Sentences with phrase «district and school»

Our litigation team frequently represents school districts and school leaders in cases where individuals may be injured on school property or as part of a school event.

We provide coaching for district and school leaders on how to improve literacy programs in low - performing, high - poverty schools.

How does local autonomy on the part of district and school leaders shift the process of systems change?

Here are some of the most common pain points we see as we work with districts and schools across the country, and a few ideas to relieve them.

These structures make it possible for district staff members to let one another know who is doing what at district and school levels.

Many school districts and school administrators adopt a different methodology for conducting a teacher interview.

He supports district and school leaders in providing the support and resources necessary to build a systematic improvement process.

Title I is designed to help districts and schools with high numbers of disadvantaged children in meeting challenging learning standards by providing additional academic support and opportunities.

We've also conducted state - led diagnostic reviews of districts and schools across the country.

As district and school leaders, you have the power to influence the most important factor in raising student achievement by ensuring that every student has equal access to an effective teacher.

We know that planning for the 2018 - 2019 school year is top of mind for district and school administrators this time of year.

The bill's author is looking for increased transparency for parents to better understand how education dollars are spent at district and school level.

A: It can operate outside the regular administrative structure of the local school district and school board, free of many state regulations.

Again, the standardized test is an important snapshot of overall effectiveness, especially for district and school leadership, and for teachers as they look across time and groups of students.

Their effects depend on their design and how district and school leaders use them.

In addition, the team reviews presentations by district and school personnel before they present to the board to ensure they are prepared.

Having only served as Superintendent of Public Instruction for a month, I have already heard from many districts and school leaders around the state.

With some input from district and school in terms of PD, our staff has owned this process and continually explore ways to improve.

The tools and resources developed through this project provide district and school staff with information to facilitate consistent decisions about prior schooling data.

At this level, district and school personnel may undertake collaborative inquiry into important problems, and engage in a search for solutions that go beyond current knowledge and expectations.

Well - structured partnerships between districts and schools of education benefit both aspiring and experienced teachers.

We need to give our local districts and schools much more flexibility.

We provide districts and schools with the tools they need to establish high school - based «grow - your - own» teacher pathway programs.

Only testing every child in every grade allows us to hold districts and schools and teachers accountable.

However, having comprehensive goals and data sets allows districts and schools to consider the needs of the whole child, including those who are young, at risk, or gifted.

Make sure teachers are familiar with district and school policies for dealing with parent - related issues.

First, districts and schools need to connect policy initiatives to «cycles of inquiry,» because inquiry models can help educators understand policy initiatives as responses to within - school problems.

Nor could local districts and schools use the results to evaluate teachers.

Having educators and staff from other districts and schools share their positive experiences.

This requires districts and schools to implement programs that are proven effective to meet these goals.

This program awards discretionary grants that support 22 comprehensive centers to help increase state capacity to assist districts and schools in meeting student achievement goals.

Read in - depth articles on how to make the most of a teacher job fair and get your foot in the door of more districts and schools.

Most districts and schools do not have the financial resources to heavily invest in new programming.

It engages school districts and school sites in the team building and consensus building required to produce a coherent system of discipline management.

From the outside, it's hard to know what's going on within districts and schools.

Finally, districts and schools who offer before -, after -, or summer school learning programs are highlighted to provide examples of expanding learning opportunities and lessons learned.

Since then, they've complained of an array of shady practices by district and school officials.

While state support teams have proven to be effective in improving district and school leadership, they need to work more closely with teachers to impact student learning.

When districts and schools worry too much about the headlines or parent concerns and they don't intentionally carve out time for ongoing, comprehensive training for all staff?

Today, Action for Healthy Kids is a leader in this national movement to improve child health, working at the federal and state levels and in school districts and school buildings nationwide.

And while mechanisms in school finance formulas and targeted aid programs aim to mitigate funding disparities, equity among districts and schools remains a significant policy issue in many states.

Using federal funds in this manner gives districts and schools more flexibility to make a greater impact with remaining spend - down dollars.

This innovative new program aligns with and supports individual district and school culture and initiatives.

Here is a complete list of all of them, including district and school where they teach.

That use of data, we found, was more likely to occur in settings where district and school leaders had linked data use to specific purposes.