Sentences with phrase «effective change in their districts»

Not exact matches

Always with an eye towards making continuous improvements, the Arlington Heights Park District is pleased to announce two operational changes effective in May and June.

PARK DISTRICT ANNOUNCES NEW HOURS Always with an eye towards making continuous improvements, the Arlington Heights Park District is pleased to announce two operational changes effective in May aDISTRICT ANNOUNCES NEW HOURS Always with an eye towards making continuous improvements, the Arlington Heights Park District is pleased to announce two operational changes effective in May aDistrict is pleased to announce two operational changes effective in May and June.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty judges.

Several school districts across the country are trying to change their teacher - salary structures in ways that would not only reward performance, but also allow effective teachers to reach top salary levels earlier in their careers, making teacher - compensation plans more in line with those in other occupations.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present...

Walsh emphasizes that better consumer education — informing aspiring teachers and school districts about the quality of programs across the nation — can play a key role in motivating institutions to «change in the direction of effective training.»

States and districts can respond with any number of strategies, including more resources, instructional coaches, a change in leadership, and more effective teachers.

School districts are now perfectly poised to make courageous decisions that can change students» futures by ensuring them access to an effective teacher in every classroom.

It helps create a common dialogue and the shared vision of effective instruction, and moves teachers as a group in a school or district forward and provides the structure for sustaining the change in instruction over time.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

This CTAC report shows that the most critical lessons from years of state - to - district interventions are in the effective use of three levers for change.

A successful school turnaround requires a systems approach with coherent guidance and support from the state and district to complement the actions of the school; and A successful school turnaround is more than the initial jolt of bold changes in structure, authority, and personnel; it includes phases in which effective practices and processes are routinized and sustained.

To be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design, curriculum, and coaching.

When the districts used a dynamic process of continuous review and advice by all parties of new policies and programs, principals, teachers, and district leaders developed a personal stake in making sure the changes would ultimately be effective.

«States and the federal government have a role in changing the way districts support effective leadership in every school;» said Jean Desravines, CEO of New Leaders, Inc. «To scale and sustain school improvement, state and federal leaders must recognize the important role that districts play and promote and model large shifts in organizational culture and operations.»

The report found that «widespread public awareness of the damage caused by the overuse and misuse of standardized testing, coupled with effective grass - roots organizing by parents, teachers, students and their allies, is increasingly producing positive changes in state and district testing practices.»