Sentences with phrase «educational leaders in schools»

It is aimed at both researchers and educational leaders in schools, districts, and out of school settings.

Principals want to be educational leaders in their schools, they want to be driving curriculum change and supporting their teachers, their support staff and their school communities to achieve the best outcomes possible.

Not exact matches

In a curriculum series for church leaders published by The John Lloyd Ogilvie Institute at my school, Fuller Theological Seminary, I detailed some of the educational challenges we are facing and some potential solutions Christians in particular can undertake in addressing those challengeIn a curriculum series for church leaders published by The John Lloyd Ogilvie Institute at my school, Fuller Theological Seminary, I detailed some of the educational challenges we are facing and some potential solutions Christians in particular can undertake in addressing those challengein particular can undertake in addressing those challengein addressing those challenges.

No other approach to an educational problem seems possible, since a school is never separable from the community in which it works, whose living tradition it carries on, into which it sends citizens and leaders imbued with that tradition and committed to the social values.

This relatively new movement, which is also sometimes called student - centered learning, has its roots in the progressive strain of American educational thought, but its current incarnation is also based on the modern belief, common among corporate executives and other business leaders, that there is a major and potentially calamitous disconnect brewing between the historical structures and traditions of the American public school system and the labor - force demands of the 21st - century American economy.

She taught school in the Texas school system before moving to Nashville, TN in 1980, where she became a Leader with La Leche League International, an educational and support organization for breastfeeding mothers.

Central New York school leaders are preparing for a trip to Albany this weekend to speak out against about Cuomo's educational reforms in their final push to advocate for change.

An Orthodox Jewish leader in the Senate, Simcha Felder (D - Brooklyn), a hypocritical Democrat who keeps the Republicans in power by voting with them, demanded that Orthodox parochial schools not have the same educational mandates as everyone else.

Joined by area politicians and community leaders, the parents, students and teachers rallied in support of the Education Investment Tax Credit which would increase support for public and religious schools by creating a tax incentive for individuals and corporations to donate to scholarship programs administered by nonprofit educational organizations.

The Daily News took a deep dive into the city's public schools in our five - part «Fight for Their Future» series — but now we turn the spotlight over to New York's political and educational leaders to learn what they believe is best for our kids.

Buffalo schools open in a month and a large group of clergy, activists, parents and school leaders turned out Monday night in Friendship Baptist Church for an emergency meeting to discuss what they see as an educational crisis.

She recommended that educational leaders should consider redrawing boundaries to reduce the number and fragmentation of school districts in major metropolitan areas.

London About Blog This blog has been established to provide research informed content on key educational issues in an accessible manner.The aim is to produce and promote articles that attract policy - makers, parents, teachers, educational leaders, members of school communities, politicians, and anyone who is interested in education today.

Reflecting the expanding responsibilities of technology directors and heightened demand for schools to build students» 21st - century skills, the Consortium for School Networking has updated its framework detailing how chief technology officers, or CTOs, can become educational leaders in their districts.

Suitable for school leaders and classroom practitioners of all stages in their careers, and in all educational settings.

What we need, according to Richard Kahn, Sam Fassbinder and Anthony Nocella, is a critical intervention by visionary educational leaders who are willing to going together with social movements, in order to transfigure the relationship between the school and the society as part of a larger struggle for liberation.

Caroline Wright, BESA director said, «British teachers are world - leaders in the use of educational - technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK's schools.

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.»

If we aspire to educational equity for our students, we need to start with the decisions made in central offices, and by site leaders, that impact the learning of all educators in our schools.

As a leader who co-founded a high - performing charter school network and charter support organization, and who now leads Chiefs for Change, an organization of state and district leaders committed to educational excellence, I'm an ardent charter supporter — and I'm arguing for taking a look in the mirror.

A new effort, Project for Policy Innovation in Education (PPIE), based at the Harvard Graduate School of Education, is bringing together university - based researchers with district and state educational leaders to pursue policy research that will have a real impact in their communities.

School leaders need to understand as Principal Kelly finally did, that the practice of religious indoctination can no longer be viewed in any sense to be an educational program, it is merely a missionary exploitation of the executive power we place in schools, and depends on subterfuge, misdirection and deceit.

The PELP faculty team invited, through a competitive process, urban school districts to partner in the design and delivery of an innovative executive education program tailored specifically to meet the actual challenges that educational leaders are facing.

