Sentences with phrase «exercise leadership in schools»

Given the unrelenting, complex demands of our education system, The Mindful School Leader is anindispensable resource for all who exercise leadership in schools.

Not exact matches

Sixty - seven student ambassadors and fifty program advisors from across the country gathered together, where for five days they participated in fun, team - building exercises, leadership activities, and brainstorming sessions on how to keep schools active and healthy.

When leadership becomes an exercise in maintaining (and advancing) our position, we fail to nourish school cultures based on creativity, openness, and comfort with ambiguity — qualities defining many leading - edge businesses that still seem scarce in the world of education.

In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillIn two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillin exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skillin their schools, districts, and states, and to hone their leadership skills.

You exercise leadership through your vision, passion, and commitment to students» social and emotional learning and what it means for their future success in school, college, careers, community, and life.

During that time — the bulk of his career — he was immersed in the everyday difficulties (which vexed but impressed him to no end) of building high - performing schools; he was in constant interactions with teachers, principals, and students; and he exercised hands - on leadership in pursuit of tangible results.

Of 114 editorials on education in the city's two major newspapers, the Chicago Tribune and the Chicago Sun Times, between August 1995 and March 1997, three out of four endorsed the district leadership's complete exercise of power over school policy issues.

In addition we examined the degree to which leadership is exercised to promote a focus on improved curriculum and instruction, both at the school and district level.

As we explain in section 1.1, collective leadership refers to influence exercised by school leaders and families and other stakeholders.

The main topics covered were: 1) the respondent «s perceptions of the major state - level policy initiatives of importance over the last few years (allowing the respondent to determine the starting year / policy); 2) specific policy initiatives in two arenas: accountability and promoting school leadership; 3) a discussion of the policy initiators and actors, and their stakes and stands on major policy initiatives; and 4) their comments about the way in which groups and individuals work together or separately to exercise influence over educational policy.

Evidence about collective leadership reported in Section 1.1 reveals the extent of influence exercised by most stakeholders in and around schools on decisions in the school.

We lack detailed, comprehensive information about the ways in which states are interpreting federal legislation and exercising leadership in adapting legislation to specific circumstances and needs arising in their schools.

District leaders should acknowledge, and begin to reduce, ways in which secondary school principals are limited in their capacity to exercise instructional leadership by the work required of them in their role as it is currently structured.

Teachers in schools with strong collaborative cultures — as opposed to top - down or individualistic cultures — are more likely to exercise creative leadership together and assume responsibility for student success or failure.

The recent flurry of attention to a broader spectrum or distribution of leadership has begun to sensitize us to the remarkable array of people who exercise formal or informal leadership in schools and districts.

Is a referendum on Trinity Western University's law school an exercise in democracy or a failure of leadership by the benchers of the Law Society of British Columbia?