Sentences with phrase «district leadership meetings»

Not exact matches

The Cherokee County School District recently hosted a New Leaders Reception for the School Board to meet the educators recommended by the Superintendent of Schools for leadership roles including Principal posts.

Mr. Mills» reforms nicely complemented the changes required under D.C.'s Healthy Schools Act, and under his leadership, the new requirements were met within the first year — no small feat in any school operation, let alone in a large school district.

«As we look forward to a vigorous political agenda for 2012, including a Presidential primary, a US Senate race, and newly drawn line for Congressional and legislative districts, this leadership team, along with our tremendous staff in Albany and New York City, ensures that our State Party is fully prepared to meet the challenges ahead,» Cox said.

«As citizens meet Mr. Gieseke and see his leadership skills, they will find him to be a high caliber candidate that can serve the District well and has the experience to bring legislators together to solve problems.»

First, she confirmed the Times Union's Tuesday story that deputy conference leader Sen. Michael Gianaris, D - Queens, and Senate Democratic staffers met with the Albany County district attorney's office last week to discuss an ongoing controversy over several committee leadership stipends being diverted to certain IDC and Republican senators.

NYS's Capital District About Blog Nonprofit leadership is more complex and demanding than ever before, requiring updated and innovative ways to meet mission and keep organizations healthy.

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.

Inconsistent Transportation: When late buses were impacting our ability to get teachers to their PLC Data Team meetings on Thursdays, our central office and union leadership identified the problem during a no - agenda meeting — the need to change district bus schedules to accommodate all schools — and worked with our transportation provider and building administrators to ensure that we didn't jeopardize this initiative moving forward.

It means that teacher leaders like Saldana meet at least monthly with district leadership to discuss concerns that come forth from the teachers representative council of the union (which also meets monthly), so there's a constant flow of information between teacher and the district.

In addition, I give them a chance to present at faculty or PTA meetings, encourage them to be mentors, invite them to be on the teacher leadership team, mention things they're doing in my weekly staff memo, and find opportunities for them to be on district committees or present at district events.

It also suggests that districts abandon structures and traditions that don't serve learning (including programs and job descriptions that don't meet teachers» needs) and support teacher engagement with learning networks and teacher leadership organizations.

New Orleans (April 5, 2014)-- The National School Boards Association's (NSBA) Council of School Attorneys (COSA), the national network of attorneys representing K - 12 public school districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New Orleans.

Under her leadership the district has embraced the Board's challenge to transform schools to better and more efficiently meet the needs of all students.

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.

Superintendent Cameron communicates his primary goal by being visible in the schools, where he holds regular, open talks on leadership, and outside the schools, where he meets regularly with various community groups to discuss district directions and to gather public input.

As we have noted in our analysis of changes in state leadership, support needs to be targeted to schools that are needy, particularly schools and districts that are not meeting AYP targets.

These customized professional development workshops allow you to choose the topics and experts that best meet your school or district needs, including achievement, culture and equity, leadership, and technology.

On our blog, Mike Siebersma writes about rural districts that are using collaborative leadership and educator networks to meet immediate staffing needs and create long - term solutions.

Documentation and evaluation: With school leadership and the district captain, establish a means for regular access to chronic absenteeism data, and help facilitate weekly data review meetings

Nashville, TN (March 21, 2015)-- The National School Boards Association's (NSBA) Council of School Attorneys (COSA), the national network of attorneys representing K - 12 public school districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in Nashville.

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.

Meet the folks who are behind the strategy and on the front lines working with school districts to create lasting, positive change in school leadership.

Implement with strong district and building leadership, high - quality instruction in every classroom through a highly coherent, child - centered instructional model where students meet their self - determined academic and personal goals to their highest potential.

Despite this, critics say that the curricula and methods at the majority of the nation's 500 - plus university - based principal preparation programs remain subpar and out of step with district needs.10 A growing number of districts have become more assertive with universities and other training providers about improving their offerings, because district leaders want enough well - prepared leadership candidates to meet local learning goals and to lessen the expense and damage of early turnover among poorly prepared novice principals.

Capital Region BOCES provides educational leadership, services and support to meet the needs of our students and school districts.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

In preparation for students» return, district leadership across the valley hosted community meetings.

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.

Nevertheless, policy leaders should recognize that there are important elements to consider when starting new schools or changing school structures, which include a design and implementation plan; community involvement and support; a capable, supported school leader; and district leadership and help targeted at meeting each school's individual needs.

Our case study on the key distributed leadership practices of one middle school in the Bronx, Creston Academy for Responsibility and Excellence, presents a guide intended to help other New York City principals reflect on their own approaches to meeting district - level expectations.

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.

This proves what is possible with a strong partnership, phenomenal district leadership, and a focus on using differentiated instruction to give kids precisely what they need to meet and exceed their potential.»

In Shelby County Schools, which consolidated in 2013 with Memphis City Schools, the school board has expanded community engagement and literacy initiatives and implemented Key Performance Indicators to help the district leadership monitor the district's effectiveness in meeting the academic, social, and safety needs of students.

Building - level math coaches support the work within schools, administrative meetings have an agenda focused on math leadership, observation feedback to teachers centers on the elements of powerful instruction supporting student learning, and a regular newsletter, titled «Connections,» is sent to all staff to enhance district - wide collaboration and communication.

The meeting offers collaboration with other leading school districts tackling similar challenges; an opportunity to build relationships with peers in similar roles across the country and Truenorthlogic leadership; and, training to help get the most value from using Truenorthlogic's solutions.

A recent paper from the Aspen Institute — Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands — explains how schools can shape teacher leadership roles in response to school - or district - specific challenges.

• How one principal achieved distributed data - leadership in her school • How one district built a culture of meaningful data use • Professional development offerings customized to meet YOUR data - literacy needs

For instance, the twice - monthly meetings of instructional leadership directors in one district included facilitated conversations about how the ILDs handled certain situations with principals and the practical pros and cons of various approaches.

Recruitment and selection processes ensure that schools are hiring quality candidates who meet the district's leadership needs while making a right «fit» for the school.

After the Leaders» Meeting where the Hi - FIVE announcement was made and we celebrated the achievement of the Level 5 schools, Dr. Plummer from Progress Charter School wanted to meet with several members of the district leadership team about his quandary.

Individuals, groups or districts may request the delivery of programs, developed in collaboration with principals and superintendents, to meet specific leadership requirements.

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

Huge shifts in pedagogical practice and that takes visionary leadership and a strong administrative team to...» plan, implement, monitor, and adjust improvement efforts, as well as to review and align district strategies, policies, protocols, practices, processes, curriculum, instruction, assessment, professional development, and myriad other systems that must work synchronously to meet achievement and instructional goals.

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.

Learn21 makes it a priority to engage with the leadership and staff of each district to ensure that PD sessions meet specific district goals.

They are accustomed to working side - by - side with key SEA and LEA administrators, MTSS / RTI leadership teams, and professional development providers to meet state and district goals.

By providing thought leadership, a critical voice and an open mind, the Center has impacted how educators teach and lead — from the classroom to the board room — so that district goals can be met.

The leadership of Mr. Martinez has engendered an array of solutions to meet challenges facing our district.

We hear Superintendent Hall talk about the crucial importance of the program in helping meet the district's specific leadership needs.

Now, Coffelt coordinates quarterly district leadership team meetings and meets with teacher leaders from the district's three schools on a monthly basis to help them develop skills to work with adult learners.