Sentences with phrase «developing teachers and school administrators»

Not exact matches

And indeed, as the Sunday schools developed, their administrators as well as teachers were laymen; and only on some special retreat did the teachers have direct contact with the ordained minister about the content of their taAnd indeed, as the Sunday schools developed, their administrators as well as teachers were laymen; and only on some special retreat did the teachers have direct contact with the ordained minister about the content of their taand only on some special retreat did the teachers have direct contact with the ordained minister about the content of their task.

The school district will engage a committee composed of students, parents, teachers, (including teachers of physical education), administrators, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring and reviewing district - wide nutrition and physical activity goals.

Depending on the school and the preschool philosophy employed by the preschool, the preschool curriculum can be developed by administrators, teachers, and even parents.

I recently conducted research in three high schools — one urban, one suburban, and one rural — to determine how they developed collective leadership, with teachers and administrators leading together.

«Peer Support Australia places an emphasis on working together with members of the school community, including administrators, teachers, students, and parents to develop a culture that is cohesive and supportive,» Greg says.

A leadership team comprised of CAS staff, teachers, and school administrators develops each new offering jointly.

The key to this new emphasis on achievement was the TRIAND data - management system, developed in partnership with a local software vendor to capture, analyze, and share specific student achievement data among administrators, school leaders, teachers, and even parents.

School administrators in Miami - Dade County were honored for developing a board policy that forbids discrimination against gay and lesbian students and teachers; for providing awareness training for teachers; and for providing counseling and clubs for gay and lesbian students.

«They're learning how to maneuver through schools» bureaucracies and how to enlist administrators into their goal of developing instructional — not necessarily administrative — leadership roles for our finest teachers,» she says.

Under the plan prepared by the Governor's Commission on Excellence in Education — a 30 - member panel of school - board members, teachers, school administrators, and representatives of higher education, business, and government selected by Gov. Robert Kerrey — the state would provide at least 50 percent of the total cost of public education and would develop a new state - aid distribution formula...

In this ideal school, all members of the community — students, teachers, administrators, parents, school staff, and business and community members — would participate in developing and implementing studies.

They have developed a standards - based report card for the elementary schools to support the paradigm shift, and, as young learners move into the higher grades, administrators hope the students and parents will demand project - based, technology - integrated education from their teachers.

It is for this reason that researchers should continue testing the tools and methods that might help students develop the traits espoused by Operation Houndstooth, and school administrators and teachers should be willing to experiment with various programs.

Divided into multiple, and flexible sessions that can be administered according to your school's individual needs and schedule, this interactive professional development helps teachers and administrators understand and implement the inclusion model while developing effective co-teaching relationships.

9 — Middle schools: «Advisor / Advisee: An Integral Part of Effective Education,» and «Developing Effective Middle - Level Teams,» seminars, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 88schools: «Advisor / Advisee: An Integral Part of Effective Education,» and «Developing Effective Middle - Level Teams,» seminars, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 88Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Jean Blanchard, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: [phone].

26 — Middle schools: «Developing a Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 88schools: «Developing a Middle School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 887School,» conference, sponsored by the New England League of Middle Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 88Schools, for middle school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: (508) 887school teachers and administrators, to be held in Providence, R.I. Contact: Carol Clifford or Kathy Carter, N.E.L.M.S., 460 Boston St., Suite 4, Topsfield, Mass. 01983 - 1223; [phone]; fax: [phone].

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

School staff ~ to include teachers ~ other school personnel ~ maintenance staff ~ and administrators ~ must work together to develop an environment that encourages parents to ask questions and share their feedback with school persSchool staff ~ to include teachers ~ other school personnel ~ maintenance staff ~ and administrators ~ must work together to develop an environment that encourages parents to ask questions and share their feedback with school persschool personnel ~ maintenance staff ~ and administrators ~ must work together to develop an environment that encourages parents to ask questions and share their feedback with school persschool personnel.

Year 7 - Term 1 - Basic Drawing Skills Scheme of Work / Practice Makes Permanent (Literacy Bank) / Assessment and Feedback Materials This resource has been developed in response to the Knowledge Rich Curriculum advocated by teachers, researchers and administrators who have inspired the Free School Movement.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

Special education teachers work regularly with general education teachers, school counselors, administrators, and parents to develop Individualized Education Programs.

Does the school support efforts to develop healthy and beneficial attitudes and beliefs among administrators, teachers, and school personnel (and students) regarding teaching, learning, and student capabilities?

Each superintendent and in the case of the City School District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachschool district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of each year.

