Sentences with phrase «district curriculum leaders»

District curriculum leaders created a common language and facilitated teacher groups in the creation of district - level curricula and formative assessments, which incorporate digital resources.

Worked with other secondary librarians to provide information to district curriculum leaders regarding the purchase of databases district wide to support student research (EBSCO databases have been purchased by our school district and will provide all secondary students with access to quality information for research and study beginning this July)

Not exact matches

She spoke with parents, students, teachers, and school and district leaders to hear what they had to say about the State's learning standards, curriculum, assessments, and teacher and principal evaluations.

Today, however, more and more teachers are taking on new roles within their districts as teacher leaders, curriculum developers, mentors, and coaches.

Everyone — district leaders, teachers, curriculum coordinators, school board, IT staff — needs to understand the product and buy in to shared objectives and expectations.

They're not a detailed, day - to - day curriculum; they're a broad outline of learning expectations from which teachers or district leaders craft a curriculum.

Leaders of the Recovery School District in New Orleans are crafting an overhaul of high schools that would offer career - oriented magnet programs at each campus, along with a districtwide college - preparatory curriculum of honors and Advanced Placement courses.

Teacher buy - in, and ultimately the success of educators to support their curriculum and teaching with technology, rests with district leaders who must meet teachers where they are and not promote some idealized version of what 1:1 really looks like.

Join leaders from each district's curriculum - and - instruction office as they discuss their different pathways to common - core curriculum.

School and district leaders also need to determine how to organize and evaluate materials and integrate them into the curriculum appropriately.

School district and state level education leaders are charged with developing and administering educational curricula to best prepare students for their futures.

A survey of 500 district leaders shows they want educational games backed up by research of effectiveness and that can be easily integrated into existing curricula.

Recriminations will be directed at state departments of education for not providing sufficient curriculum materials, at district leaders for not preparing students and teachers adequately, at testing contractors for logistical snafus and at federal bureaucrats for interfering with state standard - setting.

-LSB-...] course, I also think curriculum matters, and that's why I'm studying textbooks and talking with teachers and district leaders about how they're thinking about -LSB-...]

Under the train - the trainer model, NISL faculty members train local leaders (selected by the district or state), who become certified to provide training using NISL's world - class curriculum.

Curriculum is the top purchasing priority of 2018, a new, exclusive EdWeek Market Brief survey of K - 12 district leaders suggests.

We plan to sample a wide range of educational leaders in districts, too — from curriculum coordinators to supervisors of principals to building principals.

Superintendents, curriculum directors, and IT leaders connecting their districts.

Lisa has a passion for curriculum, instruction, and assessment; her early work in her own classroom with both curriculum mapping and formative assessments as instructional tools has led her to her current role as a leader of assessment in her district.

One can even say that it is underlying disdain for the very kids in his district that is a critical reason why he is such an abject failure as a school leader: If you don't care for kids, you can not do the hard work of transforming the quality of instruction, curricula and leadership that is needed to give kids cultures of genius in which to succeed.

MindQuest21sm certified and experienced consultant team prepares school leaders, districts and teacher teams to transform instruction and systems with the adoption and / or expansion of Project - Based Learning across the curriculum aimed to produce deeper learning outcomes for all students.

Whether you're a teacher, a curriculum coordinator, an assistant principal, principal or district leader, the impact is that you now know, A, you're not alone — there are lots of people working on these challenges — and B, that there are skills and knowledge that you have gained that you can instantly take back.

Compared to others, however, district leaders in higher - performing districts appear to have invested in district - wide curriculum development over a longer period of time, using well - institutionalized district curriculum systems.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

In an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculum.

Designed for curriculum directors, principals, and other school and district leaders, this research - driven guide examines the most essential aspects of high - quality reading practice and the elements that accelerate reading growth.

Graduates of the program work as master teachers in P - 12 classrooms, and as school or district instructional technology leaders, staff developers, and curriculum designers.

We are hesitant to claim that district leaders in higher - performing districts uniquely promoted more standardized, district - wide curriculum content and materials, because the trend everywhere is to increase standardization.

Those suggested outside of a district include: legislators, members of state boards of education, and other policy makers; business and professional leaders; community leaders and members; medical personnel; social psychologists; persons having the responsibility for teacher preparation in general and special education; curriculum and textbook consultants; visionaries and futurists; and theorists and researchers.

In addition to taking advantage of additional funding from the state, and attending mandatory workshops offered by the state for all schools identified as not meeting AYP, district leaders (curriculum superintendent, curriculum directors, school improvement director) conducted their own investigations of the problems in student performance and followed up with district support tailored to each school «s needs.

Teachers, school leaders, and district administrators share overlapping spheres of influence with regards to curriculum and instruction.

In higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultants).

Spillane (2002) found that district leaders «approaches to facilitating implementation of state curriculum policy are shaped in part by their conceptions of teacher learning: quasi-behaviorist, situated, and quasicognitive.

This was particularly so in settings where district leaders mobilized the development of districtlevel curriculum content and performance expectations across all areas of curriculum (not only in externally - tested subjects).

As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.

From district leaders in our higher - performing settings, we have learned that once standard expectations for curriculum, instruction, and leadership are implemented and sustained with a reasonable degree of fidelity and quality, further improvement in the quality of teaching and learning is unlikely to be gained by doing more of the same.

Having district - level expectations for curriculum and instruction makes it easier for district leaders to monitor and respond to school - level implementation.

District and school leaders can facilitate scheduling changes to allow for regular blocks of time for teachers who teach the same subject or who share groups of students to collaborate and plan curriculums together.

Insight in action In one MSP, teacher leaders were central to the success of curriculum adoption within their districts.

In addition to providing or recommending teaching methods, leaders in higherperforming districts provided direction and support for the use of common methods of assessing and reporting student learning, aligned to curriculum expectations.

Leaders in higher - performing settings not only worked to establish and communicate clear expectations for curriculum and instruction; they developed and applied mechanisms for monitoring the implementation of district expectations through supervision systems and school - improvement plans.

In addition to curriculum standardization, leaders in higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effective.

Suggested individual or team activity: Arrange a meeting of the curriculum leaders in a school district.

Center for Inspired Teaching partners with school districts and charter schools to create teacher - leaders with the ability to write and implement curricula aligned with the College, Career, and Civic Life (C3) standards framework for social studies as well as the Next Generation Science Standards (NGSS).

District level educators can analyze sweeping patterns and trends while instructional leaders can employ fast and flexible reports to shape curriculum and instruction in the classroom in real - time

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

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.

Despite this, critics say that the curricula and methods at the majority of the nation's 500 - plus university - based principal preparation programs remain subpar and out of step with district needs.10 A growing number of districts have become more assertive with universities and other training providers about improving their offerings, because district leaders want enough well - prepared leadership candidates to meet local learning goals and to lessen the expense and damage of early turnover among poorly prepared novice principals.

LearnZillion's premium participatory curriculum platform enables schools and districts to accelerate the successful implementation of the Common Core, augment the efficacy of their coaches, create class time capacity to address differentiation needs, and build teacher leaders.

In this one - day institute, teachers, curriculum leaders, district leaders, school - based administrators, and higher education faculty will learn to use the actual language of the Standards for Mathematical Practice.