Sentences with phrase «for positive change in schools»

Not exact matches

If he's successful, and this appears to be a viable path for players who want to turn pro out of high school, this could be a positive development for the NBA — which doesn't want to change the age limit, but does want talent in the G League — and for college basketball.

Teachers and those responsible for linking the intervention to schools also felt that involvement in the intervention produced positive changes in reading behaviour and attitudes towards reading among participating children.

This month's spotlight is on MEDIAGIRLS, an organization whose mission is to teach girls and young women — mainly in underserved schools in the Boston area — how to harness the power of media for positive change.

In her article, Ragalie stressed the whole - child approach to health that is reinforced by the values of the learning connection: «With American children spending more than 2,000 hours in school each year, it's clear that in - school wellness initiatives (e.g., Fuel Up to Play 60) and alternate school breakfast programs, can be an engine for positive change to help achieve wellness goals, including being a part of the solution to overcome food insecurity.&raquIn her article, Ragalie stressed the whole - child approach to health that is reinforced by the values of the learning connection: «With American children spending more than 2,000 hours in school each year, it's clear that in - school wellness initiatives (e.g., Fuel Up to Play 60) and alternate school breakfast programs, can be an engine for positive change to help achieve wellness goals, including being a part of the solution to overcome food insecurity.&raquin school each year, it's clear that in - school wellness initiatives (e.g., Fuel Up to Play 60) and alternate school breakfast programs, can be an engine for positive change to help achieve wellness goals, including being a part of the solution to overcome food insecurity.&raquin - school wellness initiatives (e.g., Fuel Up to Play 60) and alternate school breakfast programs, can be an engine for positive change to help achieve wellness goals, including being a part of the solution to overcome food insecurity.»

This will be a terrific opportunity for us all to share ideas on how to create positive change in schools and communities.

In other words, a positive school food story for a change!

While some green efforts in schools set out to change students» behaviors, students conserving electricity by turning off unused lights, for instance, is a positive consequence rather than the driving force of the Green Schools Energy Currschools set out to change students» behaviors, students conserving electricity by turning off unused lights, for instance, is a positive consequence rather than the driving force of the Green Schools Energy CurrSchools Energy Curriculum.

«There is a clear opportunity for positive change, but the economic and regulatory incentives for such change are not yet in place,» said Naylor, the William Wrigley Professor in the School of Earth Sciences and director of the Center on Food Security and the Environment at Stanford.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

In addition to this, school children often have some remarkably creative and innovative ideas for how positive change could be achieved.

The national Centre of Excellence for Mental Health in Schools aims to improve the mental health of the next generation by supporting schools in making positive changes at all levels of the UK's education Schools aims to improve the mental health of the next generation by supporting schools in making positive changes at all levels of the UK's education schools in making positive changes at all levels of the UK's education system.

The new federal grant to study the effectiveness of preschool programs in Boston Public Schools will provide evidence of what should be sustained and changed to ensure positive outcomes for young children,» Payzant said.

According to the three - year study, which is being conducted by the Santa Monica, Calif. - based RAND Corp., majorities of elementary and middle school science and math teachers in all three states report in surveys that they are making positive changes in the classroom by focusing on their states» academic standards or searching for better teaching methods.

And just a few months ago, Democratic lawmakers put federal taxpayers on the hook for another $ 23 billion in «edujobs» funds — without demanding a scintilla of positive change from American schools in return.

Greenhouse Sports» intensive school - based sports programmes achieve positive behavioural change, reduce absenteeism and raise academic performance for pupils between the ages of 11 and 16, in some of London's most deprived areas, according to study.

With 56 % of children with intellectual disabilities highlighting they have cried due to bullying, Play Unified aims to empower young people to drive positive social change in their schools by: tackling bullying, promoting equality and forging friendships for young people with and without ID.

Steps for creating positive change at under - resourced schools include celebrating existing successes, allowing time to grow for school leadership, including the youth in school decision - making, and networking with other schools for inspiration.

Empathy has the capacity to transform individual lives for the better while helping to bring about positive social change in schools and communities worldwide.

In his brilliant forward for the book, Andy Hargreaves (Boston College) writes, «This is one of the most extraordinarily powerful books on school improvement and positive systemic change I have ever read.

Greenhouse Sports» intensive school - based sports programmes achieve positive behavioural change, reduce absenteeism and raise academic performance for pupils between the ages of 11 and 16, in some of London's most deprived areas, according to a study released by Loughborough University.

Ian Stockford, Ofqual's executive director for general qualifications, said Ofqual had made sure it engaged with boards on the proposals, adding that it was «worth recognising» that the changes were ultimately aimed at changing behaviours to prevent schools indiscriminately challenging marks in the hope of a positive outcome.

The mission of the Antioch Center for School Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resSchool Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resschool experiences of students, educators and families through engaging instruction, reflection, collaboration, and research.

