Sentences with phrase «develop leaders within»

Therefore companies must retain workers and develop leaders within versus opening their door for existing employees to seek other opportunities.

As a school leader, an important part of your job is to develop leaders within your building — from assistant principals to instructional coaches to teachers.

By developing leaders within his franchise, Taylor has more time to focus on other aspects of the business.

Accountable for developing leaders within the squad.

Not exact matches

As a leader, you have the opportunity to develop teams and people that fit within the values, principles and characteristics that matter most to you.

When he or she does this, junior members and leaders within the team develop a team mindset at every level of the organization.

Entrepreneur Partner Studio, the custom publishing and marketing division within Entrepreneur Media Inc., manages the Entrepreneur Spotlight product and develops content that engages business leaders and elevates the conversation for brands.

Future Space Leaders is a nonprofit organization focused on developing the careers of young professionals within the space and satellite industries.

«The Developers» Den competition provides an important opportunity for the best students to develop and showcase their analytical, creative and presentation skills as emerging talent in front of leaders within the real property sector,» says Jim Clayton, who was recently appointed to the Timothy R. Price Chair at Schulich's Brookfield Centre in Real Estate and Infrastructure.

This will, in turn, ensure that entrepreneurs can truly live up to their potential to not only grow their business and create jobs within their community, but also develop themselves as capable leaders and empowered individuals who will go on to create a lasting impact within their community.

emphasis on identifying and empowering top performing employees, enables us to develop future leaders from within.

These industry leaders will work to develop their own high level program within their own discipline under the general heading of Craft Beverages Unlimited in Asheville.

As market leader in the UK and Australia, we're immensely proud of our tommee tippee ® brand — and as a growing global organisation, our people are given the opportunity to have real impact, involvement and visibility within the company, giving them the chance to obtain a wider skill set and develop their career beyond their job description.

Alexander Ledru - Rollin, a politician and a leader of the radical democrats within the petty bourgeoisie, developed his formula of an «applied Republic» at this time.

Anna Marie Valerio, President of Executive Leadership Strategies, speaks on practical solutions for developing women leaders and pace of change within organizations and in society.

To develop future leaders in academic medical physics through this clinical training, research opportunities and graded responsibility within the program.

Attracts and retains top - tier postdoctoral talent, both within Canada and internationally, to develop their leadership potential and to position them for success as research leaders of tomorrow, positively contributing to Canada's economic, social and research - based growth through a research - intensive career.

The SNMMI Future Leaders Academy training focuses on setting a clear plan for increasing leadership abilities by developing the necessary skills and organizational expertise to enhance performance and ultimately evolve into a leader both within the nuclear medicine and molecular imaging community and the society.

«ARC Nuclear has a heritage of sodium fast reactor experience that includes key senior scientists and engineers from the EBR - II prototype program — technical leaders involved in developing and demonstrating the fast reactor foundational technology within the U.S. Department of Energy,» said Don Wolf, Chairman and CEO, ARC Nuclear.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

The Report Card, which is presented below, covers four categories of soft skill that most school leaders, teachers, and parents would agree are within the responsibility of schools to monitor and, when necessary, develop: social skills, self - management, academic soft skills, and approaches to learning.

There are too many to mention here, but examples include free twilight CPD programmes to all staff within an alliance; placement schemes for senior leaders to gain experience of working in other schools and contexts; a mentoring programme for newly - employed heads; developing innovative programmes for School Direct trainees; SLEs offering one - day diagnostics as well as longer deployments focused on increasing attainment and progress in specific subjects; and the establishment of cross-alliance research groups meeting regularly to develop action research.

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.

Composed of four online modules, the CAEL certificate is designed to help current and aspiring system - level leaders develop a robust understanding of the complexities within educational systems, while honing the leadership skills to create transformational change.

PAC's Professional Learning Centre aims to support school leaders in identifying the strategic vision for professional learning within their schools, and to work in partnership with educational professionals on a global stage to develop new approaches to teaching and learning.

Within a year, he had traveled back to the United States, raised funds from local church congregations, met with key leaders in Belfast, and developed the idea for Full Court Peace.

Teacher leaders brought to their leadership roles a thorough understanding of unit content; they knew which lessons within a unit were most critical, could identify and articulate the important concepts and skills each lesson was intended to develop, and were able to suggest questions that teachers could use with students to highlight important concepts.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Third, district and school leaders must consider the kinds of organizational and leadership capacities that are necessary for schools to productively enact policy initiatives and they must diagnose and then develop those capacities within local schools across the district.

WASHINGTON — The National Education Association (NEA), the Center for Teaching Quality (CTQ) and the National Board for Professional Teaching Standards (National Board) announced today the national Teacher Leadership Initiative (TLI), a joint endeavor to develop a new generation of leaders within the teaching profession.

To create lasting positive change, build leadership capacity within your school by developing strong teacher leaders.

Our employees are encouraged to join our Leading Edge Program, created to identify and develop potential leaders within the organization.

Rather, it is to demonstrate an increasing effort of divisions within SEAs to focus more on developing the capacity of LEA leadership so that LEAs can in turn take more of an initiative to develop school leaders.

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

The school states its mission is «to develop innovative leaders by providing a diverse student body a world - class middle and high school education with a science focus within the core academic courses through emphasizing science, technology, engineering and mathematics (STEM)».

The Mind Trust today announced that it will award $ 50,000 grants to support leaders of high - performing schools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going forward.

Indianapolis — The Mind Trust today announced that it will award $ 50,000 grants to support leaders of high - performing schools within the Indianapolis Public Schools (IPS) in developing plans to convert their schools into Innovation Network Schools, which empowers building - level educators to make key decisions about their schools and ensure schools retain this autonomy that is critical to success going forward.

Provide incentives for school districts to develop teacher leader initiatives and to provide compensation for teacher leaders that take on additional roles and responsibilities within their schools.

Leadership is a quality we all have within, and the wisest leaders may actually do less leading as they create space around them for others to develop and grow.

The state must develop a plan within 180 days — the length of a school year — based on what works: a school system and funding that is always student - focused, where teachers and leaders are evaluated and supported based on how their students perform, and where schools are free to innovate.

We need to effect a paradigm shift in the way school leaders attract, retain and develop talent within their organisations.

In collaboration, we provide monthly training within our mentor group to help them develop into teacher leaders.

The concept is to use the expertise of three Onslow County music teachers, with more than 40 years of combined experience, as music mentors and leaders to develop a high - quality teaching network within the county that will offer support, instructional assistance, and encouragement, ensuring that all students receive a first - rate music education.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

This Academy, with the goal of taking on a greater responsibility for developing school leaders, recruited, prepared and supported the professional development of aspiring and sitting principals from within the district.

His book, The Teacher of the Year Handbook, is being used by the country's top Teacher Leaders to develop and strengthen the skills necessary to truly lead within our schools, and across our communities.

The Surge Fellowship develops high - potential talent within education to create the pipeline of influential education leaders of color.

The question is, do the American people want those leaders trained by outside sources or developed within our own public education system?

Leaders within a program should develop a shared vision for change, put systems in place that will support organizational learning, and lead improvement efforts.

These programs work in alignment to develop leaders at all levels within and across schools in order to drive dramatic levels of student achievement: