Sentences with phrase «drive change in the district»

The «second set of books» is the data around 21st century outcomes, which they use to drive change in the district.

Not exact matches

«People who are driving into the central business district of Manhattan are pretty uniformly a lot wealthier than people taking public transit, so the folks who would have to potentially change behavior or who would pay a toll are the kind of folks who are already making quite a bit of money anyway, so it's equitable to make sure there's a toll in place,» said Sifuentes.

February 14: Driving Change: Challenges Superintendents Face in Urban Schools Kaya Henderson, Dean's Distinguished Visiting Fellow and former chancellor of District of Columbia Public Schools, was joined by Tommy Chang, superintendent of Boston Public Schools, and Tom Boasberg, superintendent of Denver Public Schools.

These organizations include not only many of the leading urban school districts (e.g., Atlanta, Denver, New York City), but also some of the most noted organizations driving change in K - 12 education (including Teach for America, New Leaders for New Schools, KIPP, and the National Center on Education and the Economy).

Margaret Kilgo, well - known TX strategist and educator, develops and presents seminars and workshops for districts» teachers and administrators to be better able to excel in today's changing educational arena; topics include: creating curricula to meet state standards, making district / site decisions that are data - driven, and designing district assessments that align with state assessments.

But, because the district countered those demographic shifts with a strong, data - driven plan, it also saw positive changes in that time, such as an improvement in its graduation rate, higher levels of parent involvement, and more low - income students enrolling in Advanced Placement courses.

In the mid-1990s, reform was often driven by individual schools in BPS and in much of the country, which led to slow, intermittent, and uneven changes across districtIn the mid-1990s, reform was often driven by individual schools in BPS and in much of the country, which led to slow, intermittent, and uneven changes across districtin BPS and in much of the country, which led to slow, intermittent, and uneven changes across districtin much of the country, which led to slow, intermittent, and uneven changes across districts.

Our members lead the charge for change by building a movement of forward - thinking educators through grassroots organizing; identifying, training and supporting teacher leaders to take on key leadership positions in their schools, districts, states and unions; creating teacher - led policy recommendations on issues selected by local educators; and advocating for implementation of those ideas through teacher - driven campaigns.

Parents at Haddon Avenue Elementary School in the Los Angeles suburb of Pacoima gathered some of the signatures they needed to trigger staff and other changes at the school, but they suspended their petition drive when administrators and teachers agreed to an in - district reform plan.

«Unions are much more dynamic institutions than districts and states, so they should be the ones driving the changes in the teaching professions.»

Strategic Goals: Identify teacher leaders to build the solutions necessary to change and strengthen the teaching profession, and drive transformation in schools, districts and states; and ask teacher leaders to embrace and lead necessary reform change, such as changes to existing structures and mindsets.

Strategic Goals: Identify teacher leaders to build the solutions necessary to change and strengthen the profession, and drive transformation in schools, districts and states; and empower teacher leaders to collaborate with administrators to develop distributive leadership.

Parent Trigger changes the dialogue from one in which district bureaucracies, including school boards, administrators, teacher unions and others fight over turf and economic interests to one driven by the question: «What is best for our kids?

CORE works with district and school leaders to not only design and implement MTSS frameworks but to drive the changes in process and performance that are needed for MTSS to truly impact student achievement.

Strategic Goals: Identify teacher leaders to build the solutions necessary to change and strengthen the profession, and drive transformation in schools, districts and states; and ask teacher leaders to embrace and lead necessary reform change, such as changes to existing structures and mindsets.

Strategic Goals: Identify teacher leaders to build the solutions necessary to change and strengthen the profession, and drive transformation in schools, districts and states; and develop nascent ideas by teacher leaders into innovative, executable logic models and action plans.

The study, Starting With Why: How District Leaders Create a Compelling Sense of Urgency to Drive District - wide Change, features the Wilkinson County School District in Irwinton, GA...

The vision for student achievement in your district is what drives changes in instructional strategies, which in turn drives changes to curriculum.

Our coaches support leaders in making changes in instructional quality and organizational capacity at the school and district levels to drive change that impacts students.

She brings more than 25 years of experience as transformational educator, working as a practitioner in the classroom, a leader at both the school and district levels, and as a consultant and thought partner to drive instructional and systematic change in districts across the country.

Since then, we've helped thousands of teachers, leaders and data analysts in more than 100 districts and charter management organizations across more than 30 states save time, gain critical insight and leverage all their data to drive action and change students» lives.

The research highlighted here illustrates that school turnaround is possible in the presence of a concerted strategy that incorporates evidenced - based best practices: Aggressive action on the part of school districts, resources and requirements, governance and staffing changes, data - driven decision making, and a focus on school culture and nonacademic supports for disadvantaged students.

The study, Starting With Why: How District Leaders Create a Compelling Sense of Urgency to Drive District - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict Leaders Create a Compelling Sense of Urgency to Drive District - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sdistrict - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged students.

It arguably drove more change in education at the state, district, and school levels than any federal competition had previously been able to achieve.»

Overall, the «School Climate Bill of Rights» adopted by the Los Angeles Unified School Board has successfully decreased suspensions in the district, and driven change in the state of California.

«A petition drive is a poor way to make drastic changes within a school setting,» said Kristen Fisher, president of the Anaheim Elementary Education Association, a union representing more than 800 teachers in California's Anaheim City School District.