Sentences with phrase «for urban school systems»

This is because many teachers recruited for urban school systems come from alternative teaching programs and many of the veterans are in the system due to political connections.

The Broad Academy is a leadership development program for urban school system superintendents.

Not exact matches

She contends that educational choice will create a «two - tiered system in urban districts, with charter schools for motivated students and public schools for those left behind.»

Geoffrey Canada, having grown up in an urban school system himself, had a vision for the city of Harlem and the children that resided there.

The struggling urban school system continues to look for dramatic fixes.

The Conference is a membership organization advocating for New York's urban school systems, including Buffalo, Rochester, Syracuse, Utica, Yonkers and New York City, which make up 45 percent of the state's public schoolchildren.

The Union Square's Washington Irving High School, Murray Hill's Unity Center for Urban Technologies, Chelsea Career and Tech Ed High School and the Bread and Roses Integrated High School in Harlem are among 33 struggling schools city - wide where the new evaluation systems will be introduced.

Qing Li and his colleagues from Nippon Medical School found that visits to the forest (compared with urban trips) can have a long - lasting influence on immune system markers, increasing the activity of antiviral cells and intracellular anti-cancer proteins — and these changes remained significant for a full week after the visit.

The market for administrators in urban school districts is increasingly becoming national in scope, yet for mobile administrators retirement benefit systems with 5 - to 10 - year vesting systems can have a devastating effect on retirement savings.

Peterkin, director of the Urban Superintendents Program (USP) at HGSE for 15 years, has mentored a number of USP graduates who are currently in high - profile urban school sysUrban Superintendents Program (USP) at HGSE for 15 years, has mentored a number of USP graduates who are currently in high - profile urban school sysurban school systems.

The Urban Superintendents Program is a course of study for doctoral students interested in leading city public school systems.

In October 2001, Henry became the new executive director of the Academy for Urban School Leadership, working with Chicago Academy's principal, Donald Feinstein, then in his 18th year in the Chicago school sSchool Leadership, working with Chicago Academy's principal, Donald Feinstein, then in his 18th year in the Chicago school sschool system.

More than 800 people attended the conference for the advocacy group that represents 61 of the nation's largest urban school systems.

In 2015, Brazil's school assessment exams, the National Education Evaluation System (SAEB in Portuguese), will provide the first data on how schools in Amazonas have fared since receiving the IDB loan, and while this will be a useful tool for evaluating the performance of rural students compared to their urban counterparts, Perez says the exam may not be an entirely accurate measurement of the success of PADEAM and the Media Center.

For example, a simple, streamlined process that allows families to choose any school in a large urban district — and uses a fair method for allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years aFor example, a simple, streamlined process that allows families to choose any school in a large urban district — and uses a fair method for allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years afor allocating spaces at oversubscribed schools — could be a way to weaken the link between residential and school segregation that has plagued our school system since the end of legally mandated segregation more than 50 years ago.

While it's easy for those focused on the urban agenda to dismiss suburban reform as a distraction or a novelty, it may be more useful to think of high - performing communities as terrific laboratories for bold solutions and as the place where high - functioning systems working in advantageous circumstances may have much to teach about how to help schools go from good to great.

It will be a state - led initiative to replace the urban district as the delivery system for public schooling, thereby breaking with 100 years of history.

The only course that is sustainable, for both chartering and urban education, embraces a third, more expansive view of the movement's future: replace the district - based system in America's large cities with fluid, self - improving systems of charter schools.

In 1990, the school created the Urban Superintendents Program, the only comprehensive doctoral program preparing school leaders for the challenges of urban school system administraUrban Superintendents Program, the only comprehensive doctoral program preparing school leaders for the challenges of urban school system administraurban school system administration.

This marks DISD's fourth leadership change in 11 years — a rate that's actually pretty typical for America's urban school systems, and that illuminates why it can be so hard for districts to make sustained progress.

Since Teach For America and the KIPP Academies haven't yet saved the world, 5,000 charter schools have not prompted the remaking of urban school systems, and we're saddled with the disappointing legacy of NCLB, maybe what we've been missing all along is a sufficiently sentimental, gut - wrenching presence in the nation's cinemas.

Among the approaches planned by that organization are working with teacher education programs, developing professional development programs to help teachers deal with issues in urban school systems, and establishing a clearinghouse for organizations that are «home - growing» teachers, Community Teachers Institute executive director Segun Eubanks told Education World.

The Green Award emphasizes the need for continuing efforts to improve urban school systems, he said.

It's clear that we need a new type of system for urban public education, one that is able to respond nimbly to great school success, chronic school failure, and everything in between.

The Urban Scholars Program, which offers its recipients tuition - free enrollment in their selected master's programs, was started in part due to Dean Kathleen McCartney's vision of creating a prestigious fellowship for educators in urban school sysUrban Scholars Program, which offers its recipients tuition - free enrollment in their selected master's programs, was started in part due to Dean Kathleen McCartney's vision of creating a prestigious fellowship for educators in urban school sysurban school systems.

