Sentences with phrase «education equity leader»

But having those conversations is essential if a school district is committed to closing academic achievement gaps, education equity leader Glenn Singleton told two full sessions of attendees Monday, the closing day of NSBA's annual conference in Boston.

Not exact matches

Instead, our role as Christian leaders within the community can be to actively engage in conversations around education equity issues like accountability, state vision, and transparency and accessibility in reporting so parents and community leaders alike have the needed information to know how to best support strengthening local schools.

Also at 11 a.m, Regents Chancellor Betty Rosa will participate in the Advocates and Organization Leaders» Panel at the Schott Foundation for Public Education 25TH Anniversary Forum: Accelerating Advocacy for Equity and Opportunity, Baruch College, William and Anita Newman Conference Center, 7th Floor, 151 East 25th St., Manhattan.

Earlier this month, the governor met with a small group of influential black leaders in Albany about education equity funding, related to a proposal he made in January.

Branding Strategy Insider is the global thought leader in brand strategy and brand education and is an extension of our efforts to help marketing leaders and professionals build tangible brand equity.

Recently, several prominent national education organizations (including the NEA, AERA, AFT, and NCTE) have called for addressing equity in schools and society, specifically recommending that we need to highlight the «systemic patterns of inequity — racism and educational injustice — that impacts our students,» and that educators and school leaders «receive the tools, training, and support they need to build curricula with substantive exploration of prejudice, stereotyping, and discrimination.»

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

It's difficult to understand how education programs intended to promote diversity, equity and inclusion could purposely exclude APIs, especially when APIs are so poorly represented in the teaching ranks and among education leaders.

Perhaps leaders of the NAEA push an activist agenda not because they want arts teachers to become activists themselves, but because they believe that high - sounding epithets such as «social justice» and noble visions of «equity» will advance the cause of arts education.

As an experienced leader in education, Nathan actively mentors teachers and principals, and consults nationally and internationally on issues of educational reform, leadership and teaching with a commitment to equity, and the critical role of arts and creativity in schools.

Dr. Jeff Duncan - Andrade, an associate professor and school teacher and leader in Oakland, says a focus on equity could lead to a Renaissance in education.

Commitments 8 and 9 of Leading for Equity: Opportunities for State Education Chiefs, identify actions to support teachers and leaders.

The «big tent» of education reform spans the ideological spectrum, from civic leaders and business - backed advocates for higher standards and champions for charters and choice to the commitment of innovative educators and the relentless pursuit of equity by civil rights leaders and organizers.

Moss Greenberg has been a national leader in educational equity and multicultural education, serving as the first National Executive Director of NAME (the National Association for Multicultural Ededucation, serving as the first National Executive Director of NAME (the National Association for Multicultural EducationEducation).

Given the public conversation about bias and injustice — especially recently — several prominent national education organizations including the NEA, AERA, NCTE and AFT have called for addressing equity in schools and society, specifically recommending that educators and school leaders «receive the tools, training, and support they need to build curricula with substantive exploration of prejudice, stereotyping, and discrimination.»

As part of our mission, CUBE creates educational opportunities for urban school board leaders to gain the knowledge and skills necessary to serve as effective local education policymakers and as advocates for excellence and equity in public education.

Ms. Dresden says she and many other education leaders in D.C. look beyond their own schools when it comes to pushing for equity.

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

After BAEO and NAPCS released their signed letter from over 160 Black educational leaders, I had the chance to hop on the phone with a few of the signees — Cheryl Henderson Brown, founding president and CEO of the Brown Foundation for Educational Equity, Excellence and Research and daughter of plaintiff Oliver Brown of the landmark Brown v. Board of Education desegregation case, Sekou Biddle, UNCF's vice president of advocacy, and Steve Perry, founder and head of schools of Capital Preparatory Schools.

Join other like - minded leaders in educational equity from across the country from April 11 - 14, 2016, to build capacity, knowledge, and skills to transform education and improve success.

Howard is also a leader on the board of the Digital Equity Professional Learning Network (PLN) for International Society for Technology in Education (ISTE).

Tanya St. Julien currently serves as chief of staff at Leadership for Educational Equity (LEE), a national leadership development organization that works with teachers to become civic leaders in advocacy, community organizing, policy, and elected office to improve education for all kids.

Seeking insight into some of the most challenging questions on race and equity still left unanswered in America, a bus full of community college faculty and education leaders, including Education Policy Fellowship Program (EPFP) participants, embarked on a civil rights bus tour in late education leaders, including Education Policy Fellowship Program (EPFP) participants, embarked on a civil rights bus tour in late Education Policy Fellowship Program (EPFP) participants, embarked on a civil rights bus tour in late November.

The Broad Center, an organization at the forefront of expanding excellence and equity in urban public education, has recognized our CEO Ana Ponce as a leader who is working to produce real results for students and families.

If the leaders of the charter school lobby were truly sincere about equity in education, they should have joined Brown on those Supreme Court steps.

«NSBA's Caucus leaders are an outstanding group of school board leaders who are helping us to advocate for equity and excellence in public education.»

