Sentences with phrase «for school leadership practices»

Not exact matches

Topics included: early reporting on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the practices of Scientology; corruption in the leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public schools; an early exploration of deceptive practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.

Jeffrey Sonnenfeld is the senior associate dean for leadership studies and Lester Crown professor of management practice at the Yale School of Management, and author of Firing Back: How CEOs Rebound From Career Disasters.

What makes a theological school a theological school is, as Schleiermacher argued, that it educates a professional leadership for a necessary practice.

Finally, the answers made to these two types of questions will interconnect in complex ways with answers made to the question of how the school as community is related to church communities: Is the school itself an ordered Christian congregation; is it an expanded version of the academic aspect of the work of ministerial leadership in a settled congregation; is it an agency for the extension education of practicing clergy?

Michele is also the recipient of the 2015 Connecticut Nurse's Association Award for Public Service and the University of Massachusetts Graduate School of Nursing's Lillian R. Goodman Award which recognizes a doctoral student who exemplifies a humanitarian approach to leadership, scholarship, and a deep commitment to the development of professional practice, education and research.

They'll learn and practice leadership skills, fulfill service learning requirements for school, and make a difference in the life of someone that they don't even know - all while expressing their own creativity.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.

ATL's leadership section AMiE produces publications on best - practice for experienced and aspiring leaders, as well as workshops both on - line and face - to - face to help leaders and managers develop the skills they need to promote the highest standards in their schools and colleges.

Principals are key change agents for their schools; driving change requires the management and leadership skills to help diverse stakeholders establish priorities and improve practice.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

A series of proposals for reforming the practice of leadership and for strengthening schools of education that prepare future leaders

Under his leadership his school became a globally recognized model for innovative practices.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool district to a panel of faculty judges.

It is not unusual for even the most experienced school and organization leaders to feel exhausted and overwhelmed at times, and so the practice of mindful leadership in education continues to grow.

Tom presents internationally on topics of transforming school cultures, high expectations for differentiated instruction, trauma - informed practice, wellbeing, the application of positive psychology, and effective school leadership.

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.

The resulting report outlines the challenges to creating a school leadership pipeline and offers a road map for system leaders to establish new standards, practices, and management structures to meet the challenges.

The book gives examples of how researchers and practitioners can understand and connect more directly to leadership practice, and how studying the day - to - day practice of leadership is important for those interested in improving schools.

TIE was ideal — it equips you to take advantage of the enormous space for innovation in education; to engage with international leaders in the field; to gain a deep understanding of education policy, leadership practices, school cultures, and student and teacher needs; to build invaluable contacts.

I've been practicing educational leadership for 16 years in some of the highest performing schools in the country, but only recently recognized the importance of garnering the admiration of my faculty and administration team by developing deep personal and professional relationships with everyone.

Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for teachers to learn from one another and work together through shared planning periods, teacher leadership roles, and professional learning communities.

The new book, Distributed Leadership in Practice, edited by Assistant Professor John Diamond and Northwestern University Professor James P. Spillane, explores how a distributed perspective is different from other frameworks for thinking about leadership in schools.

Sergiovanni, for instance, has argued that preparation for school leadership is unlike that for other leadership or management roles, declaring that «corporate» models of leadership can not work in education and, «We [must] accept the reality that leadership for the schoolhouse should be different, and... we [need to] begin to invent our own practice.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In future posts, I'll discuss other strategies for improving educational practice, including improving the leadership pipeline, spurring «disruptive innovations,» and working to identify «what works» and make it more likely to get adopted in schools.

Under Bob's leadership, Envision Education put in practice a highly successful redesign model that has opened a path to college and college retention for underserved urban students at Envision's three Bay Area arts and technology high schools.

The authors say that parents advocated for more teacher training in this area and were eager for teachers and school leadership staff to feel departmentally supported to enact LGBTQ - inclusive practices.

Play Unified's Young Ambassadors are encouraged and supported to develop leadership skills which they can put into practice in their schools and communities because schools are key hubs for shaping the attitudes and values of the future generation.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.

In 2013 when Newark Public Schools began to roll out blended learning in some of its K - 8 schools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching prSchools began to roll out blended learning in some of its K - 8 schools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching prschools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching prschools knew that for it to succeed, they needed to support their teachers and help them shift their teaching practice.

This is a day for peer - to - peer networking, sharing best - practice with school leadership teams from academies, maintained schools and MATS from across the country.

It has also established and continues to sustain a vibrant learning community of experienced principals, who work with the research team to explore how insights and images of practice for 21st century learning and leadership may speak beyond the boundaries of ISV and inspire schools around the globe.

Beginning in 2013, and continuing with a second cohort in 2017, experienced Independent school principals in Victoria, Australia, work with researchers from Project Zero, Harvard Graduate School of Education, to identify leadership practices necessary for planning and implementing school innovations for 21st century leaschool principals in Victoria, Australia, work with researchers from Project Zero, Harvard Graduate School of Education, to identify leadership practices necessary for planning and implementing school innovations for 21st century leaSchool of Education, to identify leadership practices necessary for planning and implementing school innovations for 21st century leaschool innovations for 21st century learning.

Forrest Jack Lance received COSA's Award for Distinguished Service in recognition of over thirty years of outstanding service to public schools, the profession, and the mission of COSA to «improve the practice of school law... by providing leadership in legal advocacy for public schools.»

Both men are receiving the award in recognition of their long and outstanding service to public schools, the profession, and the mission of COSA to «improve the practice of school law by providing leadership in legal advocacy for public schools.»

They bring experience in leadership roles within the School of Education, the American Educational Research Association as well as work with the Carnegie Foundation for the Advancement of Teaching and the Ross School of Business Center for Positive Organization, in order to present a framework for improved educational practice.

Local discretion can be used to assign a weight for the evaluation leadership instrument as a component of the practice score for school leaders.

Forrest Jack Lance is receiving COSA's Award for Distinguished Service in recognition of over thirty years of outstanding service to public schools, the profession, and the mission of COSA to «improve the practice of school law... by providing leadership in legal advocacy for public schools.»

Moreover, it is not only becoming a societal norm, it is transforming instructional leadership practices for school leaders.

Under his leadership his school became a globally recognised model for innovative practices.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

, EQ + IQ = Best leadership practices for caring and successful schools (pp. 57 --- 70).

NSBA's Council of School Attorneys (COSA) honored Nancy Fredman Krent with the 2016 COSA Lifetime Achievement Award, in recognition of her outstanding service to public schools, the profession, and the mission of COSA to «improve the practice of school law... by providing leadership in legal advocacy for public schools.&School Attorneys (COSA) honored Nancy Fredman Krent with the 2016 COSA Lifetime Achievement Award, in recognition of her outstanding service to public schools, the profession, and the mission of COSA to «improve the practice of school law... by providing leadership in legal advocacy for public schools.&school law... by providing leadership in legal advocacy for public schools.»

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Their yearlong effort to build schoolwide civic learning illustrates how civics can be an effective conduit for connecting curriculum and leadership practices: School improvement becomes both a collective endeavor and a means for teaching active citizenship.

By reference to a qualitative data set, this section discloses who enacts which practices, how different patterns of leadership enactment emerge, and whether variation in such patterns makes a difference for schools and students.

The Whole Child model seeks to work with best practices to achieve engaging and challenging instruction, develop a school culture that promotes a healthy and safe climate for student learning and leadership that involves faculty, students, parents and the community to maximize the supportive potential in school and provide for long - term student success with sustainable strategies.

Perhaps it is time we better utilize the most abundant teaching and leadership resource we have in our schools for classroom practice as well — the students themselves.

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»