Sentences with phrase «effective principals who»

As with principal turnover, high - need schools can benefit most from effective principals who can better find and keep talented teachers.

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.

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.

The District of Columbia will create a Principal Leadership Cadre, a group of highly effective principals who will work with representatives of institutions of higher education to share best practices with their colleagues through mentoring, coaching, and training.

I have never seen an effective principal who did not think highly of his or her staff.

He concluded that a highly effective principal who is successful in leading student success initiatives has been trained how to first work with their teachers, and then:

Not exact matches

From this standpoint it is at once apparent that, to unify the living forces of humanity, at present so painfully at odds, the direct and effective method is simply to sound the call - to - arms and form a solid block of all those, whether of the right or the left, who believe that the principal business of present - day Mankind is to achieve a breakthrough straight ahead by forcing its way over the threshold of some higher level of consciousness.

There will be two required observations, from a teacher's principal or administrator and an «independent» evaluator, who could be a principal, administrator or «highly effective» teacher from another school or district.

«When principals and teachers share effective strategies, it's the students who benefit,» said Fariña.

«These significant findings demonstrate that the online curriculum was effective in improving science knowledge for students who struggle with science,» said Dr Fatima Terrazas Arellanes of the University of Oregon, Principal Investigator of the project.

To accomplish this task, she remains focused on ensuring that every school has strong principals who support effective teaching and personalized learning for every student.

Finally, patterns of principal transitions indicate that it is the least and most effective who tend to leave schools, suggesting some combination of push and pull factors.

In schools where Indigenous students are achieving well, there is generally a highly effective and committed school principal who has done «whatever it takes» to ensure Indigenous students are at school, engaged in learning and making sound progress.

We confirm, however, that teachers who leave schools with the most - successful principals are much more likely to have been among the less - effective teachers in their school than teachers leaving schools run by less - successful principals.

Steven R. Covey, best - selling author of The 7 Habits of Highly Effective People, wrote this book to promote the efforts of principals around the globe who are preparing children for the 21st century by organizing their schools around Covey's «7 Habits,» a sort of accidental comprehensive school - reform model created by fans.

However, for policymakers there are three major questions to answer with the adoption of any change or new program: how effective will the change be; how much will it cost; and what are the problems of implementation, including the support or opposition of the stakeholders — in this case principals, teachers and parents — and those who implement it.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

They are former very successful school principals, superintendents, researchers, and philanthropists exploring the best methods for developing effective school practices, and scholars who are pioneering new ways to improve instruction and student outcomes.

Paris, an international expert on literacy, says: «In my experiences working with school improvement teams, every effective innovation had a deeply engaged principal who worked alongside teachers to understand and implement new techniques for teaching and learning.»

Principals who develop effective crisis plans are those who understand the true meaning of the saying, «If you fail to plan, you plan to fail.»

Principals who have been proactive in establishing an effective rapport with members of the media — that is, principals who have given accurate and focused responses to media queries in the past — have earned, and usually receive, fair treatment inPrincipals who have been proactive in establishing an effective rapport with members of the media — that is, principals who have given accurate and focused responses to media queries in the past — have earned, and usually receive, fair treatment inprincipals who have given accurate and focused responses to media queries in the past — have earned, and usually receive, fair treatment in a crisis.

Principal Podcasts Get to the Point Whether they launched their podcasts at the suggestion of a parent or the gentle prodding of a tech - loving staff member, principals who have tried podcasting repeat the same refrain — it is easy, inexpensive, and effective.

Great Staff Meetings: Pointers from the Principals Who Lead Them Stuck for ideas for effective staff meetings?

Providing incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.

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 principals.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Whether titled Dean, Assistant School Leader, Coach, or AP, the most successful Assistant Principals are highly effective instructional leaders who are ready to foster and support more student and adult relationships, while deepening learning and driving school culture.

I was lucky that I immediately had the support of a coach and a principal who helped me become an effective teacher.

This proved to be an effective strategy for Springfield, Mass., when the state classified the district as «underperforming» in 2010 and ordered it to replace all principals and instructional staff members who had served two or more years in its 10 lowest performing schools.

The report concludes that principals who are effective leaders practice five key actions particularly well:

States and districts should take into consideration the demands placed on the principal and other personnel who conduct the evaluations because effective teacher performance appraisal must to be thorough and accurate — thus, time and labor intensive.

Every principal reading this knows how hard it is to staff a school over and over again with teachers who are highly effective in the classroom.

Brown - Ferrigno and Muth (2004) identify several effective practices principals can take to encourage teachers who are considering becoming administrators.

A Principal has to be someone who can effective support a group of Educators, scholars, parents and communities as the leader of their community school.

Conduct a systemic study of effective principals, particularly those who serve in our most challenging settings.

A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who promotes professional development for teachers, is characterized by collaborative relationships among teachers, has a safe and orderly learning environment and sets high expectations for academic achievement among students, a new study reports.

effective elementary schools have dedicated strong Local School Councils, strong but inclusive principal leadership, effective teachers who are engaged in school - wide improvement, active parents, active community members, and students deeply engaged in learning and school improvement.

The summits will feature Principal Kevin Bennett, Associate Principal Mary Pat Cumming, and teacher Michael Elston, teacher, from the FAIR School in Minneapolis, MN, who will lead a program on Effective and Successful Models of School Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadership.

A recent study found that a common exam required for becoming a principal did not predict who was effective on the job, but did disproportionately screen out non-white candidates.

Principals bear a great responsibility to equitably distribute teaching staff so the most effective teachers work with students who need the most support.

These effective elementary schools have dedicated strong Local School Councils, strong but inclusive principal leadership, effective teachers who are engaged in school - wide improvement, active parents, active community members, and students deeply engaged in learning and school improvement.

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 effective.

It seems to us that whenever someone proposes actually holding teachers accountable for teaching (e.g. allowing principals to walk into their classrooms more than once a year to evaluate them; having real consequences for ineffective teaching or egregious behavior; etc.) there is a tsunami of push - back and vitriol that is knee - jerk, sadly effective and incredibly depressing if you know the very real impact their «teacher protection at all costs» policies have on students, especially low - income students who get the worst of the worst in our «zip code» - based system.

These days, with the federal Race to the Top program and state legislation loosening teacher tenure, many districts across the country are looking for a new kind of school leader — principals with an intense focus on evaluating teachers, helping them improve, rewarding those deemed «most effective,» and firing ones who are persistently substandard.

Are the reporters qualified to give their opinion of a board certified teacher who is deemed «one of the most effective teachers» by the principal.

Most important are principals who can evaluate and recruit effective teachers and be team leaders, not old - fashioned bosses.

The report profiles NYC Leadership Academy's principal preparation and support models as highly effective avenues for today's results - oriented philanthropists who wish to address teaching quality, and teacher effectiveness and retention.

The videos feature exemplary principals in varied school settings nationwide, who bring to life and reinforce the five key practices of effective principals.

District policy should state that principals will have supervisors who share the vision of effective leadership.

While it is good that principals have some choice, limiting their choices to this list limits their ability to find a good fit for their school and cuts off access to outside applicants who might be a better fit or more effective than the teachers on the must - place list.»