During this two - day ASCD Institute, renowned authors Alan M. Blankstein and Pedro Noguera, along with award - winning education scholars, district and school leaders and practitioners, will share strategies to pursue equity and close instructional and achievement gaps in multicultural K — 12 districts and schools.

Nonprofit / Organization Leaders Amanda Fernandez, Latinos for Education Anne Eidelman, Blue Engine Carmita Semaan, Surge Institute Elisa Villanueva Beard, Teach For America Frances McLaughlin, formerly of Education Pioneers Ify Offor Walker, Offor Walker Group Jean Desravines, New Leaders Jonathan Klein, GO Public Schools Jonathan Schorr, independent consultant Justin Cohen, writer Layla Avila, Education Leaders of Color Marilyn Rhames, writer Melinda Spooner, Achievement Network Sid Smith, Discourse Analytics Thaly Germain, Equity Partners Veronica Palmer, RISE Colorado

In this time of great transition in education, opportunities like EPFP will be crucial to facilitate knowledge sharing and nurture leaders who can drive equity - driven, cross-system change.

Chiefs for Change and Education Resource Strategies (ERS) released a policy paper examining how local leaders can «make financial transparency a springboard to real equity and better outcomes for students» under ESSA.

IEL's Cross-Boundary Leaders for Education and Equity Symposium was designed to create an objective, open - minded, nonpartisan space where leaders could come together and discuss complex issues facing public education and to offer forward - thinking solLeaders for Education and Equity Symposium was designed to create an objective, open - minded, nonpartisan space where leaders could come together and discuss complex issues facing public education and to offer forward - thinking sEducation and Equity Symposium was designed to create an objective, open - minded, nonpartisan space where leaders could come together and discuss complex issues facing public education and to offer forward - thinking solleaders could come together and discuss complex issues facing public education and to offer forward - thinking seducation and to offer forward - thinking solutions.

In addition to our other work, we are currently in the process of pulling together what we call our Equity Coalition, an advisory body comprised of leaders from across the special education and charter school sectors, who will help us wrestle with the most challenging issues we face and lend their collective expertise to solving them.

The principal is the school's leader and promotes equity and excellence in education for each student.

«The Leadership Competencies help provide the blueprint for how education leaders can support educators, students, and learning communities to make those shifts collectively, boldly, and with a firm eye on equity.»

The index uses data indicators such as teacher experience, student expenditures, transportation, and suspensions to bring together data that will help community organizations and leaders construct a narrative on how to improve education equity in our city.

The interview - style series spotlighted education policy leaders from across the country who each shared their thoughts on the opportunities they see for advancing educational equity through the implementation of states» Every Student Succeeds Act (ESSA) plans.

At CCSSO, he has positioned state education leaders with a critical voice at the national level to advance educational equity and policies that will strengthen public education.

In light of this historic milestone, NSBA will continue to work with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility for school districts, and recruitment and retention of highly effective teachers and leaders.

In the past quarter of a century, so many education leaders believed that school reforms, such as standards, accountability and choice, would lead the way to equity despite a society characterized by growing inequality and diminishing social mobility.

The district's talented teachers and staff have remained focused on providing the best education possible, and district leaders have worked to find a path through these challenges while laying the foundation for improved student performance and greater educational equity.

Come early to take a deeper dive into sessions on topics including special education, teacher leadership, and poverty and equity with thought leaders including Lee Ann Jung, Pete Hall, Alisa Simeral, and Baruti Kafele.

By hosting a Developmental Designs Institute, you will establish your school as a leader in promoting social - emotional learning and equity for education.

Disproportionality isn't a word that regularly pops up in casual conversation, but for school leaders invested in the work of improving urban education, it's an essential part of the dialogue and the mission of equity.

At the third annual Excellence Through Equity Conference, held on September 15 — 16, 2016, in Indian Wells, we welcomed more than 600 community and education leaders, all focused on the mission of providing equitable learning for all students.

Primary Function of Organizational Unit: The College of Education is a learning centered organization that prepares educational and human service leaders who create, use, and share knowledge on equity, access, and advocacy in local, national, and global communities.

School funding equity, student testing, early childhood education and a new method for electing state education leaders are just a few of the items on lawmakers» lengthy to - do list.

I received word of his passing just after a group of civil rights and education leaders had gathered at IDRA to launch a new phase of work to increase school funding equity in

A new report from Partners for Each and Every Child shares promising practices education leaders can use to develop high - quality, meaningful stakeholder engagement processes that help advance equity and excellence in our schools.

Dr. Shaun R. Harper, whose groundbreaking research on campus climate and racial equity has made him a leader in the field of education, is leaving the University of Pennsylvania and will join the Rossier School of Education at the University ofeducation, is leaving the University of Pennsylvania and will join the Rossier School of Education at the University ofEducation at the University of South...

Get to know Avis Glaze Avis Glaze is a well - known international leader in education who has worked with educators across the globe for system improvement and to achieve excellence and equity in student outcomes.