Sentences with phrase «educators at all levels of a school»

Dennis works with educators at all levels of school systems to clarify their most pressing issues, generate a range of potential solutions, and to measure progress accurately and with multiple indicators.

Not exact matches

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europe.

She suggests schools take advantage of the expertise available from adult literacy and military educators who have developed programs for older, at - risk students in public schools who reach the secondary level without basic skills.

In the world of schooling, the majority of highly successful turnaround cases seem to be those where an individual educator had not only the right idea about instruction, but also the tenacity to bend or break those rules that would have prevented meaningful changes at the school level.

Receives Recognition for its Innovative Online Professional Development WIDE World (Wide - scale Interactive Development for Educators) at the Harvard Graduate School of Education has won a Best Practices in Distance Learning Programming Award at the Platinum Level, the highest level possible, from the United States Distance Learning AssociaLevel, the highest level possible, from the United States Distance Learning Associalevel possible, from the United States Distance Learning Association.

SchoolWorks provides support to educators at all levels, from individual schools to districts, state departments of education, and private foundations.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

98, an eighth - grade counselor at Melrose Veterans Memorial Middle School in Massachusetts (Jacob's district), says that in the past few years, her district has put a lot of effort into helping educators at all levels — elementary through high school — get the training theySchool in Massachusetts (Jacob's district), says that in the past few years, her district has put a lot of effort into helping educators at all levels — elementary through high school — get the training theyschool — get the training they need.

Also, Internet allows the creation of teachers and students networks at local, national and international levels, uniting schools driven by principles of horizontal interactions between learners who are also educators and educators who are also learners, such as the Rede Mundial de Escolas Democráticas (Global Network of Democratic Schoolshttp: / / www.democraticeducation.org /).

Regardless of what we learn about promising interventions (for example, to mediate educators» implicit biases, or for positive behavioral supports), these interventions need to be implemented at the school level to work.

She talks passionately about her belief that school improvement is possible, that educators can feel empowered instead of hopeless, and that every child can learn at high levels and achieve success.

Can educators — in charters and in other types of schools — say that their students are well prepared for life and further learning if they can't read or do math at grade level?

Although these rules are most appropriate for educators at the building level, governing boards and central office personnel need to be aware of them in order to ensure school safety by developing sound policies in consultation with their legal advisors to better protect the safety of all students in their care.

But, what are some of the possible implications of TEENSLEEP for educators — I suppose at a very basic level it could change completely the way that schools open and close, the opening and closing times?

The survey results presented in this report offer important insights into: educators» perspectives on issues related to student engagement and motivation; the levels of engagement and motivation among students at respondents» schools; potential strategies and solutions; and a range of related topics.

Activities that create a mutual understanding of curriculum requirements at both levels and of the young adolescent learner will help educators at both levels to develop a high school transition program to meet the particular needs of their students.

The key is making sure that schools and educators have the tools to provide students with the kind of education they need to clear the bar, including resources, the ability to build teams of excellent educators, and enough flexibility at the school level to adjust the length of the school day and year (among other things).

3 — English: Censorship and Selection in Middle and High School Classrooms, sponsored by the University of Wisconsin - Madison, for secondary - level educators, librarians, curriculum developers, and administrators, at the Pyle Center in Madison, Wis..

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

6 — Middle schools: Best Practices: Reading at the Middle Level, sponsored by the New England League of Middle Schools, for educators, in Topsfield,schools: Best Practices: Reading at the Middle Level, sponsored by the New England League of Middle Schools, for educators, in Topsfield,Schools, for educators, in Topsfield, Mass..

We are advocating for educators and school leaders at the local and state level in support of evidence - based best practices and policies that promote effective teaching.

Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own schools and districts into PLCs.

We all know that being an educator today has its share of challenges and responsibilities: ensuring all students achieve at high levels, acquiring the skills and expertise to support 21st century learning, making sure that cows don't collide with departing school buses... Well, most educators don't have to address this last responsibility, unless you're in Prosser, WA - a small town located about 50 miles from Yakima.

Kathlene Holmes has more than 15 years of experience as a school consultant, college administrator, and educator at the elementary and undergraduate levels.

Our forthcoming results from a series of school level studies at the middle school level produced similar results and raise questions about the appropriateness of using state test results to rank or evaluate teachers or make any potentially life - impacting decisions about educators or children.

Educators for Excellence's National Board of Directors brings diverse professional expertise and experience to their critical role of providing governance and strategic advice for how we can support positive teacher - led change at the school, district, state, and federal levels.

Educators know that there is no consistency in the meaning of letter grades on report cards across classrooms at the same grade level within the same building, let alone across schools or districts.

