Sentences with phrase «excellent teachers and principals»

The time is right and the context is set for states to move forward to enact meaningful policies — and remove barriers where needed — to achieve the vision of not just effective, but excellent teachers and principals for every student.

Ms. Hassel is co-leading Public Impact's Opportunity Culture initiative, an effort to reach more students with excellent teachers and principals and provide more educators with paid residencies, on - the - job support, and paid career advancement.

Not exact matches

Some 71 percent of high - school juniors and seniors rate their teachers as «excellent» or «good,» while only 36 percent give their schools similarly high marks, according to a survey released last week by the National Association of Secondary School Principals and Sylvan Learning Centers.

Seventy percent of the teachers surveyed also gave «excellent» or «good» ratings to using feedback from principals and administrators...

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers say about an Opportunity Culture?

On these items, middle - school principals expressed significantly lower levels of agreement with statements indicating that their new and veteran teachers were excellent.

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.

That leadership is critical in an Opportunity Culture, which extends the reach of their excellent teachers and their teams to more students, for more pay, within recurring budgets — but applicable to any principals leading turnarounds and those interested in strengthening teacher leadership and enabling a collaborative approach to improving student achievement.

While many whole - school reform models geared to urban and high - poverty contexts provide excellent professional development for teachers, few provide anything that directly address the needs and experiences for principals in high poverty settings.

Releasing its «Excellent Educators for Each and Every Child: A Policy Roadmap for Transforming the Teaching and Principal Professions,» the group urges measures to strengthen the recruitment pipeline for teachers and principals; build robust preparation programs that ensure that future educators are profession - ready; and cultivate opportunities for continuous growth and leadership.

Both grade level teachers, along with the principal feel that this program is an excellent way to use cross-age tutoring to not only improve reading and fluency skills but to also accelerate students» reading growth.

Excellent principals also use a variety of assessment tools and techniques to understand teachers» strengths, weaknesses, learning styles and needs.

By leading budgeting, he alleviates the stress on principals and teachers, so they can focus on the core mission of providing students with an excellent education.

«There's a tradition of teachers who are really excellent exemplars in the classroom of saying, «I don't want to be a principal because it has nothing to do with instruction,»» says Linda Darling - Hammond, a leading authority on education policy and the teaching profession.

At the same time, I know for sure when you have an excellent teacher in a classroom — and I've seen this — that principals will put additional kids in a classroom, up to 40.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

Joining the Jersey City representatives were Tanya Tenturier, an Elizabeth fourth - grade teacher, principal Genar Mills of Newark's Malcolm X. Shabazz High School, and Bob Fisicaro, coordinator of the statewide pilot evaluation program, Excellent Education New Jersey (EENJ).

His recent publications include co-authoring ESSA: New Law, New Opportunity; State Leaders, Seize ESSA's Opportunities for Excellence (op - ed); Paid Educator Residencies, Within Budget: How New School Models Can Radically Improve Teacher and Principal Preparation; and An Excellent Principal for Every School: Transforming Schools Into Leadership Machines.

Known as «Teaching Academies,» these schools share key characteristics including highly - involved principals, excellent and collaborative teachers, and explicit social - justice missions.

Duncan said there will be more to come when the president presents his budget, but «all teachers and principals deserve excellent preparation, support and opportunities for growth that go beyond what exists in most places today,» he said.

At the heart of their recommendations, compiled in two separate policy papers, are the following strategies: empowering principals and educators with more autonomy over staffing; leadership and coaching opportunities for excellent teachers; student - focused professional development designed at the school site; direct investment in community engagement; and financial incentives to attract and keep teachers making progress with their students (based on a multi-measured evaluation system) in hard - to - staff schools.

The principal must develop a plan to give all students access to excellent teachers and their teams with the school's current staff, without any new funding.

«They urgently need a total transformation: of instruction, data, programs, partners, training, governance, and an excellent teacher in every classroom and an excellent principal in every school.»

Ultimately, the goals are to attract high - quality teachers, allow principals more control over school budgets, promote faster growth for our best schools and expand access for all students to attend an excellent school.

