Sentences with phrase «district leadership levels»

Not exact matches

«Yet when options to be followed after the murder were being considered, there is little evidence that high - level political and official leadership offered guidance and support to the local district administration.»

MDAT exclusively recognizes NATA members who have been involved in service and leadership activities at the national and district level.

Build Union and Management Partnerships: District leaders — assistant superintendents and senior level directors — meet once a month with union leadership for a three - hour block to establish a productive working relationship and agreed - upon norms of operation.

Provide teachers the support and time they need to be successful both in the classroom and in the leadership opportunities that emerge when they are asked to share their input and generate solutions to school - and district - level problems.

Districts can support teachers and improve retention by, first and foremost, ensuring effective leadership at the school level.

In 2000 the foundation committed $ 150 million over five years to improving leadership at the school and district level and is now underwriting in 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent training.

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.

Visionary leadership at the national, state and district level have played a major role in ensuring relevance, effectiveness and efficiency in the program.

According to a new study, high turnover rates have a negative impact on student achievement — but district - level leadership can help stem, or eliminate, that impact.

It is leadership at the district level, the school level, and the classroom level, even at the student level.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

In order for the maker movement and maker education to take shape and become truly embedded in schools and classrooms, district and site - level administrative leadership and support are essential.

Michael D. Casserly: They are achievement levels, achievement gaps, developing better professional development models, [improving] financial equity [between districts], leadership, and governance.

Suzanne Bond, an associate professor in educational leadership at Seattle Pacific University in Seattle, Washington, has helped to facilitate the development of mission statements at both the school and district level.

For improvement efforts to work, district - level leadership and support are critical, according to the report.

«Research clearly shows that no school improvement effort can succeed without effective leadership, and such leadership is needed at all levels - federal, state, district, and school - in our current systems and in the systems we will create in the future,» said M. Christine DeVita, president of The Wallace Foundation, which provided a $ 10 - million grant to support the effort.

prepares experienced educators for system - level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.) empowers cutting - edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

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

District leadership is critical for successful efforts at the school level, since those leaders can ensure college and career readiness is a priority and that advisors are empowered to best serve students.

The Foundation Series connects the research on school - and district - level leadership; the Framework Series examines the components of the Balanced Leadership Framework; and the Future Series puts it all together, challenging leaders to apply the knowledge, tools, and strategies they've learned in their own districts.

I also have both building - and district - level leadership certificates.

And while school leadership is essential, there also must be consistent, strong leadership at the district level.

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.

Her roles include: membership on the school instructional leadership team and math leadership team; serving as district - wide Unit Study Seminar Facilitator for the BPS Math Department and as a district - level Developing Mathematical Ideas facilitator for the district; and facilitating Math Professional Development Sessions for Math teachers in the district.

What they will do is tackle a range of intriguing K - 12 and higher ed projects, dealing with issues like entrepreneurship, higher ed productivity, philanthropy, mobilizing parents, higher ed transparency, the future of the teaching profession, ESEA reauth, technology, K - 12 and higher ed leadership, career and technical education, Common Core implementation, citizenship, state - and district - level reform, and much else (the mix would be, in part, a matter of interest).

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

We did see examples in some schools of principals providing leadership for data use in the absence of well organized district - level leadership and support.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

Through this how - to guide, you'll investigate why strong leadership is a crucial element of successful PLCs and delve deep into what leadership should involve at the district and site levels.

In addition we examined the degree to which leadership is exercised to promote a focus on improved curriculum and instruction, both at the school and district level.

While our analysis of principal survey data suggests a loose - linkage explanation for the relationship between state leadership and building - level leadership, it also indicates the need to explore the role of districts as moderators of state - leadership effects.

In addition, district support for shared leadership at the school level enhances the sense of efficacy among principals.

Finally, while school level had a significant, inverse relationship with student achievement in mathematics, district / school leadership and teacher influence were not significantly related to achievement.

At the secondary level, high schools show a higher «leadership deficit» than middle schools, as well as lower ratings on climate, openness to parents, and district support.

Even states that have long sought to build school - level leadership through professional development have now shifted that work, in some measure, to superintendents and districts.

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

CEI's leadership is comprised of highly revered educators who have experience at every level of public education — from the classroom to district, state and federal organizations.

This prestigious award recognizes and honors an NSELA member, who, through their professional work, has demonstrated outstanding leadership in science education at the school, district, county, regional, and / or national level.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

District - level leadership, on the other hand, has been stable compared to other districts in the state.

Unpacking the challenges of leadership at the school and district level.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

School improvement requires shared leadership at the state and district level.

All of SSA's independent consultants and coaches are experienced educators, many of whom have served as building - or district - level administrators, as professors of education, or in leadership positions with state and national associations.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

Is awarded to a building or district level administrator who has demonstrated outstanding leadership in promoting reading.

While all these principles are important, «continuous assistance» has been a primary focus of the district leadership team — providing ongoing support for professional learning at all levels.

«Failed oversight of school - level leadership by the former CEO led to the identified problems» at SciTech, the Recovery School District report says.

He is currently in his seventh year as principal of Ronald W. Reagan Elementary in Sanger Unified School District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supports.

Benjamin Fenton, the founder of New Leaders, a New York City - based group that trains aspiring principals and consults on school and district leadership, said the district's focus on school - level leadership, and philanthropic investment from local and national foundations, had brought his organization to the city in 2004 and opened the doors for others since.