Sentences with phrase «driving student outcomes»

In this role, she is responsible for driving student outcomes throughout the company's extensive portfolio of proven K - 12 solutions.

Conference participants will spend the day: learning from experts about issues facing DC's public charter schools, sharing innovations and best practices that are driving student outcomes, inspiring each other to engage in advocacy that strengthens our movement, focusing on equity so together we can achieve the goal of quality public school choices for all DC families.

Before building, trying, or buying new technology tools, we should start by asking, «In an analog world, how would we personalize learning to drive student outcomes?»

We must create opportunities in our own organization to see trends - including correlations between school practices, student outcomes, and authorization - to strategically drive student outcomes.

This is what our partnership with HMH is all about — breaking down technology barriers to empower educators with insights that drive student outcomes.»

Administrators can learn what practices are used by their most effective teachers to drive student outcomes and can define programs to help other teachers adopt those practices

Become part of the first cohort of schools and districts using the evaluation process to drive student outcomes by signing up to learn more about the pilot program below.

HMH and Renaissance will provide professional learning to help educators implement these integrated assessment solutions and curricula to drive student outcomes and growth in their classrooms.

Great principals drive student outcomes and make a transformative difference in the schools they serve.

Administrators can learn what practices are used by their most effective teachers to drive student outcomes and define programs to help other teachers adopt those practices

We wanted to make sure that we helped administrators and faculty with the goals they're trying to achieve, like cost savings, student retention, and helping to drive student outcomes.»

Not exact matches

Whether you're a student or a recent college graduate, our outcome driven process helps you get the job or internship you need to successfully launch your career.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

While there may be other mechanisms through which increased school spending improves student outcomes, these results suggest that the positive effects are driven, at least in part, by some combination of reductions in class size, having more adults per student in schools, increases in instructional time, and increases in teacher salaries that may help to attract and retain a more highly qualified teaching workforce.

Participation in any professional learning activity needs to be driven by a desire to improve identified student outcomes.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

We know from international research that well - designed testing can drive better learning outcomes, so the new tests have the potential to benefit our students immensely — but only if the test makers take bold steps in their designs.

The story - driven approach, tracing the development and significance of lip - blown instruments throughout human history, engages young learners and helps to place emphasis on musical outcomes while students develop the skills necessary for success in playing modern brass instruments.

It suggests that performance - based evaluation and compensation systems can drive improvements in student outcomes.

Government setting the direction and providing the funding is necessary but not sufficient to drive improvement in student outcomes.

While we live in a market - driven economy ~ where winning and wealth accumulation are desired outcomes ~ education advocates on all sides of the political aisle currently assert that public schools are failing our children ~ especially minorities and low - income students.

By taking the time to plan your overarching and individual goals, no matter what changes are made throughout the year, your team will be able to adapt and thrive, with all staff members using their drive and enthusiasm to further the goals of the school, and more importantly, the outcomes of their students.

We found the outcomes are driven entirely by students at public high schools.

Because Race to the Top aimed to drive systems - level change, it's still premature to reach firm conclusions about its impacts on outcomes for students, although that's the verdict that ultimately matters most.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at large scale.

Programs that encourage empathy and cross-cultural understanding, for example, may help reduce bias - driven disparities in expectations for student outcomes.

Differentiate instruction through PBL or UBD by personalizing the driving question, having students design their own outcomes, and using the need to know process.

The key to improving outcomes is to ensure that teachers continue to develop the skills to drive their students» collaboration, problem - solving and higher - order thinking.

Helping students develop the skills to focus is something educators and parents recognize as critical to driving better learning outcomes.

What is required, they argue, is a bottom - up drive with the necessary political will and impetus to draw things together at scale in a concerted attempt to transform outcomes for all students.

To step back for a moment: Under the leadership of Secretary of Education Richard Riley in the 1990s and his successors, Rod Paige, Margaret Spellings, and Arne Duncan, a bipartisan drive for better and more equitable student outcomes prevailed.

But the best programs, she says, identify their desired outcomes and have those goals drive all aspects of their program — student recruitment, program development, staff training — and measure themselves against those goals.

I would love to see schools also adopt a page from the new EQUIP higher education program and bring in an outside quality assurance entity that would audit the claims on outcomes — across a wide range of objectives — a school makes to drive better student and family decision - making.

Working in partnership with established school partners with a successful track record in using Achievement for All programmes to support student progress and whole school improvement, the Trust's activities will be informed by a deep - rooted mission and set of aims that will drive school improvement, develop professionals, improve outcomes for children and young people as well as enhancing inclusion and social mobility.

Is court involvement in school spending essential to reform, or can we use education funding to drive reforms that promise better outcomes for students?

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

In her 2011 memoir, A Chance to Make History, Kopp wrote that «education can trump poverty» as long as a teacher accepts her responsibility as the «key variable» driving measurable student outcomes.

This information is essential for developing relevant, evidence based school improvement plans that can drive improved learning outcomes for all students.

Through our Teaching Academies and our nationally recognized and replicated teacher training program, we drive exceptional outcomes for Boston's students.

This drove students into lower - quality schools and, not surprisingly, worse outcomes.

As the head of the K12's Curriculum and Products organization, his focus is on delivering strong student outcomes by producing and implementing standards - aligned solutions that will significantly accelerate students» growth — especially in math and reading — and drive success on high - stakes assessments.

Boston Plan for Excellence drives exceptional outcomes for all students by developing great teachers and great schools.

The book presents research that examines the connections between organizational practices and student outcomes ~ and it looks at district case studies that veered away from the ideological driven models that have failed to produce results.

In any case, our analysis below controls for each of these measures of teachers» qualifications in order to rule out the possibility that teachers» observed characteristics drive the estimated effects of grading standards on student outcomes.

Develop skills that will help drive change through contemporary, real - world strategies, and bring positive outcomes to student and teacher wellbeing.

Participants will learn how to create an accelerated timeline and develop learning environments that successfully impact student outcomes, drive a fundamental shift in school culture and instructional practice that results in early gains and ongoing high performance.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

None of this really tells us exactly which of the factors drove the improvements in student outcomes — no doubt they are interconnected — but it does provide some indication of how schools and families responded to the policy shift.

In order to drive exceptional outcomes for all students, operations must play a central role at the school rather than an afterthought.

PRIORITY: NSBA urges Congress to include provisions in the Individuals with Disabilities Education Act (IDEA) that will refocus the efforts of schools and families away from compliance - driven processes to greater collaboration in support of student learning outcomes.