Sentences with phrase «establishing teacher leadership»

Dana's passion lies in establishing teacher leadership models that encourage shared leadership and ownership of transformative initiatives in public education.

Not exact matches

We know that effective school leadership is crucial to the success of education systems, and in 2014, we established the Scottish College for Educational Leadership to ensure all teachers develop their leadership skills.

High Tech High Graduate School of Education Established in September 2007 at San Diego's High Tech High village of schools, it offers a master's degree in education in two concentrations: school leadership and teacher leadership.

They know that teachers establish routines and rules so they're expecting that and they're also getting to know their teacher as we get to know them of course, so we're establishing not just our leadership but an emerging relationship with the students as well and that beginning of trust that's essential for teachers working with students.

Under her leadership, the school launched the Doctor of Education Leadership Program, a first - of - its - kind practice - based education doctoral program; created a universitywide Ph.D. in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral students.

«It would be worth establishing the extent to which out - of - field teachers are supported by in - field teachers and by the school leadership, particularly in relation to access to high - quality professional learning.»

Liberal Democrat leader Nick Clegg is also expected to announce four other measures concerning educational policy, including the protection of spending per - pupil, a guarantee ensuring all teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in depriveteachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in depriveTeachers and a National Leadership Institute to promote high quality leadership in schools in deprived areas.

In the past, teacher leadership roles have been limited in scope and established at the prerogative of school administrators.

To establish lasting, effective teacher leadership programs, districts can follow a checklist that addresses «must - dos» and common missteps.

«With more than one in three of our established teachers in school leadership positions, many Teach First teachers are leading training themselves, helping drive forward change within schools and the wider education system.»

While we do not, in this section, look for a relationship between district practices and student learning, we have already established that instructional leadership by principals has an impact on teachers «classroom practices, which, in turn, affect student learning.

In my readings of a few of the reports, I found evidence that effective principals establish leadership teams, led by the principal, assistant principals, and teacher leaders.

Despite the best efforts of the teachers to provide leadership for their school, along with efforts by the district to establish formal teacher - leadership positions, the combined effects of frequent principal turnover and frequent teacher turnover made it impossible for this school to sustain any momentum in its improvement efforts.

The PSCPL will establish cohort school leadership teams made up of teacher leaders and administrators from selected schools.

CDUEL focuses on designing action research to establish programs that support the development of leadership of principals, teachers, parents and community members in urban communities to support student learning.

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

Over the past several years, Tennessee has ramped up its teacher leadership efforts, with both its department of education as well as local and national nonprofits establishing fellowships for classroom experts to support the implementation of college - and career - ready standards and serve as instructional coaches for colleagues.

Franklin Schargel has extensive experience working with K - 12 teachers and administrators providing staff development in the areas of dropout prevention, school leadership, creating positive school cultures, establishing high performing classrooms and working with at - risk learners.

A Spanish teacher by day, Kuntz devotes his time after school to teaching students environmental awareness and has established an environmental leadership course that inspired students to start recycling programs and create an on - campus compost system that fertilizes the school garden.

Digging into some California - focused work with the Center for Teaching Quality (CTQ), we found that teachers at L.A. Unified's Social Justice Humanitas Academy (9 - 12) and UCLA Community School (K - 12) do just that by establishing collaborative leadership cultures driven by shared purpose, functioning as learners, taking risks to try creative new things, assessing performance, and establishing close ties with the community to learn about its needs.

We don't know whether these trends generalize beyond these teachers, but our experience strongly suggests combining all conditions: Start with strong facilitation, eventually turning leadership of groups over to teachers; and start with stock video, perhaps asking all teachers to contribute after trust has been established and norms for watching one another's videos are in place.

This study using the MLER SIG's Common Planning Time protocol examines teachers» perceptions of factors that facilitate or hinder the effectiveness and implementation of CPT at two middle schools in north - central Mississippi, one school with established leadership and one with a new principal.

Several meta - analyses identified leadership actions associated with improved student achievement, including supporting the development and use of curriculum, instruction, and assessments; building a shared culture of achievement; establishing goals and expectations; resourcing strategically; planning, coordinating, and evaluating teaching and curricula; promoting and participating in teacher learning and development; and cultivating an orderly and supportive environment.»

CEC's Boundary Audit is used to establish and strengthen collaborative structures and processes that engage district administration, school administration, teacher leaders, and union leaders in a distributive leadership model.

In this conversation, she relates what she has learned about the district so far, and previews the emphasis that will be placed on establishing a core curriculum, and making investments in teacher and leadership quality — and she also addresses the budgetary trade - offs involved in those decisions.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

Establishing career ladders that allow for advancement and leadership opportunities without requiring teachers to completely leave the classroom;

The Fort Wayne (Ind.) Community Schools established an Exploratory Leader Academy for teachers considering a career in leadership but not yet ready to leave the classroom.

Use the Teacher Standards at the Highly Accomplished and Lead career stages and the Principal Standard to establish the leadership capabilities required at all levels of school leadership.

The inter-departmental change established a climate ripe for promoting and supporting a Data - to - Action, results - driven culture within R and A. Through the hiring of new, data - driven leaders to fill vacancies within the department, along with the leadership of a data - driven, results - oriented leader, R and A was re-organized and re-focused to devote its resources to serving the educational leaders and teachers of DPS.

Establishing recruitment programs to identify promising young minority music teachers and encouraging these teachers to pursue leadership positions in their local, state and national music education associations.

«Research shows that establishing paths for instructional leadership helps create a sense of collective responsibility for improving teaching and achieving other school goals,» Laura Varlas states in ASCD's Infobrief, «Highly Effective Teachers: Defining, Rewarding, Supporting, and Expanding Their Roles.»

It seems clear that ESSA has provided the committee with an opportunity to design and develop an «authentic assessment», based on evidence - based classroom performance indicators, that will establish a new era of meaningful, student - centered testing that CT teachers, parents, students, and citizens have proudly come to expect from educational leadership.

[6] Empirical research has consistently established that strong leaders improve student outcomes through several «avenues of influence,» including: providing supportive working conditions; increasing teacher motivation; ensuring effective instructional leadership; developing robust professional communities; and creating supportive school climates.

The Zoetis Distinguished Teacher Award was established to improve veterinary medical education by recognizing outstanding teachers, who, through their ability, dedication, character and leadership, contribute significantly to the advancement of the profession.

They've shown strong leadership, established core values, signaled different priorities, allocated previous resources, maintained student counseling in the face of budget shortfalls, trained teachers and implemented new curricular and instructional strategies.