Sentences with phrase «developing strong school leaders»

The district has placed significant focus on developing strong school leaders.

Developing strong school leaders is an especially effective strategy for improving student achievement school - wide — and transforming schools throughout a district.

In 2003, with funding from The Wallace Foundation, the Stanford Educational Leadership Institute, in collaboration with the Finance Project, began to study how exemplary preparation and professional development programs develop strong school leaders.

Not exact matches

«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.

Engage Detroit city leaders, like the mayor and local developers, in addressing safety, transit, and social - service support to help families and schools develop a strong choice infrastructure.

It is clear from the survey results that a strong school leader must actively work to develop leadership skills in other people on the school staff.

The Principals» Center has dedicated itself to the support and development of leaders who influence the character and quality of a school, providing new perspectives on leadership and enabling participants to engage in personal reflection and develop strong professional networks.

Strong leaders are needed to set school goals and to develop plans and motivate teachers to achieve those goals.

The collaborative effort needed is made worthwhile by the importance of developing a generation of strong, skilled leaders who can create schools that provide expert teaching for all students in settings where they can succeed.

You will learn to develop emerging leaders through goal - setting and coaching, and model strong school culture while managing school - wide character development and behavior management systems.

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

In her ten years with PUC, Leslie has focused her commitment to developing a school with a rigorous college ready experience, thriving student scholars, strong parent engagement, highly effective teachers, and teacher leaders.

We heard that the best efforts will not only include recruiting, developing, and retaining great educators with the skills to teach all students, but will also build strong school leaders, create supportive working conditions, and address inequities in resources and supports for teachers.

Last the professional capital of teachers could be developed further by devising specific ways to build strong social capital among teachers and leaders across schools so that more help for improvement would come from one another rather than from outside intervention.

«Our initial focus will be working with proven educational leaders to develop charter public schools that offer strong instructional programs for students,» said Susan Mas, education advocate and independent consultant working with the partnership.

«During the first decade of the 21st century, Chancellor Joel Klein and Mayor Michael Bloomberg oversaw a radical transformation of the New York City Department of Education (NYCDOE) into a portfolio management district in which the primary responsibility of the NYCDOE was not to develop the capacity of school leaders or teachers, but instead to create a marketplace through which strong schools could be created and failing schools could be closed.»

They work collaboratively with school leaders to help develop or strengthen multi-tiered systems to reduce chronic absenteeism, increase punctuality, and provide recognition to students and teachers with strong attendance.

● 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

So how can school business leaders demonstrate strong leadership characteristics, get the best out of those around them by developing others and still continue to develop themselves at the same time?

But not in many schools, leaders, like Wille's principal Jan, understand the need to develop a strong team and after many false starts she was able to set the foundation for shared ownership of her students.

For example, teachers and other community leaders from Teach Plus, Future is Now Schools, and Communities for Teaching Excellence have worked over the past year to develop a strong set of recommendations for how to best incorporate AGT (Academic Growth over Time) into the new district evaluations that have already been piloted by 900 teachers and principals.

Similarly, New Teacher Center works with state departments of education, school districts, and other local educational agencies to design, develop, and implement successful and sustainable teacher induction programs.43 The center's programs support qualified, trained mentors; strong school leaders; positive school environments; and opportunities for professional learning for mentors and new teachers.

Catalyst Chicago reports that a working group, including New Leaders» Executive Director - Midwest Ana Martinez, has released recommendations to Chicago Public Schools for developing a strong school leadership pipeline.

To address urgent challenges and drive continuous improvement effectively, school board members, superintendents, and school leaders must develop strong school board — superintendent teams.

That's why we invest in leadership development, coaching, and school turnaround programs that help our state's public school leaders become stronger educators, and help develop the future of Texas by giving all kids a fair shot at success in school and in life.

So we must continue to overhaul how we recruit, train, evaluate, and reward teachers; develop stronger, more - entrepreneurial school leaders; expand the number of high - quality school options for all kids; provide all kids with rigorous college preparatory curricula; make parents the lead decision - makers in education and given them the tools they need to make smart decisions for their kids; and build cultures of genius in which the potential of all kids can be nurtured.

The EDP supports school leaders by developing strong foundational skills through job - embedded and applied learning which school leaders can immediately begin implementing in their schools.

This essay looks at three places to examine how school districts can develop strong leaders, who, in turn, can improve student achievement across the country.

Districts that develop strong leaders know the role of the school leader has been elevated over the last several decades.

«While we are grateful that Congress rejected proposals to eliminate this critical funding source for developing strong educators and school leaders, ensuring that districts across the country have the resources to build solid school leadership pipelines requires the full Title II amount authorized under ESSA,» said NYC Leadership Academy President & CEO Irma Zardoya.

This partnership strives to attract, develop, support and retain strong leaders for every CPS school and support Local School Councils (LSCs) as they do so asschool and support Local School Councils (LSCs) as they do so asSchool Councils (LSCs) as they do so as well.

Now, as they look at their budgets, they can ask, given the negative impact the lack of a strong school leader has on student learning, «Can we afford NOT to spend a mere.4 % of our budget to develop a pipeline of great principals?»

To achieve that vision, they knew they needed strong school leaders, but they recognized that limited staff time and resources would make it challenging to develop the high - quality training program they wanted on their own.

Our network - based professional development helps schools set priorities, develop a strong team of leaders, and boost student achievement.

Given the negative impact the lack of a strong school leader has on student learning, can district leaders afford not to spend a mere.4 % of their budgets to develop a pipeline of great principals?

Developed through a partnership between the Center on Great Teachers and Leaders, the Center on School Turnaround, Public Impact, and the University of Virginia Darden / Curry Partnership for Leaders in Education, these tools build on the strong cross-sector research base on competencies in the workplace and the school - turnaround - specific work of Public Impact, the University of Virginia, and oSchool Turnaround, Public Impact, and the University of Virginia Darden / Curry Partnership for Leaders in Education, these tools build on the strong cross-sector research base on competencies in the workplace and the school - turnaround - specific work of Public Impact, the University of Virginia, and oschool - turnaround - specific work of Public Impact, the University of Virginia, and others.

[6] Empirical research has consistently established that strong leaders improve student outcomes through several «avenues of influence,» including: providing supportive working conditions; increasing teacher motivation; ensuring effective instructional leadership; developing robust professional communities; and creating supportive school climates.