Sentences with phrase «decisions school district leaders»

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When it came to representing his district, Silver often echoed the voices of key community leaders and the many thousands they represented, so they were in a sense in «the room» helping make decisions on vital issues like schools and affordable housing.

Both legislative leaders said yesterday that her proposals are a template from which to re-start negotiations, although there is a school of thought — one particularly of concern to black and Latino leaders in the Bronx and Upper Manhattan — that Mann's lines will end up standing, since they allow the majorities in both the Senate and Assembly to punt on hard decisions about whose district to eliminate and how.

As the Lancaster community becomes more divided over whether the school district's nickname should remain the «Redskins,» school leaders are under increasing pressure to make a decision soon about whether to phase the name out completely.

In addition, Russell Quaglia, president and founder of the Quaglia Institute for Student Aspirations, and Lisa Lande, executive director of the Teacher Voice and Aspirations International Center, have recently proposed three steps that school and district leaders can take to ensure teacher voice is represented in decision - making:

Facilitate school district bankruptcy: Congress can help free local leaders from the burden of bad decisions made long ago.

Even though students are often the ones most directly affected by the school funding decisions made by state and district leaders, their voices are rarely a part of those conversations.

In a decision designed to spark a transformation of New Jersey's school finance formula, the state board of education concluded last week that poor rural districts have been shortchanged in a state known nationally as a leader for providing billions of dollars in extra aid and programs to its poor urban districts.

Good news for education researchers: Your work is influencing district and school leaders, helping to guide their decisions.

The Center for Education Policy Research at Harvard University (CEPR) and the Harvard Graduate School of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision - mSchool of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision - mschool district and state leaders increase student achievement and attainment through data - informed decision - making.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

Second, school and district leaders can use VAMs to make workforce decisions — recognizing and rewarding effective teachers and denying tenure and dismissing the lowest - performing teachers, according to Corcoran and Goldhaber.

To make sure we are making good decisions, I have created a Common Core Leadership Council of 25 thoughtful school and district leaders that have been invaluable as we navigate difficult choices.

Based on the ISTE Essential Conditions, the Lead & Transform movement provides district superintendents, CTOs, CIOs, school leaders and other decision makers with a roadmap for planning and building a successful systemwide tech initiative.

Through a partnership with the University of Colorado Boulder and Northwestern University, this project studies how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.

Hosted by the Harvard Graduate School of Education, NCRPP is offering an online course February 5 - 18, 2018 that will help district leaders, school leaders, and state education officials learn how to find, evaluate, and use research to inform the decisions theySchool of Education, NCRPP is offering an online course February 5 - 18, 2018 that will help district leaders, school leaders, and state education officials learn how to find, evaluate, and use research to inform the decisions theyschool leaders, and state education officials learn how to find, evaluate, and use research to inform the decisions they make.

With itslearning, school and district leaders can get the actionable information they need to guide their decisions.

The NCRPP research use survey focuses on the core of «research use» in three related, but separate, constructs: the ways that school and district leaders 1) apply research in their decision - making processes; 2) value research as an important component for decision - making; and 3) evaluate research quality.

The National Center for Research in Policy and Practice studies how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.

District decision - makers, including union leaders, must carefully weigh the cost - benefit ratio of any financial commitment against their ability to sustain and enhance locally popular schools and broadly popular and impactful programs.

Future educational leaders — principals and superintendents — need to be able to make these decisions at the district or school level.

Tension also surfaced when school or district leaders called for data - informed decisions to be made in areas where those decisions had traditionally been made by teachers on the basis of their individual and collective expertise.

School and district leaders who decide to invest in PeopleAdmin's talent management solutions find that decision quickly pays off.

The notion of «fit» between leader and school is central to district administrators «decision - making concerning principal placement.

District leaders recognized the need to develop capacity for data use among school personnel, particularly in decisions about school - improvement initiatives and instructional programs.

With observed teachers, the focus was on specific activities during the lessons; general approaches to pedagogy; the role of the principal as well as other leaders within the school, district, and state on pedagogy; curricular and pedagogical decision making in the school; professional development; and student learning.

Both of his children are products of the Los Angeles Unified School District (LAUSD), and he has coordinated with parent leaders statewide in addressing the State Board of Education on the need to strengthen oversight and effectiveness of School Site Councils and overhaul school improvement and shared decision - making procSchool District (LAUSD), and he has coordinated with parent leaders statewide in addressing the State Board of Education on the need to strengthen oversight and effectiveness of School Site Councils and overhaul school improvement and shared decision - making procSchool Site Councils and overhaul school improvement and shared decision - making procschool improvement and shared decision - making processes.

For state, district, and school leaders, value - added measures may aid in school improvement in at least three ways: improving programs, making decisions about human resources, and developing incentives for better performance.

School, district, and state leaders may be able to improve teaching by using value - added to shape decisions about programs, human resources, and incentives.

She has served as a facilitator of school planning, working with district leaders, principals, teachers, and parents to make data - based decisions.

More accurate measures of teacher effectiveness can lead to better decisions by school and district leaders.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

District leaders must seek out and engage diverse parents, guardians, students, and community as they examine and make decisions about the future mix of schools, which they appear to be doing through their Blueprint for Quality process.

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 school and district leaders, how do we make decisions while considering the political fallout when those decisions interfere with the general beliefs of the community

Once completed in 2013, the revised standards are expected to provide the district with a more useful tool for informing decisions about training, assessing and supporting novice and veteran school leaders.

This video highlights the Wausau School District pre-kindergarten program, explains the needs of our school districts, and describes the agonizing decisions school leaders have to make in order to balance their buSchool District pre-kindergarten program, explains the needs of our school districts, and describes the agonizing decisions school leaders have to make in order to balance their buschool districts, and describes the agonizing decisions school leaders have to make in order to balance their buschool leaders have to make in order to balance their budgets.

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.

Hall adds that a district leadership's opinion of the charter takeover model won't sway a final decision on whether a school is selected by state leaders.

«It also exhibits a lack of faith in the abilities of education professionals at the New Hampshire Department of Education, leaders of the state Board of Education, and board members from local school districts to make sound decisions regarding education standards designed to raise student performance.»

As autonomous public schools, charter school leaders make many decisions that would be up to district leadership in a traditional school setting.

This professional development helps district and school leaders build capacity to initiate, lead, and support data - informed decision - making and impact classroom practices.

Danette Parsley and her Lessons Learned co-authors note that when making decisions, school leaders must consider the needs and advice of many different players — students, teachers, administrators, support staff, parents, community members, district and state administrators — who have a big stake in the success of the school.

CCSA released two new accountability tools that provide a variety of school level data for every traditional district school and charter public school across the state to help school leaders, teachers, families, charter school authorizers and school communities make critical decisions.

«Classrooms and Kids» puts that money directly in the hands of local school districts so those locally elected board members and their education leaders can make local decisions that best meet the needs of their community's children.

With the millions of dollars being spent to educate our young people, it makes sense that decision - making data be available to district leaders, school leaders, and state leaders regarding where our resource dollars are being spent.

She joined the Principal Advisory Council to use her perspective as the leader of a diverse neighborhood school to help inform District decisions.

Nearly 80 % of polled voters said they trust their local school leaders to make decisions and to hold schools accountable, more than they do elected officials in Lansing who have little stake in classrooms outside their own districts.

Unlike many traditional school systems where school leaders must follow a specific instructional program and adhere to district mandates, operators in the portfolio model have a great deal of autonomy in their decision making.

After The Lens first reported on the decision to shift from tests to filters, the two school districts told school leaders the filters would be installed this fall.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.