Sentences with phrase «district improve its capacity»

Not exact matches

The goal is to improve district finances so as to avert costly bailouts down the line, while building the capacity of district leaders to manage once the external managers leave.

Still, as faculty chair of HISL, Peterkin knew that the weeklong institute — a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsdistrict leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsDistrict educators needed.

As the U.S. Department of Education prepares to throw $ 3 billion in one - time money on the table to improve perennially foundering schools, a gulf is emerging between what federal officials would like to see done with the funds and what many districts say is their capacity — and inclination — to deliver.

Education Northwest's expertise extends from helping to improve schools and districts to building the capacity of nonprofit organizations to supporting community volunteers.

In this chapter, I will address school - and district - level leadership for teacher workforce development through improving teacher learning and capacity.

States have to find ways to not only improve the capacity of districts and schools, but do so in a way that still enables local flexibility.

Since 2015, Kim has worked on researcher — practitioner partnership in Charlotte - Mecklenburg Schools in North Carolina in order to improve third - grade literacy and teacher capacity to implement the Common Core Standards in literacy across the district.

«This combination of activities is designed to build internal capacity in Miami - Dade and will, we hope, lead to improved instruction school - wide, and ultimately district - wide,» Zarowin says.

Communicate a strong belief in the capacity of teachers and principals to improve the quality of teaching and learning, and in the district «s capacity to develop the organizational conditions needed for that to happen (high collective efficacy).

The Department's strategy to improve social mobility has so far centred on identifying 12 «Opportunity Areas» which are local authority districts where educational performance and capacity to improve is low.

DuFour and Marzano School improvement means people improvement A commitment to building a collective capacity requires environments in which professional learning of educators is: • Ongoing and sustained • Job - embedded • Aligned with school / district goals • Improved results • Collective / Collaborative endeavor

It focuses on building the capacity of states and districts to improve student outcomes, and sustain the reforms, in their lowest - performing schools.

Evaluations of teachers and administrators must use multiple measures and lead to professional development opportunities that build the capacity of districts and schools to improve student outcomes.

The district has invested heavily in improving the capacity of instructional leaders by providing monthly training opportunities for principals.

California is focusing on improving public education with a bold two-fold strategy: rebuilding the capacity and local decision - making power of its about 1,000 school districts with LCFF and implementing the new Common Core standards over this school year and next.

Capacity Building — The district has set aside significant funding to improve community awareness of the importance of attendance in its Local Control Accountability Plan.

Districts assess capacity to identify what parts of their system are already in place, what needs to be improved, and what still needs to be done.

Research on effective schools has identified several key factors that contribute to district and school capacity to improve instructional practice and student performance.

«This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders to support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

To that end, NCEO works in collaboration with the National Association of State Directors of Special Education (NASDSE) and the Council of Chief State School Officers (CCSSO), and in partnership with other organizations to build the leadership capacity and expertise of others to improve educational outcomes for all children.We hope that you take the time to read the stories featured on this site, understanding that these districts have not «arrived» at the solution.

The National Secondary Transition Technical Assistance Center (NSTTAC) helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminates information and provides technical assistance on scientifically - based research practices with an emphasis on building and sustaining state - level infrastructures of support and district - level demonstrations of effective transition methods for youth with disabilities.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

Refine, redefine, or create new state systems of support focused on building the capacity of all districts in the state to improve instructional practice and student learning?

ALEXANDRIA, VA — ASCD has released five new professional development books for district and school leaders — including new and veteran principals and teacher leaders — that provide detailed strategies and processes for developing teachers» professional capacity, improving teacher evaluation and supervision, enhancing learning for all students, and more.

Take steps to continually reduce fragmentation across SEA offices and departments by requiring shared, cross-agency work intentionally designed to increase the capacity of all districts to improve instructional practice and student learning?

The Comprehensive Centers provide technical assistance that builds the capacity of SEAs to help school districts and schools improve educational outcomes for all students.

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

By adopting free content, districts can channel funds toward supporting teachers in making key shifts in instructional models, which builds capacity and best leverages our strong curricula to improve student outcomes.

