experience and the needs of the standards set by the community to support such decisions and recommendations.

The results are used by principals, school leaders and teachers to inform instruction and decision - making in the classroom and at the school and district level, as well as to measure student growth over time.

The goal of Principal Shadowing Day was to allow decision - makers to experience how policy impacts practice by illuminating the realities of principals» jobs, such as leading instructional shifts and implementing new curricula aligned to the Common Core State Standards (CCSS).

Effective programs provide principals an opportunity to learn by practicing aspects of the daily tasks of the principalship, such as learning to listen to and include teachers in school - site decision - making.

As a principal of a community charter school that has been recognized nationally, this decision by the NAACP is alarming and unjust.

In a series of questions about the state's dismissal laws, and whether they serve a useful purpose, Seymour agreed that they do, saying they help «protect teachers from arbitrary decisions that might be made by a principal or district for reasons not related to their teaching competence.»

Assessment decisions will have a big impact on principals, who know the difference between leading a school constrained by punitively used tests that fail to measure many of the most important learning goals, and a school that uses thoughtful assessments to measure what matters and inform instruction.

District administrators ensure that labor contracts support, not detract, from a good working environment by enabling principals to make critical personnel decisions based on educator effectiveness and other school contextual factors.

Individual school turnarounds are hard to do because principals usually don't control budgets (which usually means teachers) or personnel decisions (also teachers)-- those are governed by the central office, by state laws influenced by lobbying by affiliates of the National Education Association and American Federation of Teachers, and collective bargaining agreements that protect veteran teachers regardless of their performance.

The standard of timeliness is determined by when the decision is to be made; for example — whether a student is making revision decisions, a teacher is designing the next lesson, a principal is designing a school - wide program, or a district is developing its strategic plan.

To the extent charter schools allow principals and administrators to engage in flexible decision making — including flexible decision making in human resources policy forbidden by union contracts — they are an improvement on traditional district schools.

Partly based on the belief that supposed experts in education (including principals and superintendents) should be the ones to make decisions in schools and districts, as well as driven by the efforts of National Education Association and American Federation of Teachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that matter most.