Being a NET academy principal, teacher or governor, is an opportunity to link to the National Education Trust's already well established wider mission — to disseminate excellent practice; to nurture innovation; to be involved in challenging thinking that inspires educationists and students to achieve great things.

These courses are an ideal mechanism for schools, districts, states, and nations to build their technology - related leadership capacity and are an excellent resource for superintendents, principals, district technology coordinators, media specialists, teachers, and other educators interested in the leadership aspects of K - 12 technology.

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

As a former teacher, principal and district leader, I've devoted my life to providing children with the excellent education they deserve.

Being a NET Academy principal, teacher or governor, is an opportunity to link to NET's already well established wider mission — to disseminate excellent practice; to nurture innovation; to lead challenging thinking which inspires educationists and students to achieve great things.

Before the Excellent Schools Act was amended, teachers, principals and counselors from 15 schools — all with overwhelmingly low - income student populations — were supposed to sit for the June 12 administration of the state's new teacher test (see Examiner, Spring 1998).

He served as a middle school teacher and union chapter leader, and spent seven years as a school principal, first at a district middle school and then as the founding principal of a charter high school serving over-age and under - credited students who were court - involved or in foster care He comes to Parent Revolution with a deep belief that all students, from all communities and in all kinds of situations, deserve excellent schools and the opportunities afforded by a high quality education.

His overarching vision, «North Carolina will be the education leader not just in the Southeast or in the nation, but in the world,» is achievable by traveling all five of the following paths: creating prosperity and jobs for graduates, a rewarding career for teachers and principals, instilling a joy of reading and math for every child, excellent innovative learning options for families, and cost effectiveness for taxpayers.

Are principals and school boards wanting to hire these teachers because they're universally excellent or because they're less expensive?

Abbott sought out her principal, who reassured her that she was an excellent teacher and that the Teacher Data Reports bore no relation to her perfoteacher and that the Teacher Data Reports bore no relation to her perfoTeacher Data Reports bore no relation to her performance.

For example, North Carolina State University's College of Education prepares promising candidates to serve as principals in high - need areas (through the Northeast Leadership Academy (NELA)-RRB-, and supports beginning teachers in high - need areas through practice - oriented workshops delivered by excellent veteran teachers.

Improve allocation of vital resources to support interventions that will attract and retain excellent teachers and school leaders in high - need schools, including 11 - month teacher contracts; extended contracts with incentives for proven turnaround principals; teacher scholarships; and opportunities for teachers to advance in their careers without leaving the classroom.

But it has and that reflects the global view that all teachers and principals need and deserve excellent preparation, support and opportunities for growth.

If your child has an excellent teacher, then make sure that the teacher knows how you feel about them and also let the principal know.

I have seen 2 new principals and they both went after veteran teachers who happened to have been excellent teachers.

Teachers College Press has released our new book, What Every Principal Needs to Know to Create Equitable and Excellent Schools, edited by George Theoharis and Jeff Brooks.

In brief, excellent teachers; principals who are master teachers, ready to help new teachers; knowledgeable superintendents; a strong and balanced curriculum, so that every child has the opportunity to study history, geography, civics, science, literature, and the arts.

The recently introduced bi partisan bill «Growing Excellent Achievement Training Academies for Teachers and Principals Act» frames a plan for state accreditation for teacher training academies based on student achievement.

This program is an excellent opportunity for graduate students, school psychologists, school counselors, teachers, principals, and others committed to promoting healthy and successful students and schools.

They have wonderful teachers Mr.Wrights a great principal and have excellent extra cirricular programs for example Drama program is so much fun and a great learning expirence im a part of it and Ms.Campbell does a great job.

I would recommend this school to everyone as the teachers and principals are excellent!

The school's program is challenging and comprehensive with plenty of support when needed from the teachers and especially the excellent principal Mr. O'Neill.

The principal is excellent (and school excellence starts with the principal) most of the teachers are dedicated and there are many academically oriented kids.

Communication between principal and teachers to the parent has always been poor ever since our boys have attended with the exception of a handful of excellent teachers.