Sentences with phrase «developing faculty leaders»

3) developing faculty leaders who serve as catalysts for reshaping conversations and courses, and who help to think through the institutional strategies necessary for us to address critically important issues across the curriculum

Not exact matches

«Patrick has been a transformative leader of the Division of Nutritional Sciences at Cornell, hiring world - class faculty, developing innovative education programs, and establishing impactful global research and education collaborations,» Dr. Alan D. Mathios, the Rebecca Q. and James C. Morgan Dean of the College of Human Ecology at Cornell, said.

At these meetings, members participate in panel discussions with faculty and other experts and develop ideas to promote the Buck Institute globally as a leader in research on aging and age - related disease.

Developed by leaders in integrative medicine (IM), the Integrative Medicine in Residency (IMR) program addresses a demand for residency training in IM, for both faculty and residents.

In a series of seminars led by Harvard Graduate School of Education faculty Richard Murnane, Kathryn Boudett, and Elizabeth City, the group developed an eight - step Data Wise cycle as a means to help school leaders organize the work of school improvement around a process that has specific, manageable steps.

In PARCC's words, «There are thousands of state leaders, local educators and postsecondary leaders, administrators and faculty who are engaged in developing the PARCC assessment system.»

SLP faculty members are experienced teachers, influential researchers, and passionate education reformers who are dedicated to developing the next generation of transformative school leaders.

This publication discusses specific steps that must be taken by local school boards and superintendents, by state political and educational leaders, and by university deans and faculty in order to develop and strengthen local school board / superintendent leadership.

Because like their students, school leaders, faculty and staff need to discover and develop their CliftonStrengths to create engaging and thriving experiences for their students.

Developed by Harvard Institutes for Higher Education Senior Director, Joseph Zolner, American Library Association President, Maureen Sullivan, and Tufts University President Emeritus, Lawrence Bacow, Library Leadership in a Digital Age brings together faculty experts, policy makers and library leaders to consider the current state and future direction of the profession.

Developed by Harvard Institutes for Higher Education Senior Director, Joseph Zolner, American Library Association President, Maureen Sullivan, and Tufts University President Emeritus, Lawrence Bacow, Library Leadership in a Digital Age brought together faculty experts, policy makers and public and higher education library leaders to discuss the current state and future direction of the profession.

Preparing Leaders to Support Diverse Learners: Curriculum Modules for Leadership Preparation What this is: With support from a USDOE FIPSE grant, UCEA is working with faculty teams from several institutions to develop curriculum modules focused on preparing leaders to support diverse leLeaders to Support Diverse Learners: Curriculum Modules for Leadership Preparation What this is: With support from a USDOE FIPSE grant, UCEA is working with faculty teams from several institutions to develop curriculum modules focused on preparing leaders to support diverse leleaders to support diverse learners.

Meet with faculty from across disciplines to develop or revise courses for educational leaders that strengthen their ability to foster safe, just and inclusive schools and practices.

Module Philosophy of Learning: Each of the modules in the preparing leaders to support diverse learners module series contain powerful learning experiences (PLEs), a learning framework developed by UCEA faculty based on adult learning principles.

Leadership preparation programs and faculty are responsible for developing educational leaders who promote the success of English Language Learners.

In this one - day institute, teachers, curriculum leaders, district leaders, school - based administrators, and higher education faculty will learn how to use tools and develop strategies to implement formative assessments that link to the instructional shifts in the Common Core standards.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Establishes the expectation that faculty members will continuously develop and hone their assessment literacy, and recognizes the faculty who become leaders and model accomplished assessment practices,

In her various roles, including as an school principal, Janet has mentored other school leaders, supervised and supported faculty and staff, provided a climate and culture for school improvement, developed rigorous performance goals, and trained staff to use student achievement data to increase student success and create standards - based classrooms.

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

She is an affiliate faculty member at the University of Washington in the Department of Educational Leadership and Policy Studies and is the co-author of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise.

In less than a decade, the school's dedicated and experienced leaders built our academic program, recruited a talented faculty and staff, and developed our culture and community.

Our faculty and coursework are committed to developing 21st Century educational leaders who are data informed, future oriented, and people focused.

In addition, we held the first of our annual summer leadership retreats, an opportunity extended to all of the faculty to spend four days developing a clear, shared vision of the school's turnaround plan, unpacking the implications for each of us as teacher leaders, and collaborating to strengthen the leadership skills we would need to make it happen.

To ensure their faculty continue to develop and grow in their teaching, school leaders must provide reasons for their teachers to be creative, passionate, and curious.

This skill will be developed in the clinic while working with students, faculty, clients and referring veterinarians, in clinic rounds discussions as a discussant and as a discussion leader, in a journal club discussion format and in the department seminar series.

Law school faculty and students will collaborate with scholars in other disciplines from across the UCLA campus, and the institute will train the next generation of human rights leaders and develop strategies to address crises around the globe.

Developed and maintained relationships with the following people or groups: academic faculty; career office employees; students; the campus relations partner; client service recruiting teams; and the Campus Recruiting Leader