Sentences with phrase «effort of district leaders»

Ultimately, this process takes time and the effort of district leaders and teachers.

Not exact matches

of Center Services Executive Director: Chris Bartlett, Executive Director Board Leader: Stephanie Gross, Co-Chair Board Leader: Jeff Scotland, Co-Chair Main: 215-732-2220 Fax: [phone] Helpline: 215-732-8255 • Gay & Lesbian Community Center of Pittsburgh www.glccpgh.org 5808 Forward Avenue Pittsburgh, PA 15217 - 2302 Main: 412-422-0114 • Upper Delaware GLBT Center PO Box 1295 Milford, PA 18337 Email: [email protected] www.udglbtcenter.blogspot.com / • Central Bucks School District Gay Straight Alliance 375 West Court St Doylestown, PA (Bucks County)[phone] • Common Roads LGBT Community Center Coalition of Central Pennsylvania Louie Malven Director of Administration and Youth Services 221 N. Front Street, 3rd Floor Harrisburg, PA Central PA 717-920-9534 [email protected] www.centralpalgbtcenter.org The LGBT Community Center Coalition of Central PA is a volunteer - led effort to create a regionally representative community center that is both a location and unifying point for Central Pennsylvania's large, diverse and multi-county LGBT population.

City and district leaders said they were confident a permit would be issued because of intensive testing in the park that would bolster their case, and they vowed a renewed effort to fight Stone's suit.

Spota also said Bellone's efforts were designed to thwart district attorney probes of Bellone aides and Bellone's boyhood friend Robert Stricoff, a former Babylon Democratic leader and town industrial development agency head.

This new state imposed mandate was burdensome and unnecessary — a duplication of existing efforts — however, we are grateful to our local and school district leaders who came together to develop this plan.

Suffolk District Attorney Thomas Spota repeatedly «thwarted» efforts to investigate the questionable actions of Edward Walsh, the Suffolk County Conservative Party leader and recently retired lieutenant in the Suffolk sheriff's office, federal prosecutors said in a filing late Tuesday.

(New York, NY) On March 11, City Council Speaker Melissa Mark - Viverito (center) and other council member presented a proclamation to several District Council 37 leaders in appreciation of their members» heroic efforts during the recent Ebola health crisis.

Mr. Hamilton — a longtime Democratic district leader — has the backing of Mr. Adams and much of the Kings County Democratic establishment, and a source told the Observer that the mayor's choice to back Mr. Dorancy is a snub of the borough president and his effort to determine his own successor.

Suffolk County District Attorney Thomas Spota, at his Hauppauge office on Tuesday, Sept. 3, 2013, repeatedly «thwarted» efforts to investigate the questionable actions of Edward Walsh, the Suffolk County Conservative Party leader and recently retired lieutenant in the Suffolk sheriff's office, federal prosecutors said in a filing on Tuesday, March 8, 2016.

Indeed, Skandera and Ruszkowski have started to highlight those efforts, in the form of a coauthored paper on investing in teacher leadership published in December by Chiefs for Change, a group of reform - minded state and district leaders of which Skandera is a longtime member.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

A new effort, Project for Policy Innovation in Education (PPIE), based at the Harvard Graduate School of Education, is bringing together university - based researchers with district and state educational leaders to pursue policy research that will have a real impact in their communities.

A joint effort by Mayor Baraka, the Newark City Council, school board members, the leaders of many charter organizations, education - related nonprofit groups, and several local and state representative to procure state aid for both district and charter schools is another sign factionalism is waning.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

Leaders of urban school districts are telling the Obama administration that efforts to turn around low - performing schools via the $ 5.5 billion School Improvement Grant (SIG) program are unlikely to have much impact, writes Lesli Maxwell.

School and district leaders also answered questions about their attitudes toward research, their efforts to acquire it, and the culture of research use in their organizations.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

Although the external environment lies outside of a school or district's direct control, education leaders can influence change with enough time, energy and effort.

Whatever the inadequacies of the engagement efforts, shouldn't we focus our criticism first and foremost on those elected officials, union leaders, and activists who were pursuing a strategy of deception and vitriol — who woke up every day seeking to thwart positive change for kids, seeking to prevent the expansion of schools that were getting outsized success for children, seeking to undermine policies designed to increase equitable access to the district's better schools, seeking to gum up efforts to empower parents with choice, and seeking to thwart all efforts aimed at fostering an honest conversation about which educators were truly superlative and which were badly underserving children?

None of these efforts will matter, if district leaders don't focus on the most important issue — respect.

District leaders should combine a common core of support for efforts to implement district expectations with differentiated support aligned to the needs of individual District leaders should combine a common core of support for efforts to implement district expectations with differentiated support aligned to the needs of individual district expectations with differentiated support aligned to the needs of individual schools.

