Sentences with phrase «developing school education systems»

Not exact matches

For example, the US Department of Education's Race to the Top Fund, which offered $ 4 billion in grants to states that developed successful educational reforms, spurred innovations that hold promise for school systems across the country.

Georgia Code 20-2-145 (no date available) require the department of education to develop character education program workshops for all employees of the school system.

It also requires the Department of Education to develop a procedure to monitor and measure implementation of a local school system's wellness policy monitoring implementation plan, and provide technical assistance to support local systems in this effort.

An active volunteer in the community, Sarah recently developed a support - education group for adolescent parents in the Pittsburgh Public School System.

Further proof of my assertion not long ago that education is developing into a serious sticking point between Gov. Andrew Cuomo and Assembly Speaker Sheldon Silver came in the form of a statement from the governor that blames «Assembly - led» legislation passed in 2010 for the current fight between the teachers unions and school districts over the creation of teacher evaluation systems.

ALBANY — Governor Andrew Cuomo and legislative leaders have agreed on a framework for the state budget with at least a $ 1.4 billion increase in school aid, a plan to allow the state education department to develop the new teacher evaluation system and tighter disclosure requirements for lawmakers.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

Lombardy has a well - developed higher education system with 13 academic institutions, a school for advanced studies, and substantial academic research funding.

«Working with Stronger Minds CIC, the Carnegie School of Education will develop and deliver innovative training for beginning and experienced teachers and will host a conference for system leaders in 2017.

We know that effective school leadership is crucial to the success of education systems, and in 2014, we established the Scottish College for Educational Leadership to ensure all teachers develop their leadership skills.

Yet, until all schools develop the capacity to develop such alternatives to state tests, Murnane maintained that we must not discard the imperfect measures we have now; they are needed to keep the light shining on the inequities that pervade our current education system.

Elements include, models for blending academic and career education, arrangements for developing skill certifications with widely - recognized credentials, approaches to career - oriented teaching, and career guidance systems that go beyond what schools alone can provide.

State education officials and local school districts are working to use technology money from the federal economic - stimulus package to develop initiatives that do everything from consolidate data systems to create high - quality digital content for school laptops.

For example, the D.C. Public Charter School Cooperative, with 21 members, aims to provide information to members about the complexities of special education, hire and make available specialized staff that no school would want to employ alone, and develop a Medicaid billing system to increase reimbursements for special - education serSchool Cooperative, with 21 members, aims to provide information to members about the complexities of special education, hire and make available specialized staff that no school would want to employ alone, and develop a Medicaid billing system to increase reimbursements for special - education serschool would want to employ alone, and develop a Medicaid billing system to increase reimbursements for special - education services.

The online learning management system was developed for the Department of Education and phased into schools between 2006 - 2010.

In his back - to - school speech, Secretary of Education Arne Duncan praised several states for their progress in developing new teacher evaluation systems.

students who wish to pursue an entrepreneurial career, whether nonprofit or for - profit, by providing important tools and services to schools and districts, will develop a much deeper understanding of the systems and processes that exist in K — 12 education that they want to improve or replace, and are better at finding points of leverage that will make a big difference for educators and students.

Long before the first cohort of 25 students left their full - time jobs and arrived on campus, the idea was ambitious and clear: The Ed School was not going to develop leaders for the education system as it currently exists.

Both of us were deeply involved in developing New York's small schools and in establishing the central support systems that made them possible and sustained them, during the years when we worked in the New York City Department of Education in the administration of Chancellor Joel Klein.

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

So, we wanted to have things like common unit lesson plans, we also wanted to develop more of a team culture so that there's more sharing of ideas and more collaboration... But we also wanted to develop resources that could be used within the school and beyond the school, because a lot of our students, we find when they leave us they don't return to any other education environment, they're sort of outside the education system... As part of our intervention we developed a suite of teaching materials around the Certificate I in Core Skills for Employment and Training that can be used widely.

We are developing interventions to support young readers, helping to provide school districts and states with the capacity to use data more effectively, and engaging leaders from education systems from around the world.

Among the approaches planned by that organization are working with teacher education programs, developing professional development programs to help teachers deal with issues in urban school systems, and establishing a clearinghouse for organizations that are «home - growing» teachers, Community Teachers Institute executive director Segun Eubanks told Educatieducation programs, developing professional development programs to help teachers deal with issues in urban school systems, and establishing a clearinghouse for organizations that are «home - growing» teachers, Community Teachers Institute executive director Segun Eubanks told EducationEducation World.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

A new study of Massachusetts teachers from researchers at the Harvard Graduate School of Education showed that even in a state with a highly developed system of standards and accountability, new teachers were not provided with the curricula they needed to teach to standards.

Sir Michael Barber, an international education expert who served in multiple senior - level positions in the United Kingdom's government prior to his work at McKinsey and Pearson, was commissioned by the Massachusetts Business Alliance for Education (MBAE) to develop a plan that would enable Massachusetts to have the best - performing school system in the world in education expert who served in multiple senior - level positions in the United Kingdom's government prior to his work at McKinsey and Pearson, was commissioned by the Massachusetts Business Alliance for Education (MBAE) to develop a plan that would enable Massachusetts to have the best - performing school system in the world in Education (MBAE) to develop a plan that would enable Massachusetts to have the best - performing school system in the world in 20 years.

