Sentences with phrase «effective leaders in the districts»

«From entrepreneurs to national security experts to innovators, the candidates we are adding to the NewDemPAC Candidate Watch List are consensus - builders running strong campaigns who are well positioned to be effective leaders in the districts they seek to represent,» he added.

Not exact matches

«If you work in a district like that, no matter how effective you are you come out with a scarlet A on your head,» he said, to applause from the audience, which included state legislators, Board of Regents members, school board leaders and teachers union officials.

«It's also through processes like participatory budgeting that we deepen the engagement of residents in our districts and cultivate effective civic leaders.»

In order to support school leaders and teachers to become their most effective at using digital technologies with new pedagogies, it is vital that a district support the digital transformation through varied building - level and district - level professional learning opportunities.

District central office leaders play a pivotal role in introducing new assessment and data programs to schools and ensuring effective use.

«Instead, as district leaders are discovering for themselves,» Haycock writes, «a better solution lies in a creative combination of targeted incentives for teachers and policies that empower administrators and school leaders to recruit and retain effective educators.»

As teachers and instructional leaders in 44 states and the District of Columbia immerse themselves in the Common Core State Standards in math, they continue to hunt for effective resources and instructional techniques.

These grants are an unprecedented opportunity to follow the example of a bold group of district leaders and teachers, and work together to ensure that all students are taught by effective teachers, in our cities and beyond,» said Gene Wilhoit, Executive Director of the Council of Chief State School Officers.

This group of 20 district leaders was selected for their use of communication technology in innovative and effective ways.

Our competency - based professional learning programs provide state and district leaders with an effective way to offer educators personalized learning opportunities specific to their growth goals and recognize them (both formally and informally) for the skills they've demonstrated in the classroom.

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

In addition to having the necessary knowledge and skill, to be effective, teacher leaders need to operate within a school or district that is ready for and committed to teacher leader work.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prDistricts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school prdistricts can build a pipeline of effective school principals.

Through application of effective PDS practices, we hope to help increase teacher leader capacity in our partner districts and school sites.

In addition to curriculum standardization, leaders in higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effectivIn addition to curriculum standardization, leaders in higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effectivin higher - performing districts were more likely than others to promote and support implementation of particular instructional strategies regarded as effective.

Given that the quality of school leadership is the second most important factor in student achievement (after the quality of teachers), 1 school districts must create the conditions to systematically support, develop, and retain highly effective leaders.

District leaders, knowing that effective teaching and administration is key to student achievement, invest year - round in the alignment of human, programmatic and fiscal resources to support improved classroom experiences and student outcomes... even while school is out.

The Interdisciplinary Master of Arts (MA) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational programs and services at both the school building and school district levels of impact.

Ann previously co-designed the Collaborative Urban Leadership Program at the University of Texas in Austin, which developed effective secondary school leaders for Dallas, Houston and Austin - area school districts.

degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact.

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

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.

As a WA State Teacher Leader and whole - hearted believer in high expectations for students, Brooke writes about the Common Core, effective teaching strategies, and assessment practices for CORElaborate; a blog hosted by the Puget Sound Educational Service District.

District budgets are not what they used to be and education leaders must come up with creative and cost - effective ways to continue to provide this level of training in their schools.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Provide instruction and support to educators and district leaders in the effective use of student academic data.

New York city is one of six urban school districts taking part in Wallace's principal pipeline initiative to develop a large corps of highly effective school leaders.

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

As I discussed in my Getting Smart article, Back - to - School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team (ILT).

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.

Research examining how effective leaders leverage incentives and penalties in our schools, districts, and state offices of education, then, is critical for a deeper understanding of how accountability can be a constructive force for meaningful education reform.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

A second challenge to districts leveraging principal supervisors effectively is that, while individuals serving as principal supervisors were likely excellent principals and / or outstanding leaders in schools or the central office, many new principal supervisors need support themselves to become effective in this role.

To help better prepare and support leaders in today's challenging environment, the Penn Educational Leadership Simulations Program (PELS Program) utilized the Experience Design Process to offer cost - effective and experiential simulations to prepare and support principals and superintendents that build on the real - life practices and expertise of veteran school and district leaders.

In light of this historic milestone, NSBA will continue to work with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility for school districts, and recruitment and retention of highly effective teachers and leaderIn light of this historic milestone, NSBA will continue to work with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility for school districts, and recruitment and retention of highly effective teachers and leaderin addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility for school districts, and recruitment and retention of highly effective teachers and leaderin public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility for school districts, and recruitment and retention of highly effective teachers and leaders.

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.

At CUBE's annual conference in Phoenix, Arizona, Oct. 1 - 3, district leaders will have the opportunity to showcase their work and share their success stories and best practices, while highlighting the crucial connection between effective school board governance and student achievement.

She provides dynamic professional development in the areas of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and Common Core.

«Developing Teacher Leaders for Increased Student Learning»: Led by education consultant Wil Parker, this institute will examine how high teaching standards and effective instructional strategies can produce teacher leaders in urban school disLeaders for Increased Student Learning»: Led by education consultant Wil Parker, this institute will examine how high teaching standards and effective instructional strategies can produce teacher leaders in urban school disleaders in urban school districts.

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.

If you determine that your district or school can benefit from professional development, TERC's Using Data Project provides professional training and consultation to develop effective data plans, data leaders, data coaches, and data teams — with the goal of improving teaching and learning in all classrooms.

The need for better school leaders is the reason we believe in supporting districts to improve how they recruit, support, and retain those highly effective principals who foster student success and keep our great, highly effective teachers in the classroom.

This toolkit contains resources to help district leaders improve policies and conditions in their districts that enable their principals to be effective.

The need for better school leaders is the reason we believe in supporting districts to improve how they recruit, support, and retain those highly effective principals who foster student success.

How might school leaders use the information in this book to support effective teaching behaviors in their schools or districts?

Although district leaders are «tight» on these essential elements of an effective PLC, they are «loose» in allowing each school the autonomy to create its own strategies for creating these conditions.

The district has also revised the criteria for AP enrollment at the high school level In addition, the district has taken steps to support effective teachers and leaders through enhanced and targeted professional development These efforts are part of the district's implementation of a multi-year Transformation Plan to provide enhanced instruction and increased educational opportunities for its students, which OCR will monitor as part of its monitoring of the resolution agreement.

The Center on Great Teachers and Leaders» Social and Emotional Learning School helps teachers, school and district leaders, and state education agencies collaborate in connecting social and emotional learning to effective teLeaders» Social and Emotional Learning School helps teachers, school and district leaders, and state education agencies collaborate in connecting social and emotional learning to effective teleaders, and state education agencies collaborate in connecting social and emotional learning to effective teaching.

In addition to meeting with their legislators, board members learn about legislation that will impact their district, issues influencing education in Alaska and the nation, how to be more effective leaders on their board, successes of other districts across the state, and morIn addition to meeting with their legislators, board members learn about legislation that will impact their district, issues influencing education in Alaska and the nation, how to be more effective leaders on their board, successes of other districts across the state, and morin Alaska and the nation, how to be more effective leaders on their board, successes of other districts across the state, and more.