A History of Hunger As teachers and educational leaders will tell you, the National School Lunch Program and the newer School Breakfast Program, introduced in 1966, may provide the only nutrition some school children receive eacSchool Lunch Program and the newer School Breakfast Program, introduced in 1966, may provide the only nutrition some school children receive eacSchool Breakfast Program, introduced in 1966, may provide the only nutrition some school children receive eacschool children receive each day.

They have recruited around 75 notable business leaders willing to put their reputations forward in favor of more rigorous standards in schools (including the Kentucky Core Academic Standards, which are aligned to the Common Core) and general educational improvement in the state.

In a strongly worded letter sent this month to chief state school officers, legislators, state board of education members, representatives of the National Education Association, and publishers nationwide, the Florida leaders point to the «pervasive» influence of textbooks and other classroom materials on the educational process and say that their state's school - improvement efforts «have been impeded repeatedly by the declining...

Then she heard about New Leaders for New Schools, a program that would help her earn her certificate in educational administration by working hand - in - glove with a school principal for a year.

Substitute Teacher Guide The San Diego Department of Education Substitute Teacher Web Site was developed at the direction of the many fine educational leaders in San Diego County's forty - three public school districts.

Tired of living in the only Southern state without a publicly financed program of early - childhood education, business leaders across Mississippi have launched a three - year pilot effort to improve the educational quality of child - care centers and better prepare children for school.

Although one can not copy and paste Finland's educational system (or anyone else's) here in United States, there are certain concepts we can learn to become better at infusing more school trust, teacher / leader autonomy and student - centered offerings in today's American school.

Dr Marzano's High Reliability Schools» framework provides a mechanism for school leaders and policy makers to effectively influence the educational landscape in Australia by taking the next steps in school reform.

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 of Lschool 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 of LSchool 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 of Lschool 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 of Lschool 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 of Lschool: 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 of London.

The @PennGSE program will partner with professional educational associations in the coming months including @NAESP, @NASSP, @AASAHQ, @NAISnetwork and others around applicable leadership challenges for today's school leaders.

Since HGSE's work with higher education administrators is about to enter its fifth decade, college and university leaders throughout the U.S. and abroad are keenly aware of the expertise the Ed School possesses in educational leadership.

The Leadership Development Programme allows them to become outstanding classroom leaders in schools in challenging circumstances, committed to leading in their classrooms and tackling educational disadvantage.

Smith says: «Overwhelmingly, school leaders need to ensure effective infrastructure in terms of fast, reliable connectivity and robust wireless provision which are the foundations upon which any effective educational provision should be built.»

In sum, Strauss denies that BBA and its ranking intellectual leader, Helen Ladd, oppose school reform and think poverty is the root cause of our current educational discontent.

Presently, most public schools are constrained by state rules to choose their leaders from the pool of candidates who have earned degrees in educational administration.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

«There is also considerable evidence that it is schools in isolated and deprived areas where educational standards are low that are losing out in the recruitment stakes for both leaders and teachers.

Individuals and groups from K — 12 and higher education are invited to participate in this program, especially faculty, administrators, school and district leaders, and higher education administrators, as well as individuals and groups from educational nonprofits, funding organizations, and nongovernmental organizations.

Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour «no excuses» and «compliance», and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education — and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo.

The Eden Project educational team is just one of a number of market leaders in a range of educational areas YHA works with to deliver School Trips activities.

At St Paul's School in Queensland, the decision to adopt a collaborative staff model that encourages distributed leadership was borne out of its vision to be a leader in educational thinking and practice.

As part of the move, James Toop, chief executive officer of Teaching Leaders, will become chief executive officer designate of the newly merged organisation, with the aim of eradication educational disadvantages in England's schools.

The research involved surveying 1,100 school leaders, the results of which suggested that 82 per cent of mainstream schools in England do not have sufficient funding to adequately provide for pupils with SEND; 89 per cent of school leaders believe cuts to local authority services have had a detrimental impact on the support their school receives for pupils with SEND; three - quarters of schools have pupils who have been waiting longer than expected for assessment of special educational needs or an education, health and care plan; and 88 per cent of school leaders think initial teacher training does not adequately prepare teachers to support pupils with SEND.

PAC's Professional Learning Centre aims to support school leaders in identifying the strategic vision for professional learning within their schools, and to work in partnership with educational professionals on a global stage to develop new approaches to teaching and learning.

The hope is that this in turn will lead to schools providing more learning outside the classroom opportunities, as group leaders and parents can be more confident that school trips are safe; leading to better educational experiences, which are vital to the development and academic achievement of students.

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.