Sentences with phrase «for teacher leadership programs»

Morris, a National Board Certified Teacher, continues to advocate for teacher leadership programs and accountability.

Not exact matches

Adapted from Mass Audubon Joppa Flats» successful Birder's Certificate Program and International Intern Program, the Certificate Program in Bird Ecology educates Latin American naturalist guides and teachers about the fundamentals of ornithology, leadership skills (especially for leading birders from North America), and bird conservation.

Joppa Flats launches Certificate Program in Bird Ecology in Belize to educate naturalist guides and teachers about the fundamentals of ornithology, leadership skills (especially for leading birders from North America), and bird conservation.

Other educational issues in the interview include the difficulties in getting experienced teachers into troubled schools, programs to aid outside professionals with a desire to teach, and the need for greater accountability in school leadership.

This is something which has been very well documented and mourned in a report from the National Academy of Sciences that was issued by a committee headed by Norman Augustine just a few months ago and this report — which is called «he Gathering Storm» — lays out in some detail the concern that that [leaves us] with a long hole over the next couple of decades, because of weaknesses in [the] way we fund basic physical sciences, the way we are training people to do physical sciences, the way we treat science in elementary and high - school programs — all of those factors, the way we pay teachers, the way we use the patent system where we try to provide incentives in some of the physical sciences; we are losing our leadership gradually to other countries, especially in Europe and [of] particular concern in Asia, where the rise of science in, particularly China, to a certain extent India and other parts of Southeast Asia, are cause for long - term concern.

A fellowship program launched in 2008 by Leading Educators, which began in New Orleans and is now operating in Kansas City and will soon expand into Detroit and the District of Columbia, for example, provides a select group of teachers with training in education issues, management, leadership, and problem solving.

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 stProgram, 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 stprogram; 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.

His tenure follows the controversial leadership of former superintendent Cami Anderson, who led a series of unpopular initiatives in quick succession, including a new citywide enrollment plan and lottery that allowed parents to choose any traditional or charter school in the city, closures of underenrolled or poorly performing schools, mass firings of teachers and principals, and a new merit - pay program for teachers.

The Instructional Leadership (IL) strand within the L&T Program is designed for K - 12 public and independent schools teachers with at least three years of experience who are ready to take on new leadership roles in their schools.

A leadership academy program allows teachers to take courses required for certification as administrators within the school district.

Now, it strikes me as ludicrous for the unions to sit quietly by and share the blame for timid, tepid leadership, or when unions passively take the blame for weak teachers when teacher preparation programs produce graduates of dubious merit.

These covered a range of strategies, including campaigns to promote teaching careers to ATSI peoples, mentoring schemes for pre-service and beginner teachers and leadership development programs.

Strategies to increase leadership opportunities and provide mentoring in this area included the New South Wales education department's Rural School Leadership Program targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational ReProgram targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational Reprogram, supported by the Australian Council for Educational Research.

Couple that with Maine's 1 - to - 1 laptop program, strong school leadership, dedicated teachers, and a diverse student population, and you've got a recipe for raising student achievement.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

Carol Midgett, leadership - program coordinator at the North Carolina Partnership for Improving Mathematics and Science and also a board - certified teacher who entered teaching through alternative certification, says she learned that «without focused, formal preparation, the challenge to succeed is much greater and the chances for survival are limited.»

«Our objectives for the program were to increase attendance, improve their fitness and activity levels, build their self - esteem, provide them with opportunities for leadership development and try to improve their community links, [and] their associations with outside bodies,» McInerney tells Teacher.

He criticized low admissions standards; curriculums that «lack coherence and connections to the work that's actually done in the field»; clinical programs devoted to mere shadowing of practitioners, whether they are successful or not; «watered - down» dissertations with little connection to practice; and a pervasive race among teachers to acquire credit for leadership courses, and thus boost their salaries, without any interest in actually assuming positions of greater authority.

These included redesigning programs to align with NCATE's ambitious accreditation standards and closing programs that did not meet the standards; upgrading administrator licensing requirements for pre-service, induction, and ongoing learning; coordinating all in - service professional development for school administrators through a state - level leadership institute; and creating an innovative year - long, fully funded sabbatical program to train teachers for the principalship in programs that offer a full - year internship.

Katherine Merseth is Senior Lecturer on Education and Director of the Teacher Education Program at HGSE as well as faculty chair for several leadership development programs offered at Programs in Professional Education.We sat down with Kay toprograms offered at Programs in Professional Education.We sat down with Kay toPrograms in Professional Education.We sat down with Kay to talk...

She is also faculty chair for three leadership development programs at PPE, Enhancing Teacher Effectiveness in High Schools, Leadership: An Evolving Vision and School Turnaround Leaders.

He has served as a mentor, instructor, and adviser for various teacher and leadership development programs including NYC Teaching Fellows, New Leaders for New Schools, and the NYC Charter Center's Emerging Leaders Fellowship.

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.

Thanking the organizations for their support, Ronald Thorpe, president and CEO of the National Board said, «Teacher leadership is not simply a product that can be created by policy and programs — it is a quality that must be forged and nurtured from within the profession.