While the districts carry out these efforts in different ways, and to varying degrees of success, district leaders from all three clearly understand the relevance of engaging with the community and are open to input from the public.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

District leaders became concerned that school achievement results might decline unless something was done to support teachers and principals in efforts to respond effectively to the needs of students from low - income families.

In an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculum.

In this 75 - minute webinar, cohosted by American Institutes for Research (AIR), American Youth Policy Forum (AYPF), the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the Washoe County School District, we will hear from a panel of researchers and practitioners on ways in which districts and school leaders have implemented a coordinated and purposeful SEL effort.

Teacher leaders — current or former classroom teachers who work with other teachers and educators in their schools or districts to help improve instruction — are a key feature of many school reform efforts.

With few exceptions, the district leaders we interviewed describe this as a positive turn of events, though they are not all equally well supported by their state education agencies in local efforts to make use of these and other kinds of performance data.

In several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instruction.

The mission of the certificate program is to prepare school leaders to coordinate SEL implementation efforts at the building and / or district level.

District leaders need to establish clear expectations across multiple dimensions of improvement activity as the bases for increasing coherence, coordination, and synergy in the effectiveness of district improvement efforts ovDistrict leaders need to establish clear expectations across multiple dimensions of improvement activity as the bases for increasing coherence, coordination, and synergy in the effectiveness of district improvement efforts ovdistrict improvement efforts over time.

The moderating effects of organizational characteristics are to be expected, since district size and school size almost always «make a difference,» no matter what the focus of the research is.180 Elementary schools are typically more sensitive than secondary schools to leadership influence, although previous leader - efficacy research has reported mostly non-significant effects.181 And the rapid turnover of principals has been widely decried as anathema to school improvement efforts.182 Now we have some evidence that the positive effects of leader efficacy are also moderated by school and district size (the larger the organization, the less sense of efficacy among principals).

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

Insight in Action In efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classroom.

Leaders at Texarkana Area Vocational Center and Arkansas High School, two parts of a large campus in the Texarkana, AR, school district, launched a successful effort to unify the campus and strengthen relationships among staff members.

Insight in action At the onset of a district effort to identify teachers leaders in each school, one middle school principal dedicated half of the school year to increasing understanding of teacher leadership and its importance among the school's entire instructional staff.

To state the association's opposition to «parent trigger laws» and to offer recommendations to federal, state, district, and school leaders about how to ensure meaningful parent and family engagement in school reform efforts for the success of all students.

As a model for the Memphis efforts, district, charter, and state leaders are looking down the Mississippi River to New Orleans, where the state - run Recovery School District has converted most of the public schools in the city to charterdistrict, charter, and state leaders are looking down the Mississippi River to New Orleans, where the state - run Recovery School District has converted most of the public schools in the city to charterDistrict has converted most of the public schools in the city to charter status.

Thanks to the unwillingness of most suburban district leaders to embrace the underlying tenets of the No Child Left Behind Act — and their efforts to perpetuate the myth that traditional districts in the «burbs are doing just fine — they have ignored the innovations (including in the area of revamping teacher compensation) embraced by more reform - minded districts in big cities.

And by and large, New Jersey has been a national leader in a number of efforts, from the aforementioned Abbott decrees to the takeover of four school districts that the state has claimed hit rock bottom.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

As a leader of the effort, you can provide the foundation your district's needs to experience technology - empowered learning.

That quick work was part of a larger cooperative effort with the local public - housing authority, which district leaders credit for a drop in student - mobility rates.

«Christina School District's effort to provide their school leaders with the professional knowledge, skills, and training to address the evolving needs of their diverse student population positions it as a leader in building meaningful capacity,» said ASCD executive director and CEO Dr. Gene R. Carter.

Brownsville ISD, Cypress - Fairbanks ISD, and Judson ISD were each named first - place winners in the Over 20,000 Students category of this year's Magna Awards, which recognizes school districts and their leaders for efforts to bring educational equity to their students.

The leader of the district's digital learning efforts, Mark Edwards, has served as superintendent of the 6,000 - student school district since 2007.

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.»

«These school leaders have been at the forefront of efforts in their communities around the country to raise student achievement and provide urban schoolchildren the high - quality education they deserve,» added CUBE Chair Micah Ali, who serves on California's Compton Unified School District Board of Trustees.

Dr. Bryan O'Black leads Project ACE (Advancing Classroom Education), a multiphase effort to change the culture of learning in the district, which includes supporting principals to grow as instructional leaders through a summer Principals» Technology Academy and empowering students to take more ownership of their learning in a one - to - one environment.