Sentences with phrase «district leadership capacity»

Not exact matches

Promoting a thorough decentralized governance agenda in a manner that empowers regions and districts to acquire the needed resources and capacities to make decisions and be accountable to citizens, as well as providing the needed leadership to ensure that citizens» voices matter in decision - making; that their demand for accountability is fulfilled and their aspirations for a Better Ghana «are reflected in the programmes and projects emanating from this Manifesto».

Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.

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.

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 indistrict leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in others.

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

The promising outcomes of these exemplary programs include the capacities they develop in individual principals as well as the ways in which they help reshape the principal workforce and the district culture of school leadership.

We also offer facilitator training and a leadership academy to help you strengthen your skills around leading an ELL - focused learning community, facilitate training on ELL strategies, and increase your school or district's capacity to address the unique needs of ELL students.

Yet schools and districts radically underinvest in leadership capacity.

NISL's Executive Development Program gives districts the capacity to strengthen the leadership of both serving principals and aspiring leaders.

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.

In higher - performing districts, central office leaders not only believed in their capacity to develop principals; they set expectations for implementation of specific sets of leadership practices.

This toolkit provides materials and resources to help you build leadership capacity on the state and district level.

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

District built internal capacity through leadership development and mentoring over time.

Many districts consider development of their principals «capacity for instructional leadership — one of the district conditions included in our measures — to be a cornerstone of their improvement efforts.

District leaders should acknowledge, and begin to reduce, ways in which secondary school principals are limited in their capacity to exercise instructional leadership by the work required of them in their role as it is currently structured.

Lovelyn, a California Teacher of the Year, recognized the need to support schools in meeting this higher bar and has worked with E4E colleagues and district leadership to invest in capacity - building, parent engagement and professional development for schools in South Los Angeles.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

Create a culture of respect for all employees through recruiting, retaining, and providing professional development, while building the district's leadership capacity.

Whether you work in a school, district, university, educational institution, or other learning organization, you'll learn how to infuse leadership, collaboration, communication, and capacity building with a deep understanding of individuals» experiences and capacities — and how they influence our day - to - day work.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

How can districts foster strong teacher leadership where teachers are prepared and empowered to lead collaborative learning opportunities with peers, while helping to build a school or district's instructional leadership capacity?

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.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.

These courses are an ideal mechanism for schools, districts, states, and nations to build their technology - related leadership capacity and are an excellent resource for superintendents, principals, district technology coordinators, media specialists, teachers, and other educators interested in the leadership aspects of K - 12 technology.

Creating a model classroom for your district or school can be an opportunity to develop leadership capacity in your staff and give students the opportunity to have ownership of their own learning spaces.

In addition to his K - 12 public education experience, Alan has also been the Program Director for the Center for Educational Leadership and Effective Schools at the University of California, Santa Barbara where he collaboratively supported the delivery of high quality services and research to school districts focusing on the rigorous examination of strengths, building leadership capacity, and facilitating the potential of systems for transformation.

Wisconsin DPI supports the CoSN CETL ® Certification Exam to build digital leadership capacity and support local district leadership teams.

The six principles are (1) a common vision and goals throughout the district; (2) a comprehensive system for intervention and prevention with students; (3) collaborative teaming for teaching and learning; (4) data - driven decision making for continuous improvement; (5) engaging family and community members; and (6) building a sustainable leadership capacity.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

As a licensed educational psychologist, he has also provided consultation to school districts working to build and sustain systemic leadership capacity, district reform, and implementation of adult and student conflict resolution.

Some districts want help building leadership capacity around mathematics, and arrange dedicated sessions to meet the needs of coaches and / or building leaders.

If the leadership capacity of district leaders and principals is a critical correlate of effective schools, it only follows, then, that the leadership behavior of team leaders is crucial also.

We have also provided intensive training and support for five Directors who work with school leaders throughout the district; this work will develop the Directors» capacity to coach and facilitate the leadership development of school leaders.

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.

Several California Collaborative superintendents have built a network of K - 12 system leaders from both traditional public school districts and charter management organizations to develop their individual leadership capacity.

DTLI resulted in a blueprint for a comprehensive turnaround program for Texas that builds district capacity to support school improvement by strengthening four essential systemic levers: leadership, instructional infrastructure, support and accountability, and talent management.

Training and Services: The Haberman Educational Foundation has the capacity to train principals, Human Resource officials, the district leadership team, and all levels of stakeholders in the use of the online teacher selection tool that is based on well - researched teacher and administrator selection strategies.

In this session, participants explored a case study about Fresno Unified School District to learn how to build leadership capacity and reciprocal accountability systems to support implementation of Linked Learning.

In some districts, assistant principal development is planned by senior leadership, with very specific steps for identification and capacity building of future principals, with an eye on hiring from within the organization.

Research about successful school and district leadership practices in contexts such as these is still in its infancy, even though the capacities and motivations of local leaders will significantly determine the effects of such contexts on students.

This session will focus on key components that strengthen districts» school leadership pipelines, particularly how we strengthen our pipelines for preparing and supporting school principals and how we build districts» capacity to advance their priorities through school leadership.

Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for teacher leaders, leadership seminars, and individual coaching with school and district administrators.

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

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.

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.

Our goal is to work together with our clients to fully implement leadership development programs that are sustainable for years to come because they build the capacity of the leaders and districts we support.

Prior to joining SPN in 2016, Todd served in senior leadership positions at Houghton Mifflin Harcourt and Scholastic with a focus on creating national impact in schools and districts through impactful strategic school improvement consulting, focused professional learning and building leadership capacity.