Sentences with phrase «educators and school leaders need»

She also explains why educators and school leaders need better training in using data in order to make decisions to support student success.

The Safe Space: We believe failure is a necessary part of the path to success, and we've learned that educators and school leaders need a safe space to innovate — without the high stakes of a school environment.

Not exact matches

If a dozen different public school systems were to embark on a five - year experiment as part of a larger nation - wide experiment encouraged by federal dollars, local teams of educators, parents and community leaders would need to devise appropriate local models.

For more than 14 years she has worked as a recreation and skill development leader, an early childhood educator and a teaching assistant, working in elementary schools and with special needs children between 4 and 11 years of age.

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 they continue to connect and engage with their PLN, school leaders need to be encouraged to become active creators with ICT, sharing their ideas through multiple modalities and within diverse communities of educators.

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. Mschools, 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. MSchools don't have the expertise they need to effectively design and implement a network,» says Evan C. Marwell.

The community of educators that has developed around Bett is testament to the fact that teachers, business managers and school leaders have long recognised the need to come together, discuss and discover best practices and the best products.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

They need to either give on - the - ground educators the authority and resources to make technology adoption and implementation decisions, or they need to work very closely with students, teachers, and school leaders to ensure that top - down efforts will effectively address educators» day - to - day challenges.

Collaboration is needed at all levels: between teachers and counselors, K — 12 and higher education, researchers and practitioners, schools and nonprofit / community organizations, educators and business leaders, etc..

School leaders and educators are using data from the Australian Early Development Census (AEDC) to identify the needs of young students so that they can better prepare them for future learning.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity CSchools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

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.»

SETDA profiled the emerging work of inBloom in our May 2013 report, Transforming Data to Information, along with over a dozen other interoperability and data standards efforts related to meeting the information needs of K - 12 educators, school leaders and policymakers who — while awash in data — too often still lack the ability to easily -LSB-...]

The assurance with which Kirp offers his policy recommendations, going so far as to say that they'd look familiar to «any educator with a pulse,» stands in stark contrast to the approach of the teachers and school leaders who adapt to the needs of their students.

School leaders need to focus their attention on creating the conditions where teachers have the resources, courage, and support to experiment with improving their practice, and then the space to share what they are learning with other educators.

To reverse course, we need a dramatic reclarification of authority and an endorsement of educators as the leaders of schools.

With the goal of creating 20,000 new seats in innovative schools of choice by 2024, we believe that sharing the voices of families in Idaho's many communities can help our schools, educators, and policy leaders increase access to great learning opportunities in the communities with the greatest need for better school options.

Within a CSO, the leaders of the individual schools continue to make all management decisions; CEI provides resources and tools that schools need to make the best decisions while also serving as a uniquely centralizing force for independent, public charter school educators.

We partner with educators and leaders in districts to develop strategies, processes, and tools that support personalized learning (PL) schools that tailor learning to address each student's strengths, needs, race, culture, and interests and give student's voice and choice in how, when, and where they learn in an effort to prepare every student to achieve academically and reach individual goals.

The USF School of Education offers credential and graduate programs designed to meet the needs of aspiring and practicing educators, counselors and leaders.

But, public schools need to have transparency and publicly elected leaders that can be held accountable by parents and educators.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.

Dr. Moody's experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

It will be expensive, but it is what teachers need have a radical solution to stop the endless workload rhetoric offered by politicians in lip - service conferences typically attended by few classroom teachers, but filled instead with school leaders, policymakers and educators.

So although I'm an aspiring school leader, and I need that guidance from somebody else, it's important for me to give back as an educator for 17 years to share what I know about special education and about teaching.

TCSA's Solution Provider program is designed to help facilitate public charter school leaders and educators with quality products and efficient services to meet their needs.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

Philadelphia — School leaders and educators need support to successfully integrate education technology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education Technology.

Through these programs, Eskolta helps equip educators with the tools and knowledge they need to become leaders of sustainable school change.

Driven by a need to grow leaders and blaze a trail for school service, Tracy instills a core purpose in her coaching work — and that is one of motivating fellow educators into action.

In Ascension Parish, Louisiana, a suburban district just south of Baton Rouge, district and school leaders use data on teacher effectiveness with students to analyze strategies, both within and across schools, to ensure that high - need students are taught by effective educators.

Or, when educators report that they believe social, emotional, and civic education is a vital part of student learning but students and parents do not, school leaders may need to promote dialogue among the groups to reach agreement about the school's mission and goals.

An emerging leader in the field, Sherry was recruited to serve on the Board of the Michigan Association of Middle School Educators from 2007 — 2010, where she advanced middle school beliefs and provided resources to educators, parents and communities designed to meet the unique needs of young adolescents in MicSchool Educators from 2007 — 2010, where she advanced middle school beliefs and provided resources to educators, parents and communities designed to meet the unique needs of young adolescents in Educators from 2007 — 2010, where she advanced middle school beliefs and provided resources to educators, parents and communities designed to meet the unique needs of young adolescents in Micschool beliefs and provided resources to educators, parents and communities designed to meet the unique needs of young adolescents in educators, parents and communities designed to meet the unique needs of young adolescents in Michigan.

To successfully manage the external environment, school leaders need to draw in parents, community members, district administrators, and other educators to develop a larger school community; improve the external environment; capitalize on the fact that success breeds success; and remember to look beyond the individual school and take into account the larger purposes of schooling.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

So, at both the federal and state levels, new laws have opened a window for change, and provide an opportunity for parents, educators, business leaders and grassroots organizations to come together and advocate for the educational needs of their students and schools.

He believes that school leaders need not be educators, and that good managers can manage anything if they are surrounded by smart assistants.

These grants will allow educators and school leaders to identify opportunities to improve their schools; create professional development and support systems that are tailored to educators» individual needs; and help districts and schools attract and retain a diverse, effective workforce.

There is general agreement among educators and policy makers on the need for a new approach to school leadership through «teacher leaders,» «hybrid teachers,» or «teacherpreneurs» — educators who continue to work with students in classrooms, while also coaching or otherwise supporting peers, and actively shaping instructional practice and policies.

The agenda for the day was school budgets, but after the long, surprising evening watching election results come in, these educators know that some time needs to be spent on what the election means for teachers, leaders and students.

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can -LSB-...]

As the SEA builds out an informative feedback system that helps educators and local leaders act on what they learn to improve their schools, the SEA's role in working with districts will no longer be to serve as good or bad cop (and parole officer), but to become true agents for improvement, providing needed technical assistance, coaching, and monitoring.

Organizers work directly with parent leaders to help them engage other families and educators, decide what types of changes are needed to improve the school, and lead campaigns to win major changes for their students.

™ Learning and Performance Experience we help district leaders analyze performance needs and factors that impact educator, school and student success.

Congress recognized that investing in educators» professional capacity is a critical strategy for promoting student success, so it re-confirmed the federal commitment to helping teachers and school leaders better meet their students» needs.