Sentences with phrase «do school district leaders»

How do school district leaders act with urgency for immediate results when we know the development of expertise necessary to improve teaching is a long term process requiring a long term commitment?

Not exact matches

A review of the policy and interviews with district leaders make it clear that PROMISE had nothing to do with Cruz's treatment by school officials; in fact, according to Superintendent Robert Runcie, Cruz wasn't even in PROMISE.

... Indeed, SNA was the leader in child nutrition, a position I do not believe we can claim today,» added Wynn, who used to oversee school meals in Fort Lauderdale, Fla., for one of the largest school districts in the country.

Leaders of the New Suffolk school district, the only Long Island school system to propose piercing the state's property tax cap, said last night that doing so is necessary to preserve key educational services.

Leaders in the Geneva Joint 4 School District are considering what to do next after failing to persuade voters to approve $ 5.55 million for space and security upgrades.

Heastie noted Senate Majority Leader John Flanagan, a staunch support of charter schools, does not have any in his district.

«What I didn't get from the City Council, I got from the agencies, because I'm a great leader,» Mr. Barron said, noting he also obtained $ 80 million for schools in his district from the Bloomberg administration and oversaw the refurbishment of three public parks.

Elia, who recommended the city school district hire superintendent Cash, boldly told higher education leaders Cash «will do all the right things.»

Michelle Arellano, the chapter leader at Manhattan's PS 138, a District 75 school that is co-located with a Harlem Success Academy charter school, said it's clear to her that charter schools are not accepting the same high - needs students enrolled in her school and that her school does not have the resources it needs.

«It is unfortunate that DOE is trying to stifle the autonomy of charter schools when their time would be better spent on evaluating what great teachers and leaders in the very best charter schools, traditional district schools and nonprofit providers are doing to make pre-kindergarten an investment that pays off in increased student achievement,» Merriman said.

Georgia legislators have scrapped a proposal to fund school construction through voter - approved local sales taxes after meeting resistance from municipal leaders who did not want to have to compete with school districts for funds.

And despite all his challenges, he ended up doing well in school, applied for scholarships, and was recognized by his colleagues, fellow students, and district leaders.

But state leaders too often overlook a common practice that inhibits both efficiency and productivity, namely, funding students who do not actually attend school in funded districts, herein called «phantom students.»

Delaware lawmakers have approved a bailout, teachers have gotten pink slips, and turnaround consultants have been hired — all for a budget crisis that former leaders of the state's largest school district say doesn't exist.

Yet when this culture - first leader took the helm of Tennessee's new Achievement School District in 2011, he concluded that anyone's first move in that role ought to be, «Get a great lawyer, understand the legislation, and understand what you can and can not do right out of the gate.»

According to Starr's memo, before crafting the strategic plan, district leaders did their homework on best practices for alternative school programs by visiting Boston Day and Evening Academy in Roxbury, Mass., and Lowell Middlesex Alternative Charter School in Lowell, school programs by visiting Boston Day and Evening Academy in Roxbury, Mass., and Lowell Middlesex Alternative Charter School in Lowell, School in Lowell, Mass..

Negotiations between the district's school board and the East St. Louis Federation of Teachers broke down last month after union leaders rejected a contract offer that did not include...

Just five of the teacher contracts in the nation's largest school districts grant school leaders the kind of flexibility they need to run schools well, but two - thirds of the rest do not obviously hamstring administrators with rules applying to teachers, according to a report released today by the Thomas B. Fordham Institute.

Unions deserve their share of the blame for making it tough to remove lousy teachers, but the fact that 99 % of teachers are routinely rated as satisfactory can be chalked up almost entirely to school and district leaders failing to do their job when it comes to evaluating personnel (unless you happen to believe we have 3.4 million phenomenal teachers).

Grassa O'Neill stresses that the continuum of education doesn't end with commencement, and her new group strives to establish lifelong learning opportunities for Ed School alumni through its programs, which address a growing need in the field of education.Their institutes attract leaders of pre-K — 12 schools and districts and higher education institutions from all over the world.

In doing so, education leaders must also decide whether to transfer the schools to the state - run Recovery School District, which took over most of the public schools in New Orleans following Hurricane Katrina.

Using an article about labor leader Cesar Chavez's grape boycott and hunger strike, these students at Stuart - Hobson Middle School are doing a «close read,» a skill prized by the new Common Core State Standards being put into practice in the District of Columbia.

