Sentences with phrase «district professional development strategies»

We also expected and guided participants to plan for changes in individual teaching practice, changes in school and district professional development strategies, and finally, changes in district curriculum efforts.

Not exact matches

In their applications, districts will have outlined a variety of strategies to improve student performance, Utrup noted, including changes in teacher preparation and retention, professional development, and evaluation of classroom performance.

Other strategies LACES faculty has used include participating in district - supported site leadership for closing the achievement gap; designing opportunities for teacher collaboration around increasingly common assessments; and offering professional development for highly differentiated instruction, noted the California Best Practices Study.

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...

The Metro Nashville district in Tennessee began an intensive high - school - redesign process six years ago, and, about three years ago, officials there began developing an intensive professional development strategy to help high school teachers improve their work in project - based learning.

It's time we emphasize the value of an arts - based approach to literacy & writing, as well as cross-pollinate science and history, but sadly, most school districts don't want to spend the time / money to hire a consultant or provide adequate professional development, strategies or materials needed.

a needs analysis, and goals, objectives, strategies, activities and evaluation standards for professional development in the school district or BOCES;

Presenting powerful new tactics and strategies, these compelling professional development events provide participants with knowledge and resources they can immediately integrate into any classroom, school, or school district.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Using a school you know well, assess the professional development opportunities related to culturally responsive instructional strategies available in that school by rating the school on the following aspects of culturally responsive instructional strategies outlined in Rubric A. To determine where your school or district fits in Rubric A, consider what proportion of the professional development opportunities available to teachers explicitly address culturally relevant pedagogy, and of those opportunities, what proportion deals directly with instructional strategies.

Inside the Black Box of School District Spending on Professional Development: Lessons from Comparing Five Urban Districts: Education Resource Strategies profiles include information about districts» professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-Professional Development: Lessons from Comparing Five Urban Districts: Education Resource Strategies profiles include information about districts» professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-fulDistricts: Education Resource Strategies profiles include information about districts» professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-fuStrategies profiles include information about districts» professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-fuldistricts» professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-professional learning cost structures and funding strategies http://www.erstrategies.org/cms/files/1166-blackbox-fustrategies http://www.erstrategies.org/cms/files/1166-blackbox-fulltext.pdf

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive pDistrict support (aligning programs district wide and developing responsive pdistrict wide and developing responsive programs)

Develop a district or school - wide strategy for engaging student voice, including professional development, policies encouraging and sustaining student voice, and integrated approaches to developing, sustaining, and strengthening the impact of student voice.

Over half of CPS teachers surveyed for a small - scale study by an education policy group said they do not regularly use strategies learned in professional development provided by the district.

In 2017 - 18, the District will invest in strategies such as professional development, expanded Instructional Teacher Leaders, external partnerships, and new instructional materials.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Educational Resources Training and Professional Development Help states, districts, and schools meet the challenges presented by the No Child Left Behind Act using professional development, strategies, anProfessional Development Help states, districts, and schools meet the challenges presented by the No Child Left Behind Act using professional development, strategies, andDevelopment Help states, districts, and schools meet the challenges presented by the No Child Left Behind Act using professional development, strategies, anprofessional development, strategies, anddevelopment, strategies, and resources.

Megan's work focuses on fostering district - wide assessment and data literacy and implementing a balanced assessment strategy, including conducting research on next generation assessments, coordinating the development and adoption of new assessments, and providing professional development to build assessment literacy through the use of robust data analysis protocols.

Aligned with McREL's renowned Classroom Instruction That Works strategies and framework, this 1 - day workshop is an intensive learning and planning session for classroom teachers, instructional coaches, teacher mentors, principals and assistant principals, and district / county professional development leaders.

While district leaders had attended conferences and professional development activities addressing issues around teacher turnover and mentoring and support for new teachers, there was not a clear path for encouraging both district and union leaders to coalesce around a common strategy or approach.

She provides dynamic professional development in the areas of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and Cdevelopment in the areas of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and CDevelopment, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and CDevelopment, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and CDevelopment, Principal and Leaders Evaluation Frameworks, and Common Core.

Teachers at SMCPS can better focus their teaching strategies and content, making every instructional moment count now that the district can disaggregate data from the student level all the way up to the district - wide level, The data pulled from Unify also enables the district to customize professional development and resources on opportunities that will have the greatest impact on teaching.

Use data to measure the degree of implementation of strategies / actions, including professional development, to reach district / school - identified goals?

ALEXANDRIA, VA — ASCD has released five new professional development books for district and school leaders — including new and veteran principals and teacher leaders — that provide detailed strategies and processes for developing teachers» professional capacity, improving teacher evaluation and supervision, enhancing learning for all students, and more.

Bj STONE works with a variety of state and local agencies to facilitate learning professional development for teachers, principals, district administrators and leadership teams in the areas of Balanced Leadership, Classroom Instruction that Works strategies, vocabulary instruction, guaranteed and viable curriculum, and assessment design.