According to a report from Herald Scotland, Education Scotland said good progress had been made by the school in developing staff skills and putting systems in place to make sure children were kept safe, but added that «insufficient progress» had been made in relation to the leadership team and the management of the school.

Leveraging the resources of the Harvard Graduate School of Education and the collective wisdom and expertise of program colleagues, participants will develop strategies for system - level change that can be implemented both immediately and over the long term.

In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.»

High - performance management — To redesign the organization and management of schools, school districts, and state departments of education by adapting state - of - the - art systems developed by the best American firms.

Ohio needs to resolve its long - term funding crisis, develop a more coherent system of preschool through higher education, adopt stronger academic standards and graduation requirements, create a better pool of teachers and principals, and ensure that all schools are held to the same accountability standards, the group says.

Education policy makers had, for some time, spoken about the need to involve those who lead schools in raising standards to develop a self - improving system.

In February 2016, the Harvard Graduate School of Education announced the launch of By All Means: Redesigning Education to Restore Opportunity, a 2.5 year initiative aimed at supporting mayors and superintendents in leading cities to develop integrated systems of education and child well - being to close achievemEducation announced the launch of By All Means: Redesigning Education to Restore Opportunity, a 2.5 year initiative aimed at supporting mayors and superintendents in leading cities to develop integrated systems of education and child well - being to close achievemEducation to Restore Opportunity, a 2.5 year initiative aimed at supporting mayors and superintendents in leading cities to develop integrated systems of education and child well - being to close achievemeducation and child well - being to close achievement gaps.

Our task was to reform the pre-service teacher education system, including 36 Colleges of Teacher Education, develop course content and textbooks, and train the teacher educators to apply the new methods and materials in alignment with the primary school cueducation system, including 36 Colleges of Teacher Education, develop course content and textbooks, and train the teacher educators to apply the new methods and materials in alignment with the primary school cuEducation, develop course content and textbooks, and train the teacher educators to apply the new methods and materials in alignment with the primary school curriculum.

The ARCH project, developed through a Teaching American History grant partnership between the Howard County Public School System (Maryland) and the Center for History Education at the University of Maryland Baltimore County (UMBC), is a framework for assessment that measures the process of historical thinking, as well as the retention of prior knowledge.

Many of the world's top - performing education systems, by contrast, have successfully developed and implemented systems to effectively identify, develop and train all school leaders.

Newer programs have developed accountability systems similar to those for traditional public schools: the state department of education oversees the choice program and participating private schools take state tests, receive letter grades from the state systems, and are subject to consequences based on those grades.

The inability of the school system to develop an adequate management system or to spend special - education dollars effectively deepened the perception that the district was a dysfunctional bureaucracy.

If current trends continue, we» re going to see a bi-modal system develop, with public schools (including charter schools) and ultra-elite private schools monopolizing the education space as the plethora of smaller private and parochial schools that once fell between them gradually fade away.

Obama has proposed a «Success in the Middle Act,» which would provide federal support to improve the education of middle school students in low - performing schools by requiring states to develop detailed plans to improve student achievement, develop and utilize early identification data systems to identify those students most at - risk of dropping out, and invest in proven strategies that reduce the number of drop outs.

Various studies in the 1970s and 80s described the limits of higher levels of authority in the governance structure for education, and the relatively weak impact of state policy on student outcomes.294 But loose coupling does not mean that no influence flows from superordinate entities.295 Even as schools are busy developing their own policies and initiatives, they pay attention to demands from «outside the system» when those demands are consistent with the directions in which their organizations are already moving.296

School Nurses, grounded in ethical and evidence - based practice, are the leaders who bridge health care and education, provide care coordination, advocate for quality student - centered care, and collaborate to design systems that allow individuals and communities to develop their full potential.

School nurses, grounded in ethical and evidence - based practice, are the leaders who bridge health care and education, provide care coordination, advocate for quality student - centered care, and collaborate to design systems that allow individuals and communities to develop their full potential.

To: Speaker Carl Heastie Assembly Majority Leader Joseph Morelle Assembly Minority Leader Brian Kolb Assembly Education Committee Chairwoman Catherine Nolan Majority Leader John Flanagan Senate Democratic Leader Andrea Stewart - Cousins Senate Education Committee Chair Carl L. Marcellino Governor Andrew Cuomo Educators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality educators.

State policy makers and education leaders in states with existing ESA programs or those considering adopting an ESA program should develop comprehensive evaluation systems that determine the impact of ESA programs on students, families, schools, districts and states.

The following statement of purpose uses several helpful words and phrases: «The purpose of the British Columbia school system is to enable learners to develop their individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy» (Ministry of Education, 1991).

Further develop an innovative and cohesive state education agency that supports an aligned, coherent education system at all levels (state, ISD, district, and school).

In order to help federal policymakers and national education leaders better understand how to develop a career pathways system, AYPF staff and a group of national leaders visited Miami - Dade County Public Schools, renowned for its commitment to providing students with multiple pathways to success.

I do not see section 2 as a threat to the education system, but as an opportunity for schools and colleges to work together to develop new and, in some cases, stronger partnerships, which offer a rich blend of academic and technical education that every student can benefit from.

The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.