Sentences with phrase «district support structures»

Not exact matches

We help adoptive families with educational resources, provide a community of adoptees for our children and young adults; an online and offline adoptive family support structure stretching across the United States and around the world, in regional chapters, on down to local Parent Organized Districts and one - on - one family support.

In the waning days of the Bloomberg administration, when many of the mayor's controversial education ideas are once again under attack, one chief target of critics has been the school network structure, which broke up the geographically organized school districts and allowed principals to self - select into one of about 60 support organizations.

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.

Greater emphasis and attention — by the board, by schools and school districts, and by reformers — to structuring, encouraging, and supporting the leadership roles that NBCTs can and should play could maximize the influence of these teachers as coaches, mentors, and leaders for other teachers.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

He noted that the program includes data systems management, communications, careful training of raters on the district's structured rubrics, and ongoing support of teacher improvement (e.g., instructional coaches).

Policies, financial plans, accountability measures and incentive structures support the use of ICT and other digital resources for both learning and district / school operations.

AchieveNJ provides the details and support structures necessary to allow districts to implement the law effectively.

Specifically, Levenson offers four pieces of advice to schools and districts: focus on reading and integration with general education, rethink deployment of support staff, design more sophisticated metrics to gauge teacher effectiveness, and employ more strategic management structures.

Copper Country ISD is working with Michigan's Integrated Behavior and Learning Support Initiative to develop structures for supporting our districts in the implementation of Multi --RSB- Tiered System of Supports.

Facilitating structured opportunities for ELD and math coaches and specialists to work together across schools and districts to support teachers and integrate ELD into the math curriculum.

As visitors to this site read the district achievement profiles and supporting documentation, they'll begin to see common themes — regardless of district size and demographics — that highlight the core values, structures, and practices districts have put into place.

The program is designed to gradually scale over a multi-year arc so support structures and planning systems become fully embedded in the district's operations.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

I would highly advise that a school district support the construction of a structure of internal collaboration at each school before setting up curriculum specialist for failure by sending them into highly divisive cultures where there is a high - likelihood of rejection.

Before a school district can put the necessary policies, processes and structures in place to support principal instructional leadership, district leaders first have to develop with principals a shared understanding of what they mean by instructional leadership.

The Visual & Performing Arts Department supports our teachers and school leaders with information, materials, structures and opportunities that deepen our collective work and embed it in district - wide systems.

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.

After solidifying their structures and supports for the academics, the district's next step was to develop the behavioral supports.

Her recent research on data - based decision making has focused on the ways in which teachers use multiple sources of data to inform instruction, how these practices are supported by district resources and structures, and which practices may contribute to improved student achievement in Title I schools.

With these in place, CEC is able to accurately diagnose needs, set direction, utilize collaborative structures, and target support to schools and districts.

He studies how the variability in organizational structures of school districts impact curriculum management, especially science curriculum and in particular how district central offices support elementary science teaching through such structures as K - 12 departments.

Products will highlight steps taken by districts to gain focus, put structures in place to support needed changes in practice, and implement practices district - wide.

CEC provides a variety of services to support this essential first step on the pathway, including working with union, district, and school leadership to build collaborative structures.

Determined to turn things around, district leaders sought to establish a uniform set of proven structures and data analysis processes that would support a rich district - wide data - literate culture.

Require the use of aligned structures (i.e., teacher - based teams, school - level teams, district - level teams) that support shared implementation of focused instructional strategies?

As has previously been reported, the plan is built upon four high impact levers for transforming education: Curriculum and Instruction, High Quality Teaching and Leadership, Innovation and District Structure and Standards of Service and Systems of Support.

The Syracuse City School District Transformation Plan is built upon four high impact levers for transforming education: Curriculum and Instruction, High Quality Teaching and Leadership, Innovation and District Structure and Standards of Service and Systems of Support.

After several shakeups, the Bloomberg administration landed on an organizational structure that lets each school join a multi-borough support network of their choosing, while still being evaluated by local district superintendents.

A successful school turnaround requires a systems approach with coherent guidance and support from the state and district to complement the actions of the school; and A successful school turnaround is more than the initial jolt of bold changes in structure, authority, and personnel; it includes phases in which effective practices and processes are routinized and sustained.

Even while allowing for school - and district - specific customization, the turnaround practices provide a strong research based framework within which ESE structures an array of turnaround services and supports, which can be tailored to fit a wide variety of school and district needs.

Such integrated processes, structures, and supports enable district and school leaders to bring to fruition what is possible and together rethink, reignite, redesign, and realize successful transformation at various levels of a district.

The report suggests that when districts commit to their partnerships through a shared vision, agree on a broad agenda to orient goals, develop structures that support relationship - building, generate access to external resources, and contain internal and external feedback loops, they can engage in a productive process of continuous improvement.

Graduates are more racially diverse than other new teachers in Boston Public Schools; they are also more likely to teach in STEM fields and to remain teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak effectiveness.27 Like the Boston Teacher Residency, the Relay Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Relay.29

Second, districts will have to think critically about intentional structures, processes, and personnel needed to promote professional learning through the evaluative process and support district priorities.

We argue that while a professional growth orientation is possible for teacher evaluation systems, it requires a significant shift in culture and realignment of resources and structures at the school and district level to support teachers» development from novices to experts.

District and site leaders who understand and champion the pathway structure and effectively support implementation by site and region

This brief asserts that rather than treating initiatives such as Linked Learning as «add - ons,» districts should consider how management structures and resource allocation must change to support reform efforts.

Three Structures in the Garden Grove Unified School District That Support Implementation of the Common Core State Standards in Mathematics

In this video, Dr. Heather Zavadsky discusses how organizational structures from the district level can eventually support student learning.

Fort Wayne Community Schools has addressed school funding challenges with a three - tiered approach 1) adopting district structures and processes that focus spending on activities that support student achievement, 2) participating in lobbying and other activities at the state level to improve funding and strengthen academic programs and 3) obtaining federal grants to help fill resource gaps.

This may include defining roles, developing structures, and providing professional learning for leaders to enhance their support for schools in their district.

The Center partners closely with school districts across Connecticut to assist them in creating policies, practices, and structures that support large - scale instructional improvement aimed at reducing gaps and raising achievement for all students.

This section then presents comparisons and common themes observed across districts in the areas of organizational structures and the roles, selection, deployment, staffing, professional development, and evaluation of principal supervisors, as well as the preparation, selection, support, and evaluation of principals.

After the summit, MNPS organized a number of activities for district leaders to examine the impressive organizational structure and initiatives in place to support family and community engagement.

Central Office Leadership The Center partners with districts to examine the structures, processes and practices used by the central office team to support teaching and learning.

Center staff helps districts address the factors that support or hinder continuous instructional improvement: culture (beliefs and values about adult and student learning); conditions (time, structures and schedules); and competencies (professional skills and knowledge).

This support structure has remained in place as part of the commitment to supporting school leaders across the district.

The new structure is designed to improve the level of support principals receive from the district office.

Camden, New Jersey, March 26, 2015 — Catapult Learning today announced the launch of its Core Instructional Model professional development program, a long - term program that provides structured professional development learning opportunities and coaching support to build instructional teams and create a school - or district - wide shared instructional model.