«School leaders recognize that this is one of the few opportunities they have to get up to speed on what school districts that are ahead of the game are doing,» KaneSchool leaders recognize that this is one of the few opportunities they have to get up to speed on what school districts that are ahead of the game are doing,» Kaneschool districts that are ahead of the game are doing,» Kane says.

School partnerships do have exciting potential to level the playing field — but to make that dream a reality, policymakers and district leaders will have to go to greater lengths to help the neediest schools establish secure relationships.

From developing 1 - to - 1 computing programs to ensuring students have access to high - speed Internet connections to do their schoolwork during and beyond school hours, district leaders are increasing the reach and use of technology in education.

Reformers are school district leaders who aim to make centralized, government - run educational systems work more effectively by imposing new rules and regulations concerning what school administrators and teachers can and can not do.

Through a partnership with the University of Colorado Boulder and Northwestern University, this project studies how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.

Public school and district leaders are mired in rules, regulations, and red tape, and Rick Hess doesn't like it.

The release quotes CER leader Jeanne Allen saying, «the real fight» is not whether teachers are paid well enough and schools are adequately funded but how to «ensure money follows students and doesn't continue to get wasted on a bloated bureaucracy and top - heavy school districts that have grown dramatically faster than enrollment.»

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The National Center for Research in Policy and Practice studies how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.

Funding Phantom Students In this brief published by Education Next, authors Marguerite Roza and Jon Fullerton describe a common practice that inhibits both efficiency and productivity: funding students who do not actually attend school in funded districts and how this is often overlooked by state leaders.

Since Meloche took over as superintendent of the 11,000 - student district more than two years ago, students have brought problems to the surface that school leaders didn't see on their own.

One can even say that it is underlying disdain for the very kids in his district that is a critical reason why he is such an abject failure as a school leader: If you don't care for kids, you can not do the hard work of transforming the quality of instruction, curricula and leadership that is needed to give kids cultures of genius in which to succeed.

Districts know they need principals who are strong instructional leaders, but rarely do all of school leaders have knowledge and skills necessary to improve instruction in a systemic way.

For reformers on both sides, the underlying problem may be that Payzant simply doesn't fit the current vision of school district leader.

Accountability means that all participants in the education system - the child, the teacher, the school and district leader - know what they must produce by way of results, how they will be measured, and what will happen if they do or do not attain the desired results.

Charter schools serve a higher percentage of black and Hispanic students than district schools do, and while charter schools boast greater percentages of black and Hispanic principals than district schools, these charter - school leaders overall are far less diverse than the students they serve (see Figure 4).

Many states and districts have turned to value - added models (VAMs) to measure teachers» and schools» effectiveness — but school leaders should do their homework before crunching the numbers.

District leaders became concerned that school achievement results might decline unless something was done to support teachers and principals in efforts to respond effectively to the needs of students from low - income families.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prDistricts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prdistricts can build a pipeline of effective school principals.

Nor does a responsible governing organization do what school districts have done: give away all its options by hiring employees for life or entering collective bargaining agreements that undermine school leaders.

How does local autonomy on the part of district and school leaders shift the process of systems change?

communicated at the school level in the same way, even though district leaders espoused Leaders in all three districts were aware of research linking family involvement with increased student learning, but they did not believe it was their role to mandate engagement between schools, parents, and other community mleaders espoused Leaders in all three districts were aware of research linking family involvement with increased student learning, but they did not believe it was their role to mandate engagement between schools, parents, and other community mLeaders in all three districts were aware of research linking family involvement with increased student learning, but they did not believe it was their role to mandate engagement between schools, parents, and other community members.

Ms. Sadia White, Chief Academic Officer of the NPS made this point crystal clear to school leaders in that district when she stated «we do not and will not seek a silver bullet, we will focus on the work of improving instruction every day in each of our schools.

In higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultants).

Fryer recalled: «It was the perfect storm between me, who really wanted to do this work and appreciated how hard it was because others [district leaders] were not willing to take the lead, and Terry, who had just inherited several schools that the state was going to take over if he didn't do something.»

Do our school and district leaders have enough instructional expertise?

If school leaders do not move the needle, the district still holds the the authorizing authority to intervene as they would for a charter in terms of phasing out or closing the school.

No school can succeed for long without doing so, but, especially for community schools, success depends on the quality of the relationships that school and district staff maintain with various partners, including teachers, counselors, social workers, parents, clergy, elected officials, business leaders, volunteer tutors, and others.