Sentences with phrase «district leaders develop»

The Consortium for School Networking (CoSN) released its Acceptable Use Polices in a Web 2.0 & Mobile Era: A Guide for School Districts at its CoSN 2011 Conference, which is aimed at assisting district leaders develop, rethink or revise Internet... Continue

Coaching 101 for Leaders is a six - hour training designed to assist school and district leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate change.

Kevin: To help district leaders develop more growth - minded performance management processes, Tony offered three pieces of advice.

Wise school - district leaders develop comprehensive succession plans.

District leaders developing school data initiatives can learn from those who have gone before.

District leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, funding).

When the districts used a dynamic process of continuous review and advice by all parties of new policies and programs, principals, teachers, and district leaders developed a personal stake in making sure the changes would ultimately be effective.

Not exact matches

Wahlberg's claim that the Apostle Peter's «first successors might have been something like the leaders or chairmen of the presbyterial college at Rome» is belied by the careful scholarship of Peter Lampe, who, as we point out in our book, «developed the «fractionation thesis» to illustrate the house - church - decentralized flavor of the city along with its various Christian districts.»

Working together, they develop insights and solutions for making the Park District a leader in green practices and sustainability.

This new state imposed mandate was burdensome and unnecessary — a duplication of existing efforts — however, we are grateful to our local and school district leaders who came together to develop this plan.

After Republican Anthony Senft dropped out of consideration for the third Senate district on Long Island, North Islip Supervisor Tom Croci entered the race — a developed welcomed by Republican Senate leader Dean Skelos.

Erie County Legislature's Minority Leader John J. Mills is proud to announce his appointments to serve on the Advisory Committee on Reapportionment which will convene later this month to develop, and formally submit, a recommendation on how to decrease the Legislature from 15 members to 11, and re-draw 11 district lines.

While some administrators are using the new opportunities to meet leaders throughout the country, others, such as Fleming County Schools Superintendent Brian Creasman, say they prefer to develop connections regionally with districts with similar demographics and needs.

Consider the «personal» graduate profile that you created: Doesn't it also identify the proficiencies you think a 21st - century classroom teacher or district leader should develop?

Over the course of the 2015 — 2016 school year, in collaboration with district and family leaders, educators, and community partners, we developed a framework with four dimensions, to be integrated with the work of instruction, not positioned as a separate initiative.

If you focus only on district - level work, high - level leaders won't develop a vivid vision of how family engagement policies actually affect families and students.

District leaders must manage a myriad of priorities, and I often tell them that the best first step they can take to ensure our students» success in life, work, and citizenship is to develop and adopt a graduate profile.

Teach Plus continues to recruit, develop, and support teacher leaders through partnerships with 13 schools in three districts, including Boston (see sidebar).

«SDP offers districts and states a terrific opportunity to catalyze their analytical talent,» said Glover, «We look forward to working closely with SDP partners to develop and expand methods of identifying, collecting, and analyzing data to help education leaders make policy decisions that are likely to have significant impact on raising student achievement.»

Substitute Teacher Guide The San Diego Department of Education Substitute Teacher Web Site was developed at the direction of the many fine educational leaders in San Diego County's forty - three public school districts.

Another goal states that participants would implement approaches to ensure inclusion of all students; implement practices to close the achievement gap; establish means for collaboration between district departments and schools; develop a plan for sharing lessons learned with other district leaders and to complement succession planning.

We are developing interventions to support young readers, helping to provide school districts and states with the capacity to use data more effectively, and engaging leaders from education systems from around the world.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

District leaders must look to develop a culture shift that starts with trusting those individuals they put in place to lead their initiatives.

District leaders must also be open to thinking outside the box when it comes to developing technology plans.

Depending on what device you select, district leaders should develop a management system to ensure device safety and security.

Frederick Hess and Thomas Gift have argued for developing school restructuring leaders; Bryan Hassel and Emily Ayscue Hassel have recommended that states and districts «fuel the pipeline» of untraditional turnaround specialists.

In 2012, the district collaborated with charter school leaders to develop a common performance framework by which all schools are evaluated, in order to manage the city's portfolio of charter, contract, and district schools.

Education Resource Strategies, a nonprofit consulting firm, is now offering targeted budget - development support to school leaders, and the district is focused on developing, rather than exiting, principals.

The most enduring achievement of Reading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how to read.

The Harvard Institute for Superintendents and District Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership inDistrict Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership indistrict leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in others.

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

From developing 1 - to - 1 computing programs to ensuring students have access to high - speed Internet connections to do their schoolwork during and beyond school hours, district leaders are increasing the reach and use of technology in education.

Strengthen principal training programs to develop principals and district leaders who can create productive teaching and learning environments, which have a major impact on a teacher's decisions to stay or leave the classroom.

CEPR, under the direction of Heather Hill, is leading the measurement study which will develop and pilot a survey for districts and school leaders, and field responses from a nationally representative sample.

Tennessee and Louisiana will continue to support their Teacher Leader Networks; Tennessee will develop individualized teacher leadership models for implementation in districts across the state, and Louisiana will support its 5,000 Teacher Leaders and 80 Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other supports.

This paper, written for the Rural Opportunities Consortium of Idaho, offers policymakers and philanthropic leaders a set of recommendations to capitalize on the potential of technology to serve students: expand broadband access to schools lacking it, create an elite corps of proven teachers who would be made available to students across the state, and provide districts and schools with the flexibility to develop new models of staffing and technology and to achieve the most strategic combination of personnel, facilities, and technology.

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

Prior to joining Education Northwest in 2011, he spent three years with the University of Chicago Consortium on School Research, where he managed their nationally focused policy and capacity - building initiatives and worked closely with policymakers, district leaders and researchers developing and using early warning and college readiness indicators.

This project assisted district leaders in developing a systemwide process for evaluating the implementation and impact of school improvement initiative.

The FRS planning process allows for flexibility and guides districts as they assess their readiness for personalized learning and develop and implement their personalized learning plans, allowing district leaders to customize and adapt the steps to suit their specific needs.

NTC builds capacity through district partnerships to develop effective teachers and school leaders on the job.

Designed for district and school leaders, as individuals or in teams, looking to develop or advance their practice in turning around under - performing schools.

On the other hand, school district leaders may be developing and implementing their own strategic responses to various school needs for improvement, in conjunction with NCLB and state - mandated interventions.

This six - episode series features principals, district and state leaders, and university officials who've developed strong principal pipelines.

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.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

A report from the Policy Studies Associates, Leader Tracking Systems: Turning Data into Information for School Leadership, takes a detailed look at six districts developing data systems through the Wallace Foundation's Principal Pipeline Initiative.

Third, district and school leaders must consider the kinds of organizational and leadership capacities that are necessary for schools to productively enact policy initiatives and they must diagnose and then develop those capacities within local schools across the district.

This guarantee, developed in partnership with the Center for Educational Leadership, offers side - by - side coaching and other professional development work at no cost to the district or the graduate, if the new principal or district leaders notice that he or she is not demonstrating the exit standards in certain key competency areas.