Such a code shall be developed in collaboration with student, teacher, administrator, and parent organizations, school safety personnel and other school personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool safety personnel and other school personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool personnel and shall be approved by the board of education, or other governing body, or by the chancellor of the city school district in the case of the City School District of the City of Newschool district in the case of the City School District of the City of NewSchool District of the City of New York.

be aligned with challenging state academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;

15 - 16 — Character education: Developing Character in the Classroom, sponsored by the Hyde School, for teachers and administrators, at the school in Woodstock, School, for teachers and administrators, at the school in Woodstock, school in Woodstock, Conn..

We are a diverse school community committed to developing the character and full learning potential of all students through cooperation among all stakeholders (students, teachers, administrators, parents and support staff).

The National Research Center trains teachers and administrators to apply lessons developed for gifted students to a whole school, to improve overall student performance and school climate.

Indeed, working with teams of teachers and administrators is essential to helping develop a school - wide vision of effective instruction, because it is in these settings that the most substantive discussions tend to occur.

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.

One of the best things about delivering professional development and consulting in schools is working side by side with teachers and administrators to answer questions and solve problems by drilling down into data until we find root causes so targeted plans can be developed that address the real heart of the issues.

After the school was closed for one year, during which it was redecorated and new administrators and consultants developed a new curriculum, Ms. Sweeney and a physical education teacher were the only teachers from the old school rehired for the new Williams Elementary, which opened in fall 2003.

For years, efforts to improve K - 12 schools have focused on developing more rigorous academic standards, testing students, holding teachers and administrators accountable for students» test results, and creating new charter schools.

The Co-op will leverage partnerships across multiple school districts to share and reduce the costs of accessing high - quality professional develop and consulting for language and literacy teachers, instructional coaches, and school administrators who are passionate about improving literacy outcomes.

States must agree to meet Duncan's requirements in order to free themselves from the original dumb requirements: adopt the Common Core standards, participate in a test - development consortium to create Common Core tests, tie teacher and administrator evaluations to test scores, develop a new way to humiliate schools — that is, a new accountability system to replace the old «failure to meet AYP» label — and use that system to fire teachers and close schools.

to develop strategies used by school staff — administrators, support staff and teachers — to improve educational, behavioral and health outcomes for all students, enumerating those factors at the school, classroom and community levels

Arizona State University Marylou Fulton Teachers College (ASU MLFTC), in collaboration with Arizona Ready - for - Rigor grant - funded partner districts and ADE, are developing and implementing a large - scale data depot system, including a teacher tracking system to link student achievement scores to students» teachers of record / administrator / school / dTeachers College (ASU MLFTC), in collaboration with Arizona Ready - for - Rigor grant - funded partner districts and ADE, are developing and implementing a large - scale data depot system, including a teacher tracking system to link student achievement scores to students» teachers of record / administrator / school / dteachers of record / administrator / school / district.

«I thought it was generous for 20 percent to be data,» says Kristen Dawn, a German teacher at Ben Davis High School and president of the Wayne Township Classroom Teachers Association, which provided input to district administrators developing the evaluation system.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

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.

The guide is intended for use by individuals or groups in K — 16 education (teachers, school and district administrators, curriculum directors, graduate and undergraduate students in curriculum, and others) who want to further develop their skill in UbD.

Teachers and administrators from across the country will gather for four days to re-imagine assessment and accountability, learn how to use performance assessments to drive deeper learning for all students, and develop materials and strategies they can implement in their schools and districts.

Teacher Policy Research (TPR) is a research partnership between the University of Virginia, Stanford University and the University at Albany that examines the behavior of teachers and administrators with the goal of developing policies that will attract and retain high - quality teachers and leaders, especially in low - performing schools.

That is, low performing schools must have the ability to recruit, develop, retain, and sustain talented teachers and administrators, as well as to remove those who do not have the will, or the skill, to meet performance expectations after receiving adequate support.

Alexander McNeece is a multi-award winning school administrator whose goal is to eliminate the Achievement Gap by using motivational reading material, developing a school culture of writing, and integrating 21st Century technology into every facet of his teachers» teaching and his students» learning.

This data can not only inform more effective interventions by guidance counselors and teachers, but help administrators develop district - and school - wide programs that foster resiliency and address the needs of the whole student.

To prevent the closure, Bahnam worked with an outside organization and a 21 - member school - based design team, comprised of parents, students, teachers, and administrators to develop a proposal and petition the district for Pilot school status.

The HOT APPROACH is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in standards based arts education, arts integration, school culture change and leadership development.

This unique approach, developed by teachers and administrators at Samuel Staples HOT school, provides collaborative partnership opportunities between arts and non-arts classroom teachers and benefits all students, not only students in need of intervention.

There is no plan to allocate more resources to those schools or assist teachers and administrators with developing better curriculum.