Sentences with phrase «district stakeholders in the process»

Not exact matches

Speakers from our partners at FRAC and The NEA Foundation will be on the call, as well as stakeholders from previously - funded districts who will share their experiences with both the grant process, and breakfast - in - the - classroom.

Purvis presented the BIC concept at end - of - year meetings, explaining to school stakeholders the implementation process, schedule changes, and what each group's role would be; she also took questions, and presented film of another district's breakfast - in - the - classroom program.

According to a statement by ECONEC's spokesman, Paul Ejime and dated 18th March, President of the ECONEC governing board and Chair of Nigeria's Independent National Electoral Commission (INEC), Prof. Mahmood Yakubu in a goodwill message said: «Conducting four elections in one day (presidential, parliamentary, district and local council) is not a mean feat, and in spite of minor hitches reported by election observers, Sierra Leone's political stakeholders — the electorate, government and security agencies, civil society and NEC, deserve commendation for the responsible conduct and patriotism exhibited during the first phase of the electoral process.»

Is it any wonder that Congress, in the 1997 reauthorization, shifted stakeholders» focus from process to outcomes by adding provisions that require disabled students to participate in state and district testing programs?

These processes will insure that all stakeholders have a chance to participate in developing the 21st century vision for your school or district.

The district also brings people in on important district - level initiatives so that stakeholders feel part of the process.

The Office of the Chief of Staff coordinates internal and external district - wide communications and strategic partnerships to increase transparency, support, and confidence in MPS; helps to identify, develop, engage, and integrate external resources and stakeholders to support schools, students and their families to increase student achievement; provides leadership, guidance, and consulting services for the District on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountdistrict - wide communications and strategic partnerships to increase transparency, support, and confidence in MPS; helps to identify, develop, engage, and integrate external resources and stakeholders to support schools, students and their families to increase student achievement; provides leadership, guidance, and consulting services for the District on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountDistrict on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountability.

States and districts should establish systems in which all stakeholders collaborate in the development of teacher performance appraisal processes and instruments to create ownership and commitment to effective performance appraisal focused on improved student learning.

«NSBA applauds lawmakers for restoring regular order in the legislative process and working with our school boards and education stakeholders to achieve this important step towards the passage of a final bill that will modernize ESEA and facilitate greater innovation in education for school districts and states,» said Gentzel.

To start the process, districts should engage school stakeholders and create Parent Advisory Committees (and, in some cases English Learner Parent Advisory Committees, as well).

This report breaks down very important information that all stakeholders need to review most importantly regarding how the school District in the City of Atlanta engaging families and communities in the school turn around process.

In introducing stakeholders to the topic at the July 2016 meeting, TEA identified as a key guiding principal that local development and implementation of local educator equity plans is a valuable process that integrates with local district's existing initiatives, procedures and programs (such as teacher recruitment, development and retention initiatives).

«We have used this process to re-engage with many of our schools, districts and stakeholders across the state over the last two years to get feedback on how our current education system is working.The conversations were deep and very helpful to the department and other stakeholders as we work collectively to leverage ESSA to improve outcomes for our highest need students in Colorado.»

In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system - widIn this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system - widin the process of implementing solutions system - wide.

The mission of the CESA 7 Educational Technology Services department is to assist school districts and their stakeholders to evolve the use of technology into a seamless and ubiquitous process that engages all learners and results in 21st Century learners and products.

Process and Protest: California examines the efforts of several California districts to fulfill the stakeholder engagement requirements of the Local Control Funding Formula (LCFF) in the development of their Local Control Accountability Plans (LCAPs).

Principals are important stakeholders in the evolving state plans, and this session will explore their thinking and expertise as well as the situations that are occurring in their states and districts that best serves their future engagement in the process.

The process is stakeholder based and involves the entire school / district community in order to ensure the plan reflects the ideas of all.

Partners for worked with national and local groups to develop the District Guide to ESSA and Meaningful Stakeholder Engagement to support schools and districts as they participated in state - level decision - making and began their own processes to implement ESSA.

The following report includes a brief history of LCFF, LCAPs and reflections on stakeholder engagement, a description of the five promising practices identified in our research, and case studies of districts that are applying these practices to their LCAP process.

Khalilnaji - Otto also suggests having at least one dedicated district staff member to act as a coordinator and involving as many stakeholders — from the superintendent to community - based organizations — as possible in the planning process.

Though the district has begun to take steps to improve its lowest performing schools — creating the International Leadership Innovation Zone and replacing Fletcher Community School with a high - performing charter — APS should strive to ensure that they have a clear plan and are including stakeholders in the turnaround process.