Sentences with phrase «effective school improvement plans»

Before joining the Mayor's Office, she was a school improvement and turnaround specialist for the Indiana Department of Education, where she coached principals in 56 schools on effective school improvement planning and intervention.

Not exact matches

Forty percent of teachers in the Syracuse school district will have to develop improvement plans because they scored below «effective» on their state - mandated performance evaluations, according to preliminary results released by the district.

While planning for the effective implementation of a greater focus on computer science is essential, of equal importance to schools is the preparation for the effective and appropriate use of technology to support school improvement.

Reacting to the concerns of local school districts, the Alaska State Board of Education has endorsed a concept that will recognize «local diversity» in the implementation of a plan for a statewide school - improvement proposed by the Governor's Task Force on Effective Schooling.

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.

«It's proving to be a versatile and extremely cost effective online resource, enabling us to easily set - up our personalised accounts and allocate whole swathes of self - assessment reporting and improvement planning to individuals in school.»

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resSchool Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence anImprovement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool improvement objectives with a solid base of evidence animprovement objectives with a solid base of evidence and research.

With the support of a dynamic school board, Mr. Runcie developed a strategic plan for the district focusing on three key areas: high - quality instruction, continuous improvement, and more effective communications.

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procSchool Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planningImprovement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procschool improvement implementation and planningimprovement implementation and planning processes.

Research suggests teacher professional development (PD) is effective when it is hands on, ongoing, tailored to classrooms and integrated into school improvement plans.

Staff development is guided by our school improvement plan which targets identified needs in reading, math, science and effective communication.

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

Be designed to support effective instruction and student learning growth, and performance evaluation results must be used when developing district and school level improvement plans.

Title I provides flexibility in developing plans to support the development and implementation of school improvement activities, and state and local districts are strongly encouraged to use Title II, Part A funds to improve equitable access to effective teachers.

Performance - based compensation systems should be developed and implemented as one component of the district school improvement plan and be linked to policies for recruiting and retaining highly effective principals.

And so, a major fear with this second Report (and, in general) is that districts or schools might simply pick one or more actions from its menu of school improvement clusters... without linking them to the results of a systematic and effective needs and root cause assessment, resource and capacity analysis, and strategic planning process.

Often tied to districts» annual budget cycles, effective strategic planning and school improvement focus on the staff and skills, materials and resources, instruction and intervention, and formative and summative evaluations needed to educate a diverse and often complex student body.

Schools can use the rubric to help create, organize, and assess their improvement plans and efforts; districts can use it to facilitate and coach co-creation of effective SIPs; and SEAs can use it to better conceptualize how they support districts — especially those with low - performing schools — in analyzing theiSchools can use the rubric to help create, organize, and assess their improvement plans and efforts; districts can use it to facilitate and coach co-creation of effective SIPs; and SEAs can use it to better conceptualize how they support districts — especially those with low - performing schools — in analyzing theischools — in analyzing their SIPs.

As part of the school improvement planning process, districts will be required to differentiate their retention data of top performers, growth of teachers and leaders from lower levels of effectiveness to effective, and attrition of less effective teachers and leaders.

Inspectors said the trust had improved overall effectiveness in 20 schools since they joined, and was effective at improving provision at primary level, but «poorer capacity and weaker improvement planning» had left the trust «ill - equipped» to support schools.

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.

Four distinct SMART Processes — District, School, Team and Student — create realistic, goal - focused improvement plans to assure that every student has equal access to highly effective teaching and learning practices regardless of which school they attend, which teacher they are assigned or which program is being tSchool, Team and Student — create realistic, goal - focused improvement plans to assure that every student has equal access to highly effective teaching and learning practices regardless of which school they attend, which teacher they are assigned or which program is being tschool they attend, which teacher they are assigned or which program is being taught.

· For the LAUSD Board of Education and the Superintendent of schools to act with proper oversight to ensure that all schools, and especially those with low student achievement, have a credible plan to improve student outcomes and to make any necessary changes to policy and practice to ensure that Single Plans are effective, transparent tools for school improvement.

Now we know that effective professional learning is embedded within school buildings, supporting educators with routine opportunities for collaboration, examination of practice, and learning and planning for improvement.

To be effective, improvement plans and expectations must be concise, span school years not school months, and set the path.

The rise was backed by Boston Plan for Excellence, a local ed fund focused on 1) preparing and supporting diverse, highly effective teachers for Boston's schools, 2) cultivating ambitious instruction in every classroom with a coherent, data - driven approach to school improvement, and 3) creating break - the - mold new schools that ensure all students are prepared to succeed in college and career.

Louis (1989), drawing upon a large - scale survey and case studies of effective schools initiatives in urban secondary schools (Louis and Miles, 1990) identified four district - level approaches to school improvement varying in terms of the uniformity of process and outcomes intended: implementation strategy; evolutionary planning; goal - based accountability; and professional investment.

Specifically, we developed and implemented the Effective Schools Framework, generated comprehensive reports of findings, and facilitated strategic planning sessions that guided the development of targeted school improvement plans.

Lakewood Local School District -LRB-[Insert City, State] 9/1990 — 6/2000 Director of Special Education • Supervised a staff of 12 special - education teachers in the execution of high - quality and attentive teaching skills to a complex and varying set of learning and behavioral situations • Coordinated all special education services, including program planning, lesson development and implementation, process assessments and monitoring, and other pertinent operational aspects • Provided effective guidance to parents with regards to student progress and areas of improvement