Sentences with phrase «expanded leadership role in school»

Not exact matches

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

We are failing to leverage the immense knowledge of our content experts in schools, districts and state initiatives, and at the same time, failing to continuously develop those content experts so they may move into meaningful leadership roles in which they expand the scope of their impact by supporting and developing others.

As the role of technology in schools continues to evolve and expand, principals will need to be at the forefront of innovation as well as continuously tend to equity and instructional leadership.

Create the option of new school role categories: in - classroom, hybrid (teaching roles with significant leadership time away from classrooms), and out - of - classroom (ability to step outside of the classroom temporarily in order to expand their impact to a greater number of students and colleagues).

This brief review of leadership topics illuminates that as the role of technology in schools continues to evolve and expand, principals will need to be at the forefront of innovation as well as continuously tend to equity and instructional leadership.

Instead, most teachers only have the chance to expand their leadership responsibilities by assuming an administrative position, which requires them to leave the classroom entirely.4 Even if teachers do not want to leave the classroom, pursuing a role in administration may be their only way to achieve increases in pay, responsibility, and autonomy.5 Although some school districts implement career pathways, diverse leadership roles for teachers are few and far between.

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching students.

Furthermore, by supporting career pathways, schools and districts can mitigate one of the primary reasons for teacher attrition: a lack of upward mobility in the teaching profession.49 Mid-career teachers are especially interested in «hybrid teaching roles,» which provide teachers with leadership opportunities while allowing them to continue working with students part - time in the classroom.50 An added benefit of hybrid teaching roles is that they expand the responsibilities inherent to a teacher's career, enhancing how teachers are perceived as professionals and providing a rationale for higher teacher salaries.

«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.»

The Curriculum and Instruction program addresses teacher empowerment and leadership in the expanded roles and responsibilities of teachers in schools, including data - driven assessment for school improvement, professional learning communities, applying research to practice, improving instruction and student learning outcomes, and collaboration with families and communities.