Sentences with phrase «does effective principal»

Not exact matches

«The government has not been able to convince the principal stakeholders in the housing market that their proposals as they now stand are sensible or worthwhile, or are likely to be effective for their declared purposes; and they need to do more if the market is to respond positively to this intervention.»

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

In schools where Indigenous students are achieving well, there is generally a highly effective and committed school principal who has done «whatever it takes» to ensure Indigenous students are at school, engaged in learning and making sound progress.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

The simple conclusion, nonetheless, is that the operation of the principal labor market does not appear to screen out the least - effective principals.

Today's crop of younger principals talks about whether or not age has anything to do with being an effective school leader.

In addition, an effective principal can use master teachers to evaluate their peers, as an increasing number of schools are doing.

What I do know is that I will be a different and more effective principal this coming year.

Most school principals do not know how to devise an effective site budget because budgeting has always been done at the central office.

How are states regulating principal - preparation programs, what does ESSA say about training school leadership, and how do «niche» principal - training programs aim to train more - effective school leaders?

A Cuomo administration official told reporters early this month that the «independent» evaluators could be principals or «highly effective» teachers from other schools and districts; college professors or retired educators could also qualify to do the evaluations.

Jason Grissom explains that research in «Do Principals Really Think All Teachers are Effective?»

For educators and policymakers across the country struggling to implement effective education reforms in the context of increased accountability, the lesson of Chicago is that accountability can and does encourage teachers and principals to pay greater attention to the lowest - performing students in their classrooms.

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 principals.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leaders.

Teach, Don't Tell Effective principals understand that their primary role is to teach the staff, not to teach the students.

How does a principal bring effective practices to scale in a school, creating the environment of collective responsibility and shared leadership that increases student learning?

While teacher leaders can certainly engage in effective leadership work without the support of their principal, the resulting work typically does not lead to either broad or lasting, changes in instructional practices.

Principals should ask: Does the program adhere to commonly accepted standards for effective professional development?

Dr. Todd Whitaker Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Discover what the most effective superintendents, principals and administrators do differently than their colleagues, and why what you do each day makes a difference in so many lives.

Today, there is growing consensus that principals must do much more, most notably ensuring the spread of effective instructional practices to every classroom.

Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

Lucas Held: What do we know about the link between effective teaching and good principals?

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).

«So all the things that principals do in terms of setting that culture at the school is essential for making sure that teachers want to be there and that they can actually really be effective in terms of teaching the students.

A one - page companion resource, Untapped: What Principals Can Do to Transform Teacher Leadership, describes six steps principals can take right away to foster authentic and effective teacher leadership at theiPrincipals Can Do to Transform Teacher Leadership, describes six steps principals can take right away to foster authentic and effective teacher leadership at theiprincipals can take right away to foster authentic and effective teacher leadership at their schools.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning (January 2013): This Wallace Perspective summarizes a decade of foundation research and work in school leadership to identify what it is that effective school principals do.

So what can a school district do to produce a large and steady supply of top - notch school principals — and support their effective supervision?

That means we must do more to ensure that each school is led by an effective principal, with the appropriate professional supports for continuous development.

A recent study found that a common exam required for becoming a principal did not predict who was effective on the job, but did disproportionately screen out non-white candidates.

One of those practices, researchers have found, is that effective principals intentionally create a school culture that allows teachers and students to concentrate on learning and doing their best work.

But the «major problem,» Hamer said, «is how to make sure principals are more and more effective at doing this.»

The main job of a principal is to ensure that the students in their school are receiving an effective education, and they must do whatever it takes to ensure that that happens — no excuses.

I have never seen an effective principal who did not think highly of his or her staff.

«We don't have an effective teacher in every classroom, or an effective principal in all of our schools.»

We are not advocating the abandonment of instructional leadership: principals clearly need to understand and support what teachers do in classrooms in order to help create the conditions that allow them to be more effective.

A Mastery principal and organizer sees progress — and much work to do — in his efforts to recruit effective black male teachers

Once your team has a common understanding and agreement around your beliefs about effective adult learning, use your locally adopted leadership standards to define what principals need to know and be able to do (KBAD).

Accordingly, principals did discriminate among the teachers they observed to be more generally effective and highly effective (i.e., the universal trait of overall «effectiveness»), as captured by the two highest categories on the scale.

«I don't know how effective this bill will be in solving Detroit's issues,» he said, adding that Detroit's schools need better principals and talented teachers to be turned around.

Not only do the frames provide us with common language and specific definitions of effective teaching practices, but they have served as a detailed model for teachers, principals, and coaches.

What training do principals need to become effective evaluators, and how can teachers take ownership of their own evaluation process?

The Principal Standard and the Teacher Standards at the Highly Accomplished and Lead Teacher stages detail what effective school leaders should know, understand and do at a range of career stages.

Principals should be given training and support to collect their own data and help teachers do the same by modeling effective practice.