Sentences with phrase «district leadership standards»

A structured hiring process that includes screening and interviews, and in some cases incorporates assessments based on district leadership standards and competencies, may help identify future professional development needs for newly hired principals.

Not exact matches

There are many ways that the SNA's leadership could have proceeded when some school districts had difficulties implementing the standards.

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.

The collaborative members also created leadership teams in their schools — a core group of teachers who talk about rubrics, standards, teaching, and learning — and now all the district schools have them, Onick said.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

Results of a standard regression analysis show that our aggregate measure of district leadership (using the adjusted R) explains 8 % of the variation in LSE, half of which is accounted for by Managing the instructional program; it also explains 40 % of the variation in LCE, of which significant contributions are made by Redesigning the organization (9 %) and Managing the instructional program (4 %).

From district leaders in our higher - performing settings, we have learned that once standard expectations for curriculum, instruction, and leadership are implemented and sustained with a reasonable degree of fidelity and quality, further improvement in the quality of teaching and learning is unlikely to be gained by doing more of the same.

In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accounDistricts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accoundistricts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.

Many districts rely on their state's leadership standards.

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

The latest version of Chicago's highly detailed Principal Competencies has undergone at least seven drafts «and counting,» says Steve Gering, who, as chief leadership development officer, has overseen a standard - setting process that has included district staff members, principals, and local and national experts.9

Policymakers must ensure that each student has access to effective educators by making the necessary investments along the career continuum, including incentives for recruiting and retaining candidates; personalized and ongoing professional development; flexible routes to licensure based on rigorous professional standards; leadership opportunities and development; and collaboration among higher education institutions and local districts.

The leadership standards in Fort Wayne, Ind., determine eligibility requirements for district - paid internships.

focused on teacher leaders as instructional leaders and how districts can enable successful teacher leadership to improve standards - aligned instructional practices.

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.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

Based on a review of the standards and evaluation work of large urban and metropolitan districts across the country, the report shares six key lessons and their implications for enhancing standards - based leadership evaluation work.

-- All 50 states, plus the District of Columbia, have adopted standards to guide school leadership policies.

Clearly, a major centerpiece of George W. Bush's success as Governor of Texas and a significant plank in the platform for his Presidential candidacy was his leadership of the Texas public education reforms in accountability and standards of the mid to late 1990's, and nowhere were these reforms in more evidence than in Houston, which was recognized as the best urban school district in America in 2002.

The Center for the Future of Teaching and Learning at WestEd has produced a new CenterView, focused on teacher leaders as instructional leaders and how districts can enable successful teacher leadership to improve standards - aligned instructional practices.

Findings from literature reviews, case studies, and program evaluations suggest that districts should align recruitment, selection, and hiring procedures to a set of research - based leadership performance standards or competencies.

Each Site Coordinator partners closely with teachers and leadership at his / her assigned school site to craft out - of - school - time curricula and lesson plans that align with current classroom objectives, Common Core standards, and district priorities.

This Institute is designed to equip district and site administrators, instructional coaches, and leadership teams with an understanding of the issues facing leadership around effective program implementation and alignment to the Common Core and other state standards.

Use leadership standards to define what a principal supervisor in your district needs to know and be able to do to most effectively support principals.

We have helped revise the district's principal leadership standards and accompanying rubric, and we have developed a resource toolkit for network support leaders (principal supervisors).

NETS - A, the technology standards for K - 12 school administrators (Technology Standards for School Administrators Collaborative, 2001), define the technology knowledge and skills needed by building - and district - level administrators as they provide leadership for technology adoptions and educational reform.

Curriculum design and delivery: Using our standards - based approach to curriculum design, we work alongside our client's core team to develop training that is aligned to relevant leadership standards and addresses the identified district needs.

With its showing on the gold standard of national achievement tests, the Duval County School District is now reaping the considerable benefits of former School Superintendent Nikolai Vitti's bold and aggressive style of leadership.

Learn how NISL has adapted best practices in military leadership development to help states and districts address the three biggest issues in school leadership in this article for the National School Boards Association publication, The State Education Standard.

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.

The idea was that the key policies and practices that affect the success of school leaders — the standards that define high - quality leadership and provide a basis for holding leaders accountable; the training that prepares leaders for their role as catalysts for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved student learning at all levels of public education: state, district and school.

Major milestones in Jason's work at Insight include co-authoring a book, Strategic Design for Student Achievement (Teachers College Press, 2009), serving as the chief architect of customized instructional frameworks for multiple school districts, providing leadership support for standards - based initiatives in schools across the country, and serving as the lead designer of a national teacher certification and training program for The New Teacher Project.

Under the leadership of Superintendent Tony Alvarado, New York City's Community District 2 implemented a complex and interconnect culture of reform that included standards and assessments.

Superintendents and other district - level leaders in academically successful school districts convey a strong belief in the capacity of school system personnel to achieve high standards of learning for all students, and high standards of teaching and leadership from all instructional and support personnel.

Each district's system is intended to improve student achievement by enhancing proficiency at instructional and leadership strategies that promote rigor and relevance throughout a standards - based curriculum, and prepare students to be college and career ready.

She is a consultant and leadership coach with the Center for Curriculum Renewal, working with schools and districts over time to build systems of standards - based, student - centered learning.

We also hear district and state education leaders emphasize the importance of the project, recount the initial challenges educators faced statewide and explain how far they have come in developing new standards for principal and superintendent leadership programs.

Six urban school districts seeking to strengthen school leadership find value in measures including using principal standards and putting more rigorous hiring in place.

For six districts taking part in an effort to boost school leadership, the development of principal performance standards required the engagement of many local stakeholders, including principals.

Hear from district and state leaders who stress the need for leaders who are responsive to student needs and statewide standards for principal and superintendent leadership that reflect the current environment.