Sentences with phrase «district leadership development program»

This workshop (or series of workshops) is particularly useful as a compliment to an existing district leadership development program.

Not exact matches

«Given the inward focus of the program, I was uncertain if there would be an audience for this kind of leadership development, particularly during these tight economic times when school districts, colleges, and universities are all looking very carefully at every dime they spend,» Zolner says.

This spring, Curtis --- with Lecturer Elizabeth City — will co-chair HGSE's professional development session Strategy in Action, a program designed to help system or district leadership teams cultivate a concrete vision and create well - defined strategies...

This webinar will explore the district's creative journey and its approaches to hands - on creative teaching and learning activities, along with its long - standing commitment to the professional development and creative leadership needed for sustained program success.

If education policymakers at the state and district levels are committed to building leadership development into reform efforts, they must build in sufficient resources to support high - impact programs.

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

The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.

Prior to joining CTAC, Dr. Sharp was the Assistant Superintendent at the Avon Grove School District (PA) and was responsible for curriculum and instruction, professional development, strategic planning, leadership development, grant writing and oversight, and supervision of elementary and secondary education programs.

As a Program Manager with New Leaders, an education nonprofit focused on training and developing excellent school leaders, she collaborated with district leadership from Newark Public Schools in creating principal evaluation and development tools.

The Office of Academics is responsible for the development and leadership of the district's academic goals and policies, directing the instructional program pre-K to grade 12 across all content areas and special programs, and it engages constituent groups, teachers, principals, other staff, parents, and community in the ongoing process of educational reform, curriculum planning and implementation, and program development.

Her work includes school, district, regional and statewide programs in leadership development, strategic planning, curriculum and assessment design, visioning, restructuring and organizational development.

We tailor professional development programs for teachers and staff to fit their needs by working in partnership with school and district administrators, school leadership teams, and educational organizations.

Christine also served as assistant director and program analyst focused on leadership development and principal preparation at The Broad Foundation, worked with the Tennessee Achievement School District on community engagement, and provided strategic support to Detroit Public Schools.

Any successful and sustainable SEL program should include strong district leadership and communication, systematic integration of SEL throughout the district, comprehensive professional development, and quality assessments and instruction.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Through meaningful professional development, on - site technical assistance, and leadership training for school, district, and community liaisons, each school develops a systemic approach that will increase their graduation rate well beyond the scope of this program.

Chad has also taught within the charter school leadership cohort for Loyola Marymount University's School of Education administrative credentialing program, and has lead professional development in Los Angeles Unified School District, within the Southern California AVID community, and within the Teach for America organization.

She is a passionate advocate of teacher leadership and the development of mentor leaders who can transform their district induction programs to bring joy back to the classroom.

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.

Prior to her position with NSDC, Dr. Hirsh completed 15 years of district and school - based leadership positions, including: community college teaching, consulting teacher for free enterprise, and program and staff development director.

Under Superintendent Alvin Wilbanks» leadership, the district has designed and implemented several in - house leadership development programs, including different programs that develop aspiring assistant principals, principals, and district - level leaders.

Jon Schmidt - Davis, director of the Learning - Centered Leadership Program, provides overall direction for the work of the LCLP and coordinates leadership training and professional development to meet the needs of state and district clients.

In Education Week, New Leaders» Chief Policy and Evaluation Officer Jackie Gran discusses how high - quality leadership development programs provide a strong return on investment for districts.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schProgram — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schprogram — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scDistrict of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scdistrict and charter schools.15

AASA offers a two - year leadership development course, in addition to a national certification program — both of which Lubelfeld utilized to broaden his understanding of where his district needed to be.

With the help of a $ 50 million Investing in Innovation, or i3, grant from the federal government, KIPP developed an eight - monthlong leadership training program aimed at training district administrators on KIPP's principal leadership development practices.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

Superintendent Davis also highlighted her district's development of a site - based leadership team within each school for consistent professional support and implementation of SEL programming.

Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, approved district principal preparation programs (PDF) and district professional development programs for current school leaders.

DPS has received national recognition during this time for several initiatives, including exceptional leadership development programs for teachers, school leaders, and principal supervisors; school choice; collaboration among district - run and charter schools; and promising new schools.

In response to a February 2013 District Administration story, «Priming Principal Pipelines,» NISL CEO Robert C. Hughes points out that school leaders don't have to choose between homegrown leadership development programs and costly boutique programs.

Coupled with one - on - one coaching support and feedback, this program prepares participants to deliver great coaching; support others in growing their coaching practice; and cultivate a culture of leadership development within their district, charter network or organization.

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.

Districts will need to answer questions such as: How must data systems, leadership, professional development programs, facilities planning, and other practices change?

We invest in leadership development and coaching programs for principals and campus / district teams, provide grants to innovative education organizations, pursue research - driven public policy advocacy at the state level, and inform and engage the public on issues impacting all students.

The schools are to use the grants to disseminate their best practices to school districts, including school leadership structures, professional development programs, disciplinary practices and school calendar changes.

Beginning in the late 1980s, JCPS has developed a leadership development program tailored to the needs of principals working in the district.

The pre-service and in - service programs support the development of leaders within a context of district instructional reform by focusing on instructional leadership that is supported by a strong internship, coaching and networking.

Togneri and Anderson (2003) and other researchers report that many successful districts favor in - house principal leadership development programs over the generic licensure - oriented principal training programs.

District Director 2003 — 2006 Aided with leadership to the development of the Scouting Program for the entire borough of The Bronx.