Dr. Sandra Alberti, Director of State and District Partnerships and Professional Development, Student Achievement Partners, will share her experience working alongside states and districts as they aligned their work to the Common Core State Standards using evidence - based strategies.

Today, some of the largest districts in the United States count PD Online courses as integral components of their professional development strategy.

TNTP also recommends that districts evaluate the effectiveness of development strategies and then allocate professional development funding based on the success of those programs.

Title II was carefully written to encourage districts to use effective strategies, drawing on some of the best current research about the kinds of preparation and professional development that are most effective for improving teaching and school leadership.

Continue the implementation of the Educator Excellence Innovation Program (EEIP), a state funded grant program that provides funds for selected districts to pursue innovative strategies around recruiting and hiring, induction and mentoring, appraisal, professional development, career pathways, and strategic compensation;

MCPER's Strategies for Reading Information and Vocabulary Effectively (STRIVE) project is collaborating with school districts in Central and South Texas to provide professional development and research - based instructional materials to fourth - grade teachers.

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.

Strategies for Technology Enhanced Learning and Literacy through Art (STELLAR) is a collaborative professional development initiative involving five high - poverty, rural school districts in Lane County, Oregon, the Jordan Schnitzer Museum of Art (JSMA), the Lane Education Service District, the Oregon Writing Project, the University of Oregon's Center for Advanced Technology in Education and VTS.

It also discusses advocacy strategies that parents can use with their schools or districts to make sure teacher professional development will help their children thrive.

To help identify next steps and improve student outcomes, the tool matches strategies and resources — including books, online courses, and professional development opportunities — to each school or district's unique needs.

In addition to the five schools above, representatives from six other schools will have access to professional development and training materials to support an aligned, district - wide strategy in both communities: Bernon Heights, Citizens Memorial and Kevin K. Coleman Elementary Schools in Woonsocket and Anna McCabe, Raymond LaPerche, and William Windsor Elementary Schools in Smithfield.

Working conditions: More than one - third of districts use retention strategies that include mentoring for new teachers, additional professional development for all teachers, and common planning time for teacher teams.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Ventures in Leadership supported a wide variety of projects including professional development for leaders and leader - mentors; data management to track and improve student performance; online networking to reduce isolation among rural districts; recruitment strategies including media campaigns; and innovative leadership models.

While in that position, Dr. Shanahan put in place instructional time standards, a research - based curriculum framework, and an extensive professional development strategy that resulted in substantially higher reading achievement for the nation's third largest school district.

2 Title IV, Part F, Subpart 2 — Community Support for School Success Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and communities.

We flexibly adapt to districts» existing strategies and initiatives and help them make the most of their technology, curriculum, and professional development investments.

Following each training session, supports are provided to districts so that, at the end of the training, participants will know how to: • Determine a school's greatest area of need (GAN) • Write a SMART school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coaching.

She has led various districts in the professional development to teachers and administrators on strategies for closing the academic achievement gap.

These supports will include evidence - based improvement strategies and models; addressing human capital capacity through professional learning and development; school and district audits with action planning to address priority needs; matching schools and districts with vetted external partners to address specific needs; and technical assistance by a cadre of OSIT staff that includes academic content experts, school improvement and strategy personnel, in addition to climate, culture, and mental health specialists.

In three professional development webinars, CEL experts and school district practitioners will share strategies for principals, coaches and central office leaders involved in instructional leadership training to keep students at the center of instructional leaders» work while improving their skill at giving feedback and planning professional development.

Multifaceted, resourceful, and proactive senior management professional with comprehensive experience in leadership of overall merchandising strategy planning and development for major retailers to support district or multi-site operational goals.

Sales Management — Duties & Responsibilities Lead through example with consistent work ethic, attitude, and professionalism, performing sales presentations, overseeing district operations / development, and the management of strategic business relationships Collaborate in all phases of strategic planning with senior - level management, including cost budgeting, pricing strategies, vendor negotiations, revenue projections, and industry competition Provide continuous assessment of territory and potential clients, while furnishing oversight and guidance regarding effective business acquisition strategies, pricing, and market trends Identify and utilize talent among team members with focused training efforts, targeted sales professional recruitment, and the promotion of a performance - based work environment Develop support staff to aid in effective sales, marketing, and client service operations, delegating important tasks and assignments while providing timely follow - up to ensure task completion Address key client queries and resolve them in an expedited manner, promoting sustained revenue growth through client retention and the leveraging of cross-sales opportunities Create and implement marketing and sales strategies while tracking progress versus established internal and external industry benchmarks, focusing on both revenue generation as well as cost control Maintain a strong working technical knowledge of the products / services and respective marketplace, including pricing and regulatory trends as well as competitor strategies and product growth Act as a liaison between clients, vendors, sales and support staff, and executive management to facilitate information flow and drive operational efficiency

The district embedded SEL instructional strategies into leadership meetings and professional development sessions and modules.