Sentences with phrase «do as a high school principal»

«With the amount of observations that you have to do as a high school principal, I just don't have the administrative support, in terms of the number of administrators.

Not exact matches

Here in HISD, veritable «food courts» are set up at lunch at various high schools to sell junk food as fundraisers, and principals not only turn a blind eye, they're enthusiastic about them due to the revenue that is brought in — so much revenue that hefty fine from the TX Dept. of Agriculture is just the cost of doing business.

When the Virtual Trade Mission Foundation arrived to conduct a workshop on international trade at the 1,600 - student North High School in Wichita, Kan., Principal Roel Quintanilla did not expect to be sending one of his students on a presidential visit to Malaysia as a result.

As late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinAs late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and schedulinas do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and scheduling.

Through years of experience as a high school principal, I have learned to get really nervous whenever I hear someone proclaim what «all» schools and «all» students should do.

(She lists five other «solutions» that simply amount to rolling back reforms: Ban for - profit charters and charter chains; eliminate high - stakes standardized testing; don't allow «non-educators» to be teachers, principals, or superintendents; don't allow mayoral control of the schools; don't view education as a «consumer good.»)

So, in addition to the commitment to be in classrooms more, and be more of an instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

Within 60 days, Superintendent Huppenthal and the Arizona Department of Education (ADE) must: (1) finalize its teacher and principal evaluation guidelines; (2) give sufficient weighting to student growth so as to differentiate between teachers / principals who have contributed to more / less growth in student learning and achievement; (3) ensure that shared attribution of growth does not mask high or low performing teachers as measured by growth; and (4) guarantee that all of this is done in time for schools to be prepared to implement for the 2014 - 2015 school year.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

Recent experience underscores that investing in better school leadership could make economic sense, too - not only because of what principals can do to boost instruction and student achievement, but because of how leadership can act as a magnet for drawing talented teachers to high - needs schools.

This relationship — which includes such factors as setting clear expectations, providing support and encouragement, and recognizing staff for a job well done — is much larger in high - need schools, and, for the most effective principals, can even close the teacher turnover gap with schools serving more advantaged students.Grissom, J. A. (2011).

«But if we're asking our teachers to open their doors, asking them to be vulnerable, to be learners, then we as building leaders also need to be willing to do it and open up our entire buildings,» says Sarah Morningstar, an assistant principal who recently moved from Rainier Beach High School to the TOPS alternative program.

One high school principal told me that his philosophy of leadership was to «do his absolute level - best to say «yes» to as many good ideas from teachers and students as possible.»

Here's a look at what the NAEP scores mean — and don't mean — as explained by Carol Burris, who retired this year as an award - winning principal at a New York high school.

In the highest - poverty schools, 85 percent of principals found Title I compacts helpful in supporting homework completion.About 8 out of 10 principals in high - poverty Title I schools rated compacts as helpful, as did a majority of principals in low - poverty schools.

All of the reviews for this school are correct it is a top notch school the assistant principal is the only person that I have met in this school who I don't care for but the principal Carrol Wicker White is superb she takes as much time as necessary to speak and meet with parents and addresses their concerns.The teacher our son had this year is exceptional she is caring compassionate and very smart and handles challenges very well.Parents are very involved and kids are well taken care of and happy.We want to move to Carroll isd for high school but we will not leave this elementary school until our son finishes fourth grade because as great as the schools are in Carroll the elementary schools can not compare to this one this school truly is remarkable.