Sentences with phrase «developing equitable schools»

We recognize our role in developing equitable schools and have partnered with Overcoming Racism, an organization committed to helping schools and organizations disrupt oppressive practices and promote equity.

Not exact matches

However, PISA data can not discern whether this is because schools are more equitable in providing learning opportunities for collaborative skills, or whether collaboration skills are mainly developed outside schools.»

The investigation will also look at collaborating with diverse partners to help identify and develop outcomes for equitable and diverse schools; surveying existing work in the field, current research, and policies tied to promoting desegregated and integrated schools; and cultivating a physical and virtual community to reimagine the outcomes and processes for diverse and equitable schools.

As the portfolio of charter and district options grew, NCSF partnered with the district in 2014 to develop a common enrollment system to provide equitable access to all public schools.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

After a home visit, however, families developed stronger and more equitable relationships with school staff and felt empowered to advocate for their child.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Since joining the Association in June 2007, Eileen led the Association in notable efforts including: developing a model that measures «value - added» growth in achievement, which is used for A-F rankings of all Arizona schools; creating trainings that enable teachers and school leaders to collaboratively use data; launching joint purchasing programs; filing lawsuits for equitable funding for all K - 12 students; increasing positive public perceptions of charters; and, building a comprehensive program to support prospective charter school operators.

This report provides a broad overview of state efforts, as of the 2011 - 12 school year, to monitor equitable access to qualified and effective teachers among schools; develop and adopt multiple measures of teacher performance to rate teachers among at least three performance levels; and implement targeted strategies for promoting equitable access to qualified and effective teachers.

Title I provides flexibility in developing plans to support the development and implementation of school improvement activities, and state and local districts are strongly encouraged to use Title II, Part A funds to improve equitable access to effective teachers.

The four «guiding principles» for the march are: equitable funding for all public school communities; an end to high - stakes testing used for the purpose of student, teacher, and school evaluation; curriculum developed for and by local school communities; and teacher, family, and community leadership in forming public education policies.

Ford, as a school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student needs.

'» As research indicates, it is this critical element of developing instructional leadership that provides leverage for a school system to create conditions for equitable and powerful student learning experiences.

In this installment of Dan and Larry's discussion based on their shared focus on developing and sustaining equitable, supportive, and restorative systems of school discipline, they cover remedies and approaches to the problem.

Dan and Larry wrap up their conversation about developing equitable, supportive, and restorative systems of school discipline by discussing how districts can start making changes.

Whereas, the Hawkins / Jones platform of a Green New Deal calls for equitable funding for all of our schools, reduced class sizes across the state, support for programs that promote desegregation in our schools, an end to zero - tolerance discipline policies driving the school - to - prison pipeline, and allowing schools to develop methods of assessment organic to the learning process, and

Pro-voucher groups aren't trying to fight accountability, but are working to make sure that an equitable process is developed to measure the success of school choice programs in improving academic achievement, says Jim Bender, executive director of School Choice Wiscschool choice programs in improving academic achievement, says Jim Bender, executive director of School Choice WiscSchool Choice Wisconsin.

She works with teachers and school leaders across the United States to develop responsive, equitable mathematics instruction.

She works with teachers and school leaders across the U.S. to develop responsive, equitable mathematics instruction.

However, the State School Board is concerned that the low number «might indicate an unwillingness to identify ineffective teachers at the local level so (the Utah State Board of Education) will develop a plan for ongoing monitoring of effectiveness data and equitable distribution to ensure equitable access to effective teachers for all students,» the plan states.

At the same time, states are increasingly focused on developing more equitable K — 12 education financing systems, including reducing funding disparities between districts and providing additional funding for high - poverty school districts.

AASA's mission is to advocate for equitable access for all students to the highest quality public education, and develop and support school system leaders.

She brings an expertise in developing effective collaborative teams, change management, and a passion for creating equitable schools and communities.

The Council for of Chief State School Officers (CCSSO) developed Principles of Effective School Improvement, a set of principles to inform how states design effective systems to improve low - performing schools and provide an equitable education for all students.

Year - round learning consists of intentional, community - based efforts to connect school, afterschool, and summer learning to support positive youth outcomes, develop continuous learning pathways, and provide equitable opportunities for both students and families.

It was through this collaboration over the bond process that families, faculty, and the school district developed positive relationships, came to an understanding of what Sherwood was going through and truly needed, and ultimately helped move the district to find Sherwood an equitable Prop. 39 facility that met their academic and family needs.

We are grateful to Representative Scott for hosting the hearing, to the Open Society Foundations and Atlantic Philanthropies for their support, and for the collaboration of all participants, who contributed powerful and diverse statements about the imperative to continue to develop and implement policies and practices that lead to more equitable, restorative, and supportive systems of school discipline.

Such a study is the necessary first step to developing a rational, effective and constitutional education funding and finance system that provides a truly adequate and equitable educational opportunity to every K - 12 public school student in Connecticut.

Even if the Task Force was willing and capable of developing an adequate and equitable school funding system, it is unlikely that the General Assembly would be able to implement such a plan.

College access advocates need to develop long - term structural solutions to these disparities such as equitable school finance laws and more generous financial aid policies.

Participants will learn how to set goals and monitor progress; use data to make decisions about students, schools and leaders; understand the needs in the district to ensure equitable program offerings; develop relationships with superintendents, teachers and building leaders to maintain a commitment to student success.

The paper culminates in a set of recommendations that are intended to re-center the purposes of public education for low - income students, students of color, and local communities in developing more equitable, democratic school turnarounds.

In the current context, it appears there is a developing understanding of the interlinked relationship between school education and health, reflected by the prominence given to school education in the United Nations Millennium Development Goals and the increasing need for equitable health in all settings.