Sentences with phrase «define quality schools»

Also, it would be good to figure out how to define quality schools more broadly.

As part of the Programs in Professional Education (PPE) institute, Improving Quality in Education Systems: Building Quality Schools, participants spent two weeks tackling tough issues like how to build sustainable schools, design effective systems for monitoring and evaluating student and school performance, and define quality schools.

Not exact matches

[4] When theological schooling is defined as preparation for filling the functions that make up the role of professional church leadership, graduates turn out to be incapable of nurturing and guiding congregations as worshiping communities, the health of whose common life depends on the quality of the theology that is done there.

Effective food policy actions are part of a comprehensive approach to improving nutrition environments, defined as those factors that influence food access.1 Improvements in the nutritional quality of all foods and beverages served and sold in schools have been recommended to protect the nutritional health of children, especially children who live in low - resource communities.2 As legislated by the US Congress, the 2010 Healthy Hunger - Free Kids Act (HHFKA) updated the meal patterns and nutrition standards for the National School Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetschool year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetables.

The Professional Standards clearly define the knowledge, skills and behaviours that underpin the delivery of quality school food.

When leadership becomes an exercise in maintaining (and advancing) our position, we fail to nourish school cultures based on creativity, openness, and comfort with ambiguity — qualities defining many leading - edge businesses that still seem scarce in the world of education.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

A long - term approach that defines academic quality and funds nonpublic schools that verifiably meet the definition is both feasible and warranted.

Instead of using reading and math tests as one useful tool, many reformers have made these results the defining measure of school quality.

Given the expertise and background of the panelists who will present next week, how they define equity, the public sector, and school quality will be quite significant.

There are many channels through which principals influence school quality, although the precise mechanisms likely vary across districts with the regulatory and institutional structures that define principal authority.

He continued, «I think each class at HGSE has a defining quality, and I have come to think of your class as exceptionally big - hearted, in large part because of what I saw of your collective character after the election» — actions which included organizing a solidarity rally, participating in a dean's challenge looking to reduce bullying and discrimination in schools, and creating an art installation titled «Love in the Time of...».

Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.

Regularly in our country, access to high - quality schools has been defined by place of residence, ability to afford tuition, disability status, and previous academic achievement.

For example, there are still legitimate debates over whether the state government or independent schools should make final decisions about the measures used to define school quality and the credentials teachers should possess.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

Although standardized tests can provide parents with useful information about their child's academic performance, using them to impose uniform standards that so narrowly define «quality» creates perverse incentives that narrow the curriculum, stifle innovation, and can drive away quality schools from participating in the choice program.

So it's important for us to have a strong offensive line when it comes to talking about charter schools and defining exactly what a high quality charter school looks like [and] what we want the sector to look like over the next twenty years.

An important question for school administrators (and taxpayers) is whether these traditional defined benefit pension systems are the best way to recruit, retain, and motivate a high quality teaching workforce.

As the state sets out to define what quality means for all schools, it is imperative that we consider how to best understand alternative schools.

Let's change the debate to defining quality and equity and getting a system that transparently holds all schools accountable on those dimensions.

«Quality high school» is defined as competitive and specialized high schools, including local educational option schools and private schools, as well as independent schools (both commuter and residential) and parochial schools.

He believes all children need access to a high quality, life - defining education, and that charter public schools are a key tool in creating that reality.

Standardized test results have been the defining measure of student achievement and school quality under the No Child Left Behind Act.

They define the work of teachers and make explicit elements of high - quality, effective teaching in 21st century schools that will improve educational outcomes for students.

Given the difficulty of classifying this group of students, we acknowledge and hope to explore further the ways in which «first - generation» is defined, as well as other sub-categorizations that must be considered in addressing the needs of this population, such as a student's race, country of birth, language proficiency, school quality, and geographic location.

New Jersey also plans to measure chronic absenteeism as an indicator of school quality and defines this as any student absent more than 10 % of the schoolyear.

