Sentences with phrase «educational leaders need»

Leadership Edition provides the reliable, actionable data that educational leaders need for data - driven decision - making, empowering them to support and accelerate student learning,» said Saki Dodelson, CEO and founder of Achieve3000.

If we have any hope of changing outcomes for young people, we as educational leaders need to radically change our approach to primary and secondary schools.

Researchers produce some of the tools educational leaders need to do their best work, to be reflective and resilient, to ask good questions, and to collect and consider different pieces of evidence that can inform that reflection.

«We're trying to enhance principals» capacity to observe and analyze instruction for the purposes of improving it,» Dassler said, adding that these techniques complement the menu of other skills educational leaders need to be effective.

Sergiovanni argued that educational leaders need followers because followers are not led by coercion, but rather by commitment to beliefs, values and ideals.

Both teachers and educational leaders need a list of questions to ask about technologies that are being evaluated.

Not exact matches

The Institute of Packaging Professionals is a leader in serving the packaging community's continuing educational needs.

«We need honest, serious leaders in Washington who can get the job done on the important issues we collectively face — protecting Medicare and Social Security, creating sustainable quality jobs, and providing the educational opportunities that give all of our children the best chance for a better future.»

In the many responses to Gov. Cuomo's efforts to introduce formal and public teacher evaluation, teachers, union leaders and educational leaders have offered little but delaying tactics, such as more study is needed or how about conducting small trials.

SHANGHAI — When President Obama last year proposed a «historic commitment» to empower Americans with a clean energy education program, his speech appeared to have reminded Chinese leaders of their own educational needs.

The AAAS Center for Science Diplomacy aims to build the educational structures, tools, and resources to support the next generation of science diplomacy leaders and ensure that scientists and diplomats have the training and resources needed to work at the intersection of science and international...

But democratizing access to these new methods is crucial: students in education need to be part of this discussion, because they are going to be the educational leaders of tomorrow.

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.

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.

The educational charity highlights that the adoption of tablets is not always an easy process, and so the drive and determination of school leaders is important to facilitate the change needed for support staff to successfully implement the technology.

The chief executive officer of EducationSuperHighway, a nonprofit group that advocates upgraded Internet access for schools, articulates what many educational technology leaders like to remind educators, policymakers, parents, and students: «Schools don't have the expertise they need to effectively design and implement a network,» says Evan C. Marwell.

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.

One Millennial's take on the changing educational workforce and what district leaders need to know about their most important generation...

Education scholars and leaders need expertise in at least one perspective and understanding of other perspectives to contribute to solving complex educational problems in the United States and around the world.

Business leaders said that these kids were no good, and that what they needed was an educational system that would produce «industrial discipline.»

We support high - standards for leadership but we think there needs to be some recognition of the additional resources that principals need, the ongoing professional development that they need and also the mentoring and support that they need to be fantastic educational leaders.

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.»

If we agree that educational administration programs don't provide the leaders we need, and if three decades of reform haven't made much difference, why is Thomas Lasley so confident that minor adjustments in courses or programs will produce substantial change?

One Millennial's take on the changing educational workforce and what district leaders need to know about their most important generation for years to come.

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.

To make disruptive innovation possible, state education leaders need to create opportunities for new organizations or entities to emerge to address unmet educational needs outside of traditional schools.

It is evident that we need to learn from the past to ensure present day educational leaders can to serve their community by maintaining a positive school culture and ensuring student success.

How to Implement: As educational leaders, it is our responsibility to build relationships with our feeder schools and identify kids that may not now, but will need our help.

A great group of faculty from across the country, along with state and district policy leaders, is joining me to make the case that educational research needs good data and that these data can be properly safeguarded through policy.

It is now incumbent upon educational leaders at the state, regional and local levels as well as our many gifted teacher leaders to use this year's test results not to lay blame or be defensive but to mobilize systemic learning and manifest genuine openness to needed improvements.

It requires state and district policies aimed at providing the conditions, the authority and the incentives leaders and their teams need to be successful in lifting the educational fortunes of all children.

To be the most effective educational leaders, we need to design a balance between managing the operational side of our roles and the creativity and vision needed to challenge the status quo.

Future educational leaders — principals and superintendents — need to be able to make these decisions at the district or school level.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

As Baltimore City Public Schools began searching last year for a new leader, the Fund for Educational Excellence, a nonprofit working to secure resources needed to improve student achievement in the city schools, recognized that we knew very little about how community members viewed the major educational reforms that had taken place over the previous six years when Andrés Alonso was at the helm.

What is more, «Many educational leaders neglect their own health and family time trying to fulfill their seemingly all - consuming professional roles, often at a time in their lives when they need to pay closer attention,» write researchers Sally Beisser and Randal Peters in their article, «Here's to Your Health» (see page 34.)

To enable aspiring and practicing educational leaders to inquire effectively in order to identify a problem of practice that can focus a school's professional learning efforts on the needs of students of color and those situated in poverty.

«People need to take a look at how they choose their political and educational leaders in the state.

As educational leaders, we need to assure the public that we understand the challenges students face after graduation and that we are preparing them for college and the work place.

Poised to influence educational policy, practice and performance across the country, the Institute provides and connects charter school authorizers, governing boards, school leaders, founders and other stakeholders who are serious about ensuring all students are prepared for success in college, work and life with the programs, tools, services, counsel and support they need.

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources Functions:

Recently, I had a discussion about Common Core with several university level educational leaders who expressed the need for students to be better prepared for college: to read and write in a more academic manner, to make logical inferences, and to cite specific evidence from the text to support their conclusions.

National Association for Gifted Children (NAGC) An organization of parents, teachers, educators, other professionals and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences.

In creating this PLE, we were conscious of the need for educational leaders to think intentionally about what they do and why they it.

Superintendent Valeria S. Silva, leader of the Saint Paul Public School (SPPS) District, addresses the role of and need for racial equity in the educational setting.

More teachers, more educational leaders, and more schools need to address the pressing needs of older, at - risk youth, and they must start now.

This program is designed to help educational leaders identify the supports needed for their staff, students and community as they begin implementation of blended learning in their school or district.

Publications: Award winning publications including, Principal Leadership a monthly magazine focusing on school leaders» real needs, offering them practical, hands - on strategies for improving their schools in a constantly evolving educational environment; Principal Research Review a bimonthly publication identifying and summarizing the most relevant research on a top of interest to principals and draws implications for the principals» work; and many more invaluable publications.

They need knowledge and training about Change Methodology for School Managers, Leaders and Teachers, as well as encouraging and accompanying a participatory process of all the educational community.