The Council of the Great City Schools, a membership group representing nearly 60 of the nation's large urban school systems, pushed for the money to use the National Assessment of Educational Progress to compare results from city to city on a trial basis.

While Baltimore provides a cautionary tale for urban district leaders implementing the portfolio strategy, it should not be seen as the death knell for reform within a traditional school system.

Quite simply, turnarounds are not a scalable strategy for fixing America's troubled urban school systems.

At its heart, the law reflects a belief that is radical and unproven in a large urban school system: that parents will make better decisions for the schools than a central bureaucracy widely perceived to be too large and remote to...

And far too many school systems, especially urban districts with the most urgent need for dynamic competence in this crucial role, haven't yet figured out the best way to find the strongest candidates in the land and induce them to move into the principal's office.

In Houston, as in so many urban districts, the accounting system pretends that every teacher earns the average salary of teachers in the district rather than accounting for the actual costs of the salaries at a particular school.

- Donald R. McAdams is executive director of the Houston - based Center for Reform of School Systems and the author of Fighting to Save Our Urban Schools... and Winning!

Urban public school systems, no matter their structure, will educate the vast majority of students living in cities for generations to come.

The bleak forecasts are fueling talk of pink slips and program cuts, especially in many urban and poor rural school systems where federal money pays for nearly 20 percent of school budgets.

Even if 1 in every 10 of these graduates entered teaching for two years (average tenure at KIPP - like No Excuses charter schools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school syschools) before moving onto other careers, they would provide only 6 percent of the some 450,000 teachers currently working in the member districts of the Council of Great City Schools (the nations 66 largest urban public - school sySchools (the nations 66 largest urban public - school systems).

Second, as we move to a sector - agnostic approach in urban schooling and rely on a continuous improvement process based on new starts, expansions, and closures, we must develop rigorous, transparent systems for these activities.

The task force, established by Senator Simon last May in the wake of several reports highly critical of the city's school system — one calling its dropout problem «a human tragedy of enormous dimensions» — was aimed at turning Chicago into an «urban laboratory» for educational experimentation.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Some of the lowest - performing urban public - school systems are also those that spend the most money per pupil — but despite Catholic schools» record of helping disadvantaged students learn, and despite their desperate need for financial resources, these institutions are denied any direct public support.

The challenge for urban superintendents is to improve a whole system of schools and not settle for just a few more good campuses.

Urban schools reinforce the student perception that teachers bear final responsibility for what they learn.By allowing passive witnesses, the schools support these student perceptions that all relationships are (indeed rewarding) students for being essentially authoritarian rather than mutual.As youth see the world, they are compelled to go to school while teachers are paid to be there.Therefore, it is the job of the teacher to make them learn.Every school policy and instructional decision which is made without involving students — and this is almost all of them — spreads the virus that principals and teachers rather than students must be the constituency held accountable for learning.In a very real sense students are being logical.In an authoritarian, top - down system with no voice for those at the bottom, why should those «being done to» be held accountable?

For years, conservatives properly accused traditional urban school systems of being stubbornly resistant to change, but recent years have seen far more innovation in urban public education than in urban Catholic education.

The district in 2014 was one of two nationwide awarded the annual Broad Prize for Urban Education, then considered by some to be the Nobel Prize for large public school systems.

The issue has raised arguments about equity for urban and «property - poor» school districts, about Missouri's ability to compete for business with neighboring states, and about the entire system of distributing state aid to education.

I first argued for private - school authorizers in my book The Urban School System of the Fschool authorizers in my book The Urban School System of the FSchool System of the Future.

We have seen urban public schools successfully adopt many charter school «secrets,» including the nine - hour school day (e.g., United for Success Academies in Oakland); a rigorous, standard curriculum (e.g., the more than a dozen Chicago public schools that offer the International Baccalaureate); merit pay (e.g., the Washington, D.C., system); and the regular use of teacher video in professional development and evaluation (e.g., the Houston system, which was using video in this way as early as the 1980s).

In closing, I'd simply say that if we want dynamic, responsive, high - quality, and self - improving systems of urban schools, we need to stop stubbornly preserving the failed schools of yesterday and get about the business of building mechanisms that continuously introduce new offerings, grow successes, and phase out schools that don't work for kids.

While I see glimmers of hope in persistently underperforming cities like Detroit and Cleveland, I don't see the same for Philadelphia, which may now, sadly, have the most distressing American urban system of schools.

In lot of metropolitan areas and urban areas charter schools are a necessity for the under - served and underprivileged to get a good education, but I'm a firm believer in the public schools system.

We believe this could be an opportunity for positive change as long as adequacy and equity are central tenets to address the chronic and growing divide between urban / rural, wealthy and poorer school systems and their related student achievement gaps.