Representing both university - based teacher preparation programs and PK - 12 school partner perspectives, panelists shared the commission's vision for a bold, defined pivot for the teacher preparation field to advance high - quality clinical practice and the progressive development of school - university partnerships.

* We should fully define «highly qualified teacher» for Texas not just in regulatory terms, but in terms of the qualities and performance that are expected, which will necessitate a re-evaluation of the strategic policy document, «Learner - Centered Schools for Texas: A Vision of Texas Educators», adopted in 1997, as well as the transformation of educator employment terms from «contract» to «at will», with enhanced compensation based on performance tied to student achievement.

Despite his unhappiness with how school quality was defined in the piece, Stanford's Reardon acknowledged that among parents and policy makers, raw test scores have often been used to label schools good or bad.

In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick - to - it quality called grit (as explored by Angela Duckworth of the University of Pennsylvania).

In the IDRA Quality Schools Action Framework, we define community involvement as the «creation of a partnership based on respect and the shared goals of academic success and integration of the community into decision - elements:

One new requirement is that states define and measure school quality.

Defining «Quality» Schools Inside Out Emilie Linick (Capital Impact Partners), Caitrin Wright (Silicon Schools Fund), Anita Landecker (ExED)

The NAO defined financial sustainability as a state where «schools can successfully manage activity, quality and financial pressures within the income they receive».

A teacher - driven, research - based framework for effective teaching that defines quality teaching across our schools.

Schools have unique strengths and weaknesses that can't be compressed into a single number; the quality of a child's educational experience depends tremendously on the fit between student and school; and any set of measures, particularly if they are narrowly defined, can be inaccurate.

We provide effective strategies that help school leaders tell their district's story by defining success, and by prioritizing a small number of evidence - based school quality indicators and benchmarks.

* Read the previous blogs in our series, ESSA Implementation: Keeping Students with Disabilities In School, A Sea Change in Defining and Responding to Poor Attendance, High Quality Attendance Data is More Important Than Ever, and Making the Most of Attendance Indicators.

Powerful leadership and high quality teaching and learning, coupled with high quality target - setting, monitoring, guidance and support are the elements that define good schools and colleges.

The idea was that the key policies and practices that affect the success of school leaders — the standards that define high - quality leadership and provide a basis for holding leaders accountable; the training that prepares leaders for their role as catalysts for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved student learning at all levels of public education: state, district and school.

The IMYC Self - Review process is a tool that helps all school stakeholders to define and improve the quality of IMYC implementation.

High - quality school leadership can be demonstrated by individuals at all levels of a school, including those in formal leadership positions, such as assistant principals or curriculum leaders, and those without a formally defined role.

We define out - of - school suspension as any suspension that results in a student being removed from his or her regular classroom without being placed in a setting where quality educational services equivalent to those in the regular classroom are provided.

They scanned its long, detailed rubric to understand better how the system defined a high - quality school.

This guide by the National Association of Elementary School Principals defines new competencies, and outlines a practical approach to high - quality early childhood education that is critical to laying a strong foundation for learning for young children from age three to third grade.

Using the most up - to - date facts and figures in 2013, TCSA's Strategic Plan is intended to act as a «road map» for future growth, establishing priority impact areas and defining key tactics that will be necessary to achieve our long term goal of increasing the number of children who have access to a high quality charter school education.

This post originally appeared on Success At The Core blog, an organization that focuses on strengthening leadership teams» ability to define quality instruction and advocate for it in their schools, as well as offering teachers practical methods to implement a shared vision of quality instruction in their classrooms.

Learning experiences in community schools meet quality standards defined by specific program fields (e.g., after school, summer learning, service learning, project - based learning, common core).

In order to tackle the school readiness gaps between DLL and non-DLL children, both what is universal to all children and what is specific to the needs of DLL children should be taken into account when defining a high - quality classroom.