Teacher leaders bring their own experiences, strengths, and weaknesses to a preparation program and will have varying needs when it comes to developing knowledge and skills for their leadership work.

The US Dept. of Ed should request that districts» and states» Boards of Education have a Teacher Ambassador Fellows program similar to the federal program as a teacher leadership career path for those interested in shaping educational poTeacher Ambassador Fellows program similar to the federal program as a teacher leadership career path for those interested in shaping educational poteacher leadership career path for those interested in shaping educational policies.

Both teachers and nonclassified personnel can apply for the superintendent's leadership seminar, a program in which teachers spend the year reading and analyzing leadership texts with Mr. Lin and a variety of senior staffers.

What to know: The New Mexico ESSA plan includes a Teacher Ecosystem, a map that describes a series of initiatives to attract, develop, and retain teachers in the areas of recruitment, preparation, compensation, training, and teacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention stTeacher Ecosystem, a map that describes a series of initiatives to attract, develop, and retain teachers in the areas of recruitment, preparation, compensation, training, and teacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention stteacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention strategy.

It also enables states to allocate up to 5 percent of their Title II, Part A, funding to investments in teacher and leader programs, with the option to reserve an additional 3 percent of funds for school leadership activities.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

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.

She also argued that leadership programs for teachers can be both «cost - effective» and «improve student outcomes.»

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for students.

In a review of the empirical literature on teacher leadership, twenty four studies were identified with findings related to the knowledge and skills developed for teacher leadership through preparation programs.

Imagine selected me for their Grow Your Own Leaders program, which allows teachers to gain leadership experience through professional development, observing and shadowing administration from different campuses, and then taking that knowledge back to our own schools to create and lead a task force.

New York City Department of Education: Teacher Leadership Programs http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Opportunities/teacherleadership/default.htm New York City offers a variety of opportunities for teachers interested in teacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teTeacher Leadership Programs http://schools.nyc.gov/AboutUs/workinginNYCschools/leadershippathways/Opportunities/teacherleadership/default.htm New York City offers a variety of opportunities for teachers interested in teacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teteacher leadership for specific specific instructional hurdles (such as the implementation of the Common Core standards) or more general roles such as mentors or lead teachers.

Currently based in Denver, Colorado, she has consulted with school districts and related education agencies for 17 years in 20 states and internationally, also serving 13 years in higher education as associate professor (tenured), associate dean, literacy and leadership academic program director and chair, vice president's faculty fellow, reading specialist, counseling coordinator, and director of national center for students with learning and attention challenges, having taught 132 course sections from developmental education to teacher education, counseling, and leadership at four universities (Baldwin Wallace University, the University of Arizona, Kent State University, and the University of Akron).

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

Gloria also founded a Bay Area office for UCLA School Management Program, a university - based school reform support organization that provided training and coaching to school principals and teachers in leadership and change management.

While in Seattle, she also directed a parent leadership and training initiative for under - represented parents, participated as a Brainerd Fellow at Social Venture Partners Seattle, and worked as a Research Assistant focused on diversity recruitment and retention and school / community partnerships at the University of Washington's Teacher Education Program.

The Office of Academics is responsible for the development and leadership of the district's academic goals and policies, directing the instructional program pre-K to grade 12 across all content areas and special programs, and it engages constituent groups, teachers, principals, other staff, parents, and community in the ongoing process of educational reform, curriculum planning and implementation, and program development.

Alabama Students Education Preparation: State authorization to provide a program related to the preparation of teachers or other P - 12 school / system personnel does not indicate eligibility for an Alabama professional educator or professional leadership certificate.

Pairing teacher reflective narratives with scholarly chapters, the volume presents the case for programs of teacher formation based in the communal, social and spiritual dimensions of teaching and educational leadership.

The Virginia Association for the Gifted will present an annual «Leader of the Year» award to an individual at any level (parent, teacher, coordinator, administrator, legislator, other) whose exemplary leadership and outstanding contribution to gifted education has affected Virginia's children, teachers, schools, programs, services, and / or policies.

We tailor professional development programs for teachers and staff to fit their needs by working in partnership with school and district administrators, school leadership teams, and educational organizations.

Meeting the challenge will require teacher educators, both faculty and administrators, to systematize integration of technology applications for effective content area learning across teacher preparation and leadership programs.

GCSA also provides guidance and technical assistance for launching new charter schools, offers professional development opportunities for school leaders and teachers, and builds capacity for charter school leadership through its GaTAPP and CharterLeader programs.

Under her leadership, Lipscomb's college of education and teacher preparation program were consistently highlighted as one of the top teacher training programs for quality and effectiveness.

Together, PUC and LMU designed a program that is centered on social justice theory and includes a focus on how teachers can create more equitable schools and classrooms, according to Leslie Chang, PUC Schools superintendent for instruction and leadership.

Many members of teacher education institutions did not support this change in leadership and wished for Cibulka to stay on in his role as CEO because of his extensive track record in educator program accreditation.