Sentences with phrase «high performance leadership»

Qualifications Profile Highly self - motivated and results - driven management professional with more than 20 years providing high performance leadership in sales and customer service in the retail and staffing industry..

Not exact matches

The bigger the company, the larger the paycheque you can command — and that doesn't count other compensation such as stock or performance bonuses, common at the higher end of the leadership ladder.

Stating that sports «are a terrible metaphor for business,» the author concluded that referencing team sports in a corporate leadership context doesn't actually correlate with high performance, team dynamics, talent or success.

Follow - up studies that tracked employee performance over time as people shifted between lower - and higher - scoring managers confirmed that great leadership scores do indeed lead to high team performance scores and not the other way around.

That's how we create high - performance environments that enable the full potential in the people our leadership and businesses touch.

He has spoken to and consulted with hundreds of organizations across the globe and inspired thousands of business leaders through his highly insightful philosophies on leadership, culture and building high - performance teams that achieve winning results.

For example, one company's annual leadership - development assessment of its top - level executives identifies «effectively dealing with problem performers» as a critical characteristic in determining who is given the highest performance rating.

She is a sought - after speaker on the topics of leading large - scale cultural change, transformational leadership, brand building, cultivating high - performance teams, creating cultures of diversity and inclusion, harnessing talent, gender equity on boards, women in the c - suite, and women in high - growth entrepreneurship.

Needs a master's degree and proven ability to build and maintain a high performance sales organization.Provide leadership with strategy and tactical sales and client services and organize, motivate and develop sales services.

Under the leadership team in Bermuda, Doyle is charged with driving brand equity and accelerating performance in some of the smaller, high potential premium brands in the Bacardi portfolio as well as driving sales performance and travel retail globally.

For years, our expertise and leadership in innovative packaging has enabled us to create packages that combine consumer - friendly features with high impact graphics, and superior performance for our customers and consumers.

ISS» recommendation affirms our strong belief that RiceBran Technologies has the right Board and leadership in place to continue to oversee the successful execution of our clear plan to further drive high performance and long - term profitable growth.

As a fellow, he works on Big Data policies and programs, participates in a coordination and leadership group on cyberinfrastructure investments, and works to advance the data - intensive science and high performance computing communities supported by NSF and other Federal agencies.

Patrick Chain of Bioenergy and Biome Sciences (B - 11) provides a high level of performance, broad scientist achievement and leadership in bioinformatics and genomic sciences.

Juice Beauty will be expanding our high performance makeup formulations made with certified organic ingredients under the creative leadership of Gwyneth.

The film sees Kalu take on a community leadership role as traditional Hawaian burial sites are disturbed; Kalu's status Kumu sees her teach her male high school students as they prepare for a end of performance, accompanied by sixth grade tomboy Ho'onani, who is also «in the middle» like Kalu.

When Norm Morrow became the principal of Jefferson High School in Los Angeles four years ago, the art deco building was severely overcrowded, had poor security, and — two months into his leadership — was one of 12 schools statewide to be audited because of low academic performance.

Keen to explore the causes of variation in performance across different types of schools, I'll be looking at the possible driving forces behind a school's high or low performance, such as its geographical location, changes in leadership, freedom to innovate, the nature of the curriculum, recruitment of teachers, and so on.

The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

While there are inevitably differences in the nature, quality and extent of distributed leadership from one school to another, it is still within the amalgam of factors contributing to high performance.

Distributed leadership is about collective influence - it is not just some accidental by - product of high performing organisations but, as highlighted earlier, is a contributor to school success and improved performance (Hargreaves & Harris, 2010; Hargreaves, Boyle & Harris, 2014).

Through managing performance, effective continuing professional learning and feedback, they support all staff to achieve high standards and develop their leadership capacity.

These leadership development systems identify highly capable educators and develop them to lead high - performance school organizations centered on teacher professionalism and collaboration, which in turn drives the state, provincial or national agenda for school improvement.

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.

First, we classified all site - visit schools as high, medium, or low on the collective leadership and student performance measures.

