Sentences with phrase «from effective school leadership»

She conducted regional and national studies over the last 30 years on leadership preparation approaches and school and district reform initiatives, and published numerous books and articles on leadership preparation and its impact, including (with Linda Darling - Hammond and others) Preparing principals for a changing world: Lessons from effective school leadership programs (Jossey - Bass, 2009).

Not exact matches

If you're looking for more strategic level input, our half - day mini-conferences / leadership seminars for up to 50 leaders and members of staff (drawn from schools and education departments across a local authority) offer a targeted, cost - effective solution.

Core courses and electives are taught by recognized leaders from across Harvard's graduate programs in fields like data - based education reform, organizational change and innovation, and effective leadership strategies for urban schools.

The school has been on an upwards path in recent years; benefitting from highly effective leadership, a # 50 million investment in new facilities and improving results.

«During the mid-1990s, however, attention shifted somewhat away from effective schools and instructional leadership.

Effective leadership is a pre-requisite for a successful school, writes Liz Walters from the National Association of School Business Management, who gives advice on a range of strategies schools can use to develop their lschool, writes Liz Walters from the National Association of School Business Management, who gives advice on a range of strategies schools can use to develop their lSchool Business Management, who gives advice on a range of strategies schools can use to develop their leaders

This youth leadership programme offers pupils an exciting online community, structured training and ongoing support from Childnet's expert team, helping make online safety learning fun and effective and helping schools work towards an outstanding whole school community approach to online safety.

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

Emerging research from Rutgers and Cornell Universities is showing the positive impact of collaborative partnerships on district and school climate, effective leadership, teacher efficacy and student learning.

We heard from headteachers at the event about the importance of effective leadership for good schools.

Research from the Center for Educational Effectiveness and the Baker Evaluation Research Consulting groups shows improvements in important skills and characteristics, such as high levels of collaboration and communication, high standards and expectations for all students, effective school leadership, and increased family and community involvement.

Benchmarking of principals and their teams» self - assessment data against competencies for effective school leadership identified from studies of more than 300 high - performing principals;

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

Coordination of state and district efforts Effective school leadership depends on support from district and state officials.

This 12 - week online course builds upon the concepts from SEL101 and begins to examine personal leadership qualities and styles that are most effective and important for coordinating social - emotional learning (SEL) programs and initiatives in your school.

The 2015 Professional Standards for Educational Leaders state that effective leaders «develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.»

Reston, VA — Spearheaded by the leadership of highly effective school leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forschool leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foschools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forSchool Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foSchools from 2011 - 14 have been redesignated for 2017.

The summits will feature Principal Kevin Bennett, Associate Principal Mary Pat Cumming, and teacher Michael Elston, teacher, from the FAIR School in Minneapolis, MN, who will lead a program on Effective and Successful Models of School Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadeSchool in Minneapolis, MN, who will lead a program on Effective and Successful Models of School Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadeSchool Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadeschool leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadership.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

Most research on school leadership and student achievement was published after 1978, when the research focus moved away from effective school research to research on how school leaders affect student achievement.

Teacher leadership can mean a lot of things, but one helpful description comes from The Aspen Institute, which defines it as «specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school system improvement.»

Her research interests include how to measure and grow effective school leadership, understanding teacher mobility from an organizational perspective, the antecedents and effects of school climate and safety for both students and school staff, and the effect of student course taking in high school on students» short and long term outcomes.

New report from New Leaders and the George W. Bush Institute, Great Principals at Scale, identifies district conditions that support highly effective school leadership.

The meetings encourage relationship building and learning from each other's successes and missteps on topics such as ESSA reporting, sustainability for teacher leadership and career pathways, school planning cycles, and developing an effective budget process.

All but six states — Montana, Nebraska, Pennsylvania, Texas, Vermont, and Wyoming — have requested flexibility from meeting onerous NCLB requirements in exchange for developing and implementing their own reforms that prepare students for college and careers, improve the lowest - performing schools, and support effective teaching and leadership.

Working with diverse populations from coast to coast, and from our southern to northern borders, it is this passion for commitment that makes Treviño an effective leader and one of the country's leading trainers and teachers in the areas of effective school board governance, urban education, the politics of education, and the foundations of educational leadership.

School counselors provide leadership to ensure that students benefit from effective strategies and services aligned with the Standards for School Counseling Programs in Virginia Public Schools.

A reflective and analytical mindset has helped her to learn from the experiences of others along the way and to develop her own approach to effective school leadership which has also been reflective of context and respectful of the history of each position she has held.

An effective leadership development strategy focuses on increasing the quantity, quality and diversity of future leaders for all school leadership roles and in all geographical locations, from rural and remote to metropolitan.

The Foundation maintains an online library of lessons at www.wallacefoundation.org about what it has learned, including knowledge from its current efforts aimed at: strengthening educational leadership to improve student achievement; helping disadvantaged students gain more time for learning through summer learning and through the effective use of additional learning time during the school day and year; enhancing out - of - school time opportunities; and building appreciation and demand for the arts.

Ranging from urban to suburban school districts, our passion is to serve district leadership teams to have more effective leaders leading high performing districts.

Murphy and Hallinger (1986) interviewed superintendents from 12 California school districts identified as instructionally effective in order to ascertain district - level policies and practices employed by superintendents in carrying out their instructional leadership functions with principals.

However, this requires support from leadership, adequate and equitable resources from the school / district and effective partnerships with parents, communities and businesses to support such instruction.

Following a brief introduction to charter school legislation, which paved the way for privately managed schools, Wilson considers how the seven largest of these varied from traditional schools and each other in terms of implementing school design (e.g., class structure, use of time, and curriculum), finding great leadership and creating effective school cultures.

Nominations are evaluated based on demonstrated collaboration between media specialists and teachers, effective techniques that positively impact student learning and achievement, support received from school leadership, and ability for others to replicate this best practice.

To help schools harness the power of youth voice and make e-safety learning fun and effective, Childnet has launched its new youth leadership programme, with support from the European Commission and Facebook, which will help schools to deliver an outstanding whole school community approach to e-safety.

Choose from more than 300 concurrent sessions addressing the most pressing issues for education leaders including improving instruction, social - emotional learning, culturally responsive pedagogy, applying data - driven decision making, understanding professional development redesign, developing leadership capacity, learning facilitation skills, supporting new teachers and principals, implementing effective school improvement, and much more.

The Education System Improvement Tool © brings together findings from international research into the practices of highly effective school systems and system leadership.

Baron says, «One of the things I heard from several students was how refreshing it was for them to hear the perspective of a highly effective executive with a leadership style so different from the formulaic one they encounter over and over throughout business school.»