Focusing on the causes and consequences of a less - experienced teaching force, a report released this month by the Carnegie Foundation for the Advancement of Teaching at Stanford, examines escalating levels of teacher attrition in public schools and also offers promising solutions aimed at keeping new educators in the profession and helping them to become better faster.

Since my first blog post generated a response from a high school teacher wondering about what the Forum will offer for educators at the secondary level, I thought I'd feature one of our PreForum workshops today: Optimizing the High School Experschool teacher wondering about what the Forum will offer for educators at the secondary level, I thought I'd feature one of our PreForum workshops today: Optimizing the High School ExperSchool Experience.

Educators can implement a variety of instructional and management practices at the school and classroom levels that encourage students to develop a sense of responsibility.

Educators Alarmed: Black, Latino High School Students Performing at Academic Levels of 30 Years Ago Executive Director LaShawn Routé Chatmon was interviewed for this article, along with Amy Wilkins, vice president for government affairs and communications at the Education Trust; Dominique Apollon, research director of the Applied Research Center; and Pedro Noguera, professor of education at New York University.

In her long career as an educator, she has served as a senior high school English teacher, a director of staff development at the district level, and a regional school improvement facilitator.

At the school level, educators create tests to measure their students» understanding of specific content or the effective application of critical thinking skills.

At all levels, undergraduate to doctoral, we prepare educators to make a difference in schools and in the lives of students.

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

Among several benefits of the Concurrent Courses initiative, the report notes, were the establishment of new college - high school partnerships and the expansion of existing ones - as well as a better understanding between educators at both levels of what was needed to help the students succeed.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade School, a «high achieving» school where only five years ago, less than a quarter of students were at grade school where only five years ago, less than a quarter of students were at grade level.

Educators at all grade levels along with school and community librarians are committed to having students read great works of literature, and these groups often work cooperatively to make sure that these titles remain accessible.

A recent study conducted by the Council for Basic Education confirms what many educators have feared: The curriculum is narrowing as schools zero in on reading, writing, and math at the expense of the arts, foreign languages, and elementary - level social studies.

At the federal level, it calls on the U.S. Congress and Obama Administration to overhaul «No Child Left Behind» and «to reduce the testing mandates, promote multiple forms of evidence of student learning and school quality in accountability, and not mandate any fixed role for the use of student test scores in evaluating educators.»

Judith Conk is an educator who has taught and administered at all levels of education from preschool to graduate school in a career that spans almost 40 years.

Laws exist at both federal and state levels that include mandates for educators, but many school administrators are not aware of recent changes that may impact them.

The Success Highways Resiliency Assessments provide educators at the district and school levels with actionable data about the social and emotional needs of their students.

ASCD honored Price Laboratory School because of the intentional and specific steps its educators took to ensure that students at every level — from preschoolers to high school juniors and seniors — are healthy, safe, engaged, supported, and challSchool because of the intentional and specific steps its educators took to ensure that students at every level — from preschoolers to high school juniors and seniors — are healthy, safe, engaged, supported, and challschool juniors and seniors — are healthy, safe, engaged, supported, and challenged.

If educators in your school, like many of the survey respondents, feel their voices aren't heard at the national level, encourage them to join you in becoming an ASCD Educator Advocate.

In 2006, the Michigan Department of Education in conjunction with state school improvement specialists and educators developed the Michigan School Improvement Framework to assist in the establishment of a common understanding of school improvement processes, common vocabulary and common tools to use at the building and district school improvement specialists and educators developed the Michigan School Improvement Framework to assist in the establishment of a common understanding of school improvement processes, common vocabulary and common tools to use at the building and district School Improvement Framework to assist in the establishment of a common understanding of school improvement processes, common vocabulary and common tools to use at the building and district school improvement processes, common vocabulary and common tools to use at the building and district level.

The book includes the following papers: (1) «The Middle School: Mimicking the Success Routes of the Information Age» (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle - level education; (2) «Middle Schools and Their Impact on Talent Development» (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes of middle school and gifted educators and the other which looked at current best practices; (3) «Gifted Learners and the Middle School: Problem or Promise?&School: Mimicking the Success Routes of the Information Age» (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle - level education; (2) «Middle Schools and Their Impact on Talent Development» (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes of middle school and gifted educators and the other which looked at current best practices; (3) «Gifted Learners and the Middle School: Problem or Promise?&school and gifted educators and the other which looked at current best practices; (3) «Gifted Learners and the Middle School: Problem or Promise?&School: Problem or Promise?»

Don't miss the first nationwide survey of educators at all levels that strives to give everyone a voice in the state of school climate & culture in 2016.

Three cheers to a front - line educator for kicking off a new genre of non-fiction writing in education: a practical guide for dramatic school improvement that proves that children from every background can achieve at high levels when we as adults get our part right.»