The Educating for Democracy in the Digital Age (EDDA) initiative is seeking to leverage web 2.0 tools and civic education best practices to provide all Oakland Unified School District high school students civic learning opportunities that prepare them to make positive change in their communSchool District high school students civic learning opportunities that prepare them to make positive change in their communschool students civic learning opportunities that prepare them to make positive change in their communities.

There can be no reasonable doubt that testing has created momentum for positive change — particularly in schools that serve our neediest and most neglected children.

Most recently, I led on researching, designing, and implementing the School Partnership for Art and Civic Engagement (SPACE), aimed at empowering Chicago teens to create positive change in their communities.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

Participants will learn the procedures for creating and leading an infrastructure in a school to initiate, guide, manage, and sustain positive changes in SEL, CD, and SCC.

Ongoing participation in the community will be an important part of your continued implementation support system, and essential for long - term, sustainable success in bringing positive change to your school or district.

As a school leader, I believe that differentiating support and consistently advocating for students and staff fosters lasting positive change in both academic achievement and school culture.

By Melanie Sharpton, MSN, RN, ERSN, Benjamin Russell High School, [email protected]; Sweeping changes have made a positive impact for school nurses across Alabama in responding to; sudden anaphylactic emergeSchool, [email protected]; Sweeping changes have made a positive impact for school nurses across Alabama in responding to; sudden anaphylactic emergeschool nurses across Alabama in responding to; sudden anaphylactic emergencies.

Parent engagement in addressing challenging behavior across a variety of settings (e.g., school settings, community settings, in the home) is a critical component of meaningful, lasting, positive behavior change for learners.

In E4E - New York, a teacher - driven policy paper from 2015, Climate Change: Creating Safe, Supportive Schools for All Students, presented recommendations to create positive, student - centered school climates.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performancefor professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performanceFor example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Community uplift theory for positive change of African Americans in urban schools.

«New York Assembly Bill 3873 will change the course for a generation of students by ensuring schools work with families to promote positive discipline strategies and social emotional learning; practices collectively known as restorative justice,» said Claudia Whittingham, special education teacher at PS 59 in Brooklyn and member of E4E - New York.

Others realized that if video cameras were used as tools for control, they could profoundly damage teacher morale and decrease the likelihood of any positive change occurring in schools.

I ask not that public school special educators and administrators circumvent special education guidelines and laws but that they approach the process with their brains and put their hearts in their practices to allow for positive changes in special education.

Last year's education select committee report into academies and free schools put it baldly: «Current evidence does not allow us to draw conclusions on whether academies in themselves are a positive force for change.»

So, while we discovered an abundance of research emphasizing the impact of a positive school climate, the challenge for our group was to listen to each other - and to the broader community of educators and stakeholders - and identify recommendations that would create meaningful change in our district.

The goal of my education career has been to work for positive changes in curriculum, instruction and educational management that result in improving the quality of student achievement, school climate, and professional expertise and culture.

I am outraged that Steven Adamowski is Special Master of Windham and New London, and was Superintendent of Hartford Schools, where he changed what it meant to graduate so that he could instantly improve Hartford's graduation rate; where he manipulated stats to make it look like he had «closed the achievement gap;» and finally, where he parleyed every positive soundbite in the toadying Hartford Courant into a bonus or raise for himself.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

We wrote this action guide for educators ready to start making positive changes to better serve black and brown students in their schools.

It is clear from this study that GE not only increases student achievement, but it also creates positive attitudinal and behavioral changes for principals, teachers and students at schools, in classrooms as well as in other domains.

So even though we might support small schools in the end, there are a lot issues that need to be addressed first in order to make the change a positive one for students.

In addition, two Alliance reports from the Climate Change series offer specific federal, state, and local policy recommendations for fostering a positive school climate by ensuring greater access to rigorous coursework and high - quality teaching.

This evidence - based, blended program will address multiple dimensions for transforming, creating, and sustaining a positive school culture and climate with a focus on training teams of elementary school staff (teachers, school mental health providers, and administrators) in the core concepts of social emotional learning, systems change, and coaching.

For the sake of this article, governance efficacy is defined as the power of school boards, among others, to change the face of education in their communities through positive and appropriate policymaking, equitable resource allocation and transparent accountability for all stakeholdeFor the sake of this article, governance efficacy is defined as the power of school boards, among others, to change the face of education in their communities through positive and appropriate policymaking, equitable resource allocation and transparent accountability for all stakeholdefor all stakeholders.

An educator who has operated 14 award - winning charter public schools where college is the expectation for all graduates, Dr. Rodriguez will provide a depth of experience, passion for educating our children and a thoughtful vision on how to effect positive change in the district.

This section of the Middle School Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivSchool Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivschool climate, culture, and partnerships (across schools, families, and communities) in a positive way.