Sentences with phrase «effective principals work»

Effective principals work relentlessly to improve achievement by focusing on the quality of instruction.

Through their words and actions, effective principals work tirelessly to get everyone to believe that all students can and will succeed.

Not exact matches

Work with Principal Investigators on all sponsored research applications and proposals for timely and effective submission, including competing and non-competing applications

To cluster cells it is pretty effective to work in the space of a number or principal components.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

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.

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.

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.»

In highly effective schools, principals are in constant and meaningful communication with the school community and work to build partnerships beyond the school in pursuit of the school's objectives.

Principals and teachers in good schools will talk about effective learning and what constitutes good teaching — in particular how professional teacher knowledge, practice and engagement works in their schools.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

We work with education leaders to measure the effectiveness of teachers, principals, and schools; to examine the equitable distribution of effective teaching; and to understand the factors that help educators have a greater impact on the students they serve.

They used a checklist of elements of effective instruction from the principal survey (based on Anderson et al., 1979; Barr & Dreeban, 1991; Hoffman, 1991; Pressley, Rankin, & Yokoi, 1996; Roehler & Duffy, 1991; Wharton - MacDonald et al., 1998) and a checklist of elements of culturally responsive teaching from the work of Ladson - Billings (1994; see Table 6).

District and school leaders discuss how they are helping prepare assistant principals to become effective principals, and how principal supervisors are moving away from a focus on administrative compliance to an emphasis on better supporting principals on the job, as they work to create the conditions for good teaching to flourish.

While teacher leaders can certainly engage in effective leadership work without the support of their principal, the resulting work typically does not lead to either broad or lasting, changes in instructional practices.

We have an exceptional record of preparing highly effective elementary and secondary teachers, school counselors, effective elementary and secondary teachers, school counselors, principals, superintendents, and specialists working in training and organizational development in the corporate and nonprofit sectors.

Through all this work, we have learned a great deal about the nature of the school principal's role, what makes for an effective principal and how to tie principal effectiveness to improved student achievement.

We are working very hard to give principals training and tools to be more effective.»

What the principal viewed as effective instruction, I saw as a failure in my work as a coach.

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.

A Wallace Perspective identifies five practices that are key to the work of effective principals.

When selecting or designing an interim assessment aligned to state standards, highly effective principals and district leaders work with teachers to drill down to this level of specificity, and they continually push as far beyond the state standards as their students and teachers are ready to go.

Principals and teachers must have an effective working relationship for a school to be successful.

In addition to monetary incentives, states and districts should offer good working conditions, new equipment, lower class sizes, preferential hiring and staffing as a way to recruit highly effective principals to high - need schools

Recent research from the University of Chicago Consortium on School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, 2018).

The video includes remarks from U.S. Congresswoman Susan Davis (D - CA) about the important perspective of the nation's principals, and takes a look at some of the work from the Wallace Foundation that identifies the five key components that make an effective principal.

During the pre-conference, teachers and principals work together to plan an effective lesson.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning (January 2013): This Wallace Perspective summarizes a decade of foundation research and work in school leadership to identify what it is that effective school principals do.

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

One of those practices, researchers have found, is that effective principals intentionally create a school culture that allows teachers and students to concentrate on learning and doing their best work.

A case study the Bush Institute completed on Gwinnett County Public Schools in 2015 showed that supportive district culture, effective principal management and support, and aligned school - level talent management policies can positively influence the work of principals.

In our work, we are finding that using cycles of inquiry and principal learning plans are effective tools for this type of approach.

The working environment is among the most important factors that influence a district's ability to attract and retain effective principals, making it a critical dimension of principal talent management for any district.

Through our work with a group of school districts and charter management organizations (CMOs)-- all part of the Bill & Melinda Gates Foundation Leading for Effective Teaching project (LET)-- we have learned a lot about what it looks like to provide these three essentials for principals on a systemwide basis.

Teacher REPORTS TO: Principal WORK DAYS: 190 JOB CODE: 158 PRIMARY FUNCTION: Provides instruction... Facilitates effective use of instructive and assistive technology.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

As the district's Chief Academic Officer, I worked with the superintendent to lead a culture shift to make it attractive for our most effective principals with proven track records to work in our most struggling schools.

The Department of Education in its Statement of Mandate proposes to work with local boards to improve student engagement, positive school culture in addition to working with the Nova Scotia Educational Leadership Consortium to develop principals in supporting effective instruction.

The School Leadership District Cohort is a professional learning community of four selected school districts from across the U.S. that will work hand - in - hand with the Bush Institute's Education Reform team to improve how they find, support, and keep effective principals.

A Mastery principal and organizer sees progress — and much work to do — in his efforts to recruit effective black male teachers

NYC Leadership Academy has worked with a variety of districts to build principal supervisors» capacity to support and develop effective principals and to manage school leader performance.

Principal Supervisor Professional Learning The Center works with assistant superintendents and other central - office leaders to develop effective common practices for principal supervision with a focus on teaching and Principal Supervisor Professional Learning The Center works with assistant superintendents and other central - office leaders to develop effective common practices for principal supervision with a focus on teaching and principal supervision with a focus on teaching and learning.

Principals, working with district leadership, assemble an interdisciplinary launch team comprised of highly effective teachers who will implement and champion LDC in their schools.

K — 8 principals will learn how to lay the foundation for the PLC at Work ™ process, focus on effective monitoring strategies, and more.

Being an effective principal is hard work and is also time - consuming.

The most effective ones «get their hands dirty and work alongside principals,» she says.

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:

This report summarizes a decade of foundational research and work on school leadership and identifies effective principal practices.

The work will capitalize on the greatest asset within Grand Rapids» urban schools — highly effective teachers — by training up to 300 teacher leaders along with their principals and district administrators.