The creation of career pathways is focused on the strategic goals of NDE: The Nevada Department of Education makes investments in building the capacity of current and future school leaders while supporting and assisting school districts, charter schools and early childhood programs to improve outcomes for all students throughout Nevada.

The CST leadership and evaluators wanted to know more about how SEAs were currently supporting districts in improving their capacity to assist with school turnaround efforts and how that support could be improved.

The grant will fund the district's efforts to implement EXCELerator, a career readiness framework developed by the College Board that aims to improve the district college readiness infrastructure and capacity to provide rigorous education and supports, with a particular focus on historically underserved students.

As they begin to build capacity for an improved teacher evaluation system according to state guidelines, they will add stakeholders to this committee so that it will oversee and align the district's work on both systems.

In this capacity she is responsible for overseeing the implementation of the federal Title I, Part A: Improving the Education of the Disadvantaged legislation in more than 400 school districts in New Jersey.

Jim Hemgen, ASCD managing director of professional learning services, offered the following description of the content included in this institute: «This ASCD Professional Learning Institute is designed to build each teacher's capacity as a practitioner — by addressing teacher needs directly and by helping school and district leaders support teacher growth — so that every student can benefit from continuously improving and effective instruction.»

According to a report by the Annenberg Institute for School Reform, OCO's organizing influenced school district policy, enlarged the capacity of schools to successfully educate students and helped support a small schools policy that eventually led to the Oakland Unified School District being deemed the most improved large, urban school district in the state for seven years in district policy, enlarged the capacity of schools to successfully educate students and helped support a small schools policy that eventually led to the Oakland Unified School District being deemed the most improved large, urban school district in the state for seven years in District being deemed the most improved large, urban school district in the state for seven years in district in the state for seven years in the row.

Our capacity - building professional development helps schools and districts implement customized approaches that build local capacity for improved instruction and leadership.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

This Division provides services and support to build the capacity of staff serving in low - performing schools and districts, and to «develop or improve systems and processes that will sustain a continuous improvement culture.»

Wallace awarded grants to the Southern Regional Education Board and the Education Development Center (EDC) to help LEAD districts build greater capacity to define and realize specific leadership goals; evaluate progress; create new resources and tools to improve professional practice of principals, superintendents and others in leadership positions; and help form a national network enabling LEAD districts to share knowledge more effectively with each other and with many others.

The district Professional Development Plan calls for utilizing the expertise within the district to build capacity to improve instruction and support for students.

As the law aged and those consequences rose, it became less and less politically acceptable to tell so many schools to improve, let alone expect states or districts to have the technical capacity to help them do it.

NISL builds the capacity of districts and states to provide education leaders with the critical knowledge and skills they need to be instructional leaders and improve student achievement in their schools based on lessons from top performing education systems.

Launched in 2002, Leadership for Educational Achievement in Districts (LEAD) provided more than $ 56 million to 12 high - need districts that demonstrated willingness and capacity to reform their leadership practices to improve student Districts (LEAD) provided more than $ 56 million to 12 high - need districts that demonstrated willingness and capacity to reform their leadership practices to improve student districts that demonstrated willingness and capacity to reform their leadership practices to improve student learning.

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

requirements for Principle 2 in the application for building state, district, and school capacity to improve learning in all schools — particularly low - performing schools and those with the largest achievement gaps;

In responding to demands that they focus sharply on improving their teachers «instructional capacities, school and district leaders should not overlook the influence they can have on classroom practice by continuing efforts to motivate their teachers, and to align their teachers «work settings with what is known about effective instructional practice.

But she also has called for either vouchers to private schools or transfer of Camden students to nearby school districts with excess capacity as a means of improving education.

IEL's family and community engagement (FCE) work is focused on assisting states, districts and schools to improve engagement efforts primarily by building capacity and supporting improvements in FCE policy at every level.

Identify the leadership and workplace characteristics of districts and schools that encourage the values, capacities, and use of practices that improve student learning.

Determine the extent to which individuals and groups at state, district, school, and classroom levels possess the will and skill required to improve student learning, and the extent to which their work settings allow and encourage them to act on those capacities and motivations.