Sentences with phrase «district leadership practices»

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.

For example, district leadership practices and organizational conditions may predict collective efficacy more immediately than they predict self efficacy because leadership practices relate only indirectly to the more proximal antecedents of individual efficacy, such as role clarity and psychological states.173

Again, the teacher and principal surveys measured perceptions of both district leadership practices and district conditions or characteristics.

The teacher and principal surveys measured perceptions of both district leadership practices and district conditions or characteristics.

Not exact matches

The Naperville Park District recently became one of 17 organizations to receive the 2012 Governor's Sustainability Award for its leadership in environmental practices.

We initiated a recycling program for facilities and parks, developed an integrated pest management program aimed at reducing use of pesticides and herbicides on playing fields and lawns, later banned smoking in District buildings and vehicles before that practice became state law, and continued to protect our natural areas through local leadership.

The NSBA selects districts with strong school board leadership and collaboration practices that support extended - day programs and profiles them in its upcoming publications, at the 2005 annual conference, and online.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty judges.

At HGSE, Payzant will focus his time with students and faculty interested in urban school district reform; leadership; and ways to connect research, policy, and practice in urban school districts.

In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skills.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present...

No Child Left Behind is important in the efforts to continue this progress, and urban districts must continue effective practices that have brought about promising results: high standards, strong and stable leadership, better teaching, more instructional time, regular assessments, stronger accountability, extra resources, and efficient operations.

Recently, Morgan also served as the founding editorial director of the District Management Journal, a magazine highlighting innovative practices in district management and leaDistrict Management Journal, a magazine highlighting innovative practices in district management and leadistrict management and leadership.

Palo Alto School District Launches Special - Education Review Palo Alto Weekly, 10/7/15 «The school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structureDistrict Launches Special - Education Review Palo Alto Weekly, 10/7/15 «The school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structuredistrict has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structure.»

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.

District leadership is also critical to ensuring that districts have interim assessment tools and practices that foster data use.

This program turns research on effective district leadership into guidance that ensures all leaders across a district are focused on the right practices.

It plans to create district grants for 30 -60-90-day research projects through which problems in teacher leadership practice are investigated, and the findings reported.

Help district staff examine and confront traditional leadership structures and district practices that were barriers

Participants will leave this session armed with an increased repertoire of leadership development practices and action steps to use in their districts and schools.

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.

This finding is quite remarkable: It suggests that district policies and practices focused on instruction are sufficiently powerful that they can be felt by teachers as an animating force behind strong, focused leadership by principals.

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

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.

360 Edition (INSPIRE - 360)-- This instrument enables the educational leadership preparation program to document leadership practices and school improvement and organizational indicators in the schools where program graduates work from the perspective of subordinate teachers and superordinate district leader (s).

We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about leadership policy and practices that bear on teaching and learning; that we would conduct the principal and teacher surveys in four schools per district representing elementary and secondary schools; and that we would be conducting a second round of surveys in the final year of the study (2008).

Our team is dedicated to supporting district and school leaders and teachers throughout the iObservation implementation process to improve instructional leadership practices that connect to teacher effectiveness and student achievement.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

All four dimensions of district leadership were moderately to strongly related to principal efficacy (arguing for district leaders «adoption of a holistic approach to their own practice).

What to watch: As indicated by state stakeholders, Illinois plans to develop a competitive grant program in which a district, school, or portion of faculty can propose a problem of practice important to teacher leadership at the school and / or district; develop a plan in which the problem of practice is investigated; and report findings.

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

District policies and practices around instruction are sufficiently powerful that they can be felt, indirectly, by teachers as stronger and more directed leadership behaviors by principals.

It enables school districts to use the data to drive leadership behavior and teaching practices to directly affect student achievement and lead to student learning gains.

Districts, teacher leaders, and distributed leadership: Changing instructional practice.

The detailed literature review and guidebook for district leadership, called the Principal Talent Management Framework, looks at how school districts can evaluate policies and practices and ensure they align with elements of principal effectiveness.

Built around the use of an embedded set of connected, web - based data tools, the OIP is being used by well over half of the 612 traditional public school districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strategy.

Stakeholders throughout the school system can learn about the theories and practices to enhance partnerships in their district, school and classroom and determine ways to refine leadership structures, communication and collaboration as part of the training outlined below.

CEL tailors each partnership to a specific district, with services that include leadership coaching, subject matter coaching, guided walkthroughs, central office transformation, and support for aligning practices system - wide in support of student learning.

They analyzed the current state of new teacher support and teacher leadership opportunities in the District, and developed recommendations for each based on national and local best practices.

Coupled with CEL's Measures of Instructional Leadership Expertise (MILE) assessment and an innovative micro-credential certification process, the Academy grows instructional leadership practice throughout an entire district.

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

She has also served as a teacher development coach with the Achievement School district, observing and analyzing teachers at work and collaborating with school leadership to create a system of best practices and targeted feedback to further improve teaching skills.

Their cloud - based data analysis tool enables district leaders to diagnose the current state of teaching and learning within their district by having stakeholders complete an online inventory around the areas of leadership and vision, technology infrastructure, resources, instruction and learning, practice and implementation, and learner impact.

The tools include a detailed rubric for matching a candidate's skills and experiences to different school leadership openings and a «learning walk» protocol that gives district supervisors a way to observe and assess a candidate's point of view and interpersonal skills as the candidate observes and comments on actual school practices, teacher actions and student behaviors.

Under his leadership, educational equity and collaborative teacher practice have become more deeply ingrained in the programmatic approach — shifts that have helped districts reach record student growth.

«We decided first to develop the practices of new principals,» says Lopez Morgan, the district's director of leadership strategy.

Identifying, supporting, and preparing values - aligned leaders from among the Board of Education, district leadership, and community to help lead a sustained change in OUSD budget practices.

The ensuing media glare made it tougher for the United Federation of Teachers to defend problematic practices, gave the union leadership reason to seek a deal that would staunch the bad publicity, and consequently put district leaders in a stronger bargaining position.

The principals above and others I've spoken with say they embrace the new opportunities these funds will bring to work more collaboratively — both inside and outside of their districts — to come to consensus on a vision, to share best practices, and to nurture leadership skills in others.