They expect organizations competing for dollars to have detailed plans, high - caliber leadership teams, performance benchmarks, and strong evidence of success.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

A high monitoring score means that the school conducts consistent and frequent (at least monthly) analyses of student performance, teaching strategies, and leadership practices.

In this new school, I plan on working with the school improvement leadership team in designing staff development programs that will equip the instructional staff with the skills necessary to promote collaboration in identifying grade level focus on highest student achievement, as identified by the student performance data.

The Silicon Valley Mathematics Initiative and the First in Math Consortium, both centered on high performance expectations, ongoing professional development, examining student work, and improved math instruction, are major research - based initiatives that encompass formative and summative assessment systems, pedagogical content coaching, and leadership training and networks.

On the macro level, we'll analyze the best way to implement timelines and roll out improvement targets, along with ways to connect these larger goals to individual leadership performance evaluations to maintain high accountability.

The U.S. Department of Education (1995) defines giftedness as «children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.»

After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom «walk - throughs» — the most typical instruction - related activity of principals in Miami - Dade schools — were negatively associated with student performance, especially in high schools.

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

By invitation only, the 2011 Academy is an intensive professional development event designed to raise student achievement by building and empowering school leadership — the catalyst for high performance.

High - quality implementation of standards - based reform requires the following: specificity in stating the content goals of teaching and learning; consistency / alignment among the policies and practices put in place to pursue those goals (e.g. content standards, student achievement tests, performance standards, curriculum materials, professional development, accountability); authority / legitimacy to those charged with implementation; power through rewards and sanctions; and stability — when policies, practices, and leadership are in a state of flux, it is difficult to take each new thing that comes along seriously.

Shelby County Schools names New Leader Docia Generette - Walker as 2016 Principal of the Year, celebrating her successful leadership of Middle College High School, which won a National Blue Ribbon Award and was the only Tennessee school in the top 5 percent for both progress and performance.

This remarkable transformation demonstrates the power of shared leadership, high expectations, frequent monitoring of student performance and focused professional development.

We are performance improvement specialists dedicated to developing, certifying, and supporting school improvement facilitators at state and local education agencies and at school levels Our programs and services support meeting ESSA requirements for school improvement with an emphasis on leadership, developing high - impact professional learning, and planning and evaluating school improvement interventions.

The Memphis Commercial Appeal and WMC Action News 5 celebrate the selection of New Leader Docia Generette - Walker as 2016 Principal of the Year for the state of Tennessee, acknowledging her remarkable leadership of Middle College High School, which won a National Blue Ribbon Award and was the only school statewide to be ranked in the top 5 percent for both progress and performance.

Furthermore, some states have envisioned a continuum in which beginning teachers are evaluated using performance assessments for initial and continuing licensure, and veteran teachers are considered for higher pay and leadership roles based in part on National Board Certification or similar assessments.

If we note that students increased their scores by an average of 20 words correct per minute per year (see Table 7) and that school scores on the collaborative leadership scale ranged from 1.1 to 1.9 with a mean of 1.7 (out of a high score of 3), then we can surmise that, at least in principle, a school gaining one additional point on the collaborative leadership scale could make up a year's worth of fluency performance.

Unlike the United States, these leadership development systems identify highly capable educators and prepare them to lead high - performance school organizations centered on teacher professionalism and collaboration.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

We continue to develop the highest professional standards to drive aspirational and inspirational performance of both governance and leadership.

The initiative, Teacher Incentive Performance Award, is a school - wide bonus program that provides focused professional and leadership development to teachers and principals in 30 high need schools.

For example, a district might create a «fast - track» to advanced teaching roles or other leadership positions contingent on consistently strong performance in high - need schools.

With guidance from an experienced advisor, students may elect courses in such areas as policy analysis, diversity and justice, performance - based leadership, and other topics that focus on reforming and transforming schools and school systems into high performing organizations for all students.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

The coaching runs the gamut from systems thinking to high performance management to instructional leadership.