Sentences with phrase «high school leadership programming»

Participants will leave this workshop with a framework to use at site regardless of where their high school leadership programming is currently.

Not exact matches

What sets the Basic School apart from other training institutions — and in particular, from an M.B.A. program, to which the Basic School in some ways roughly corresponds — is that it unabashedly favors breeding generic, high - speed, chaos - proof leadership over imparting specific skills.

Members of all the counseling - therapy professions should take active leadership in developing such a network in the churches, high schools, colleges, adult education programs, and in all health care and counseling agencies of their communities!

Cal Youth Programs has a Junior High and High School Leadership - to - Work Program that provides kids with an opportunity to learn outstanding leadership skills that can be applied to all aspects of life.

Featuring a small size, delicious farm - to - table food, and our Waldorf Philosophy, Camp Glen Brook is perfect for campers in 3rd and 4th grade all the way to our outdoor leadership training programs for high schoolers.

He started at Buffalo Grove High School in 2001, and before that taught math and Spanish at Palatine High School and was involved in a gifted program that encourages entrepreneurialism in students, which he still uses in his teaching and leadership.

- See more at: http://www.buffalo.edu/news/releases/2014/09/023.html#sthash.zHw6tEoF.dpuf «Under the leadership of Dr. Koury, this program will provide hundreds of high school students with the skills they need to pursue a career in life sciences on the Buffalo Niagara Medical Campus, where the UB medical school will be located in just a few years,» Cain said.

«Under the leadership of Dr. Koury, this program will provide hundreds of high school students with the skills they need to pursue a career in life sciences on the Buffalo Niagara Medical Campus, where the UB medical school will be located in just a few years,» Cain said.

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.

The Pre-College Program supports early childhood through high school education and students in STEM studies through teacher training, regional science bowls, science fairs, leadership development, mentorship, scholarships, internships and other programming designed to support students and their families.

«Studies found that elementary schools were pretty well taken care of with after - school child care, and high schools had such high - caliber programs as youth - leadership development and arts and theater,» says Salmons, who points out that middle school students, meanwhile, were vastly underserved.

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.

The study «Learn and Serve» evaluated service learning program at 17 middle and high schools in the United States, and found that students who participated in service learning improved acceptance of cultural diversity, service leadership, civic attitudes and volunteer behavior, and reduced engagement in risky behaviors.

At the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systems.

The Advanced Placement program at Sharpstown High School has long been viewed as a haven for top students in the school's magnet leadership learning commSchool has long been viewed as a haven for top students in the school's magnet leadership learning commschool's magnet leadership learning community.

The ChalleNGe Program addresses the needs of the whole adolescent, as evidenced by its eight core components: leadership / followership; academic excellence (i.e., high school diplomas or GED certificates); responsible citizenship; service to the community; life coping skills; physical fitness; health and hygiene; and job skills.

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).

The support programs should include skill and leadership training and formal support for principals in high - need schools.

«The success of the program is measured by the increase in attendance rates, the decrease in behaviour issues, increase in higher results in school reports, and the increase in the number of girls being involved in school sporting teams and nominating for leadership roles in the school.»

In Portland, Maine, middle and high school students have a 1 - to - 1 laptop program, strong school leadership, and project - based learning curricula that result in higher academic achievement.

HGSE's and HBS's new certificate program will equip current and aspiring principals with key management and leadership skills needed to lead and sustain high - performing schools, and prepare them to set and meet high expectations for all children, create conditions for excellent teaching, and engage positively with families and communities.

Nurture high - quality pre-K-3 programs by building background knowledge of early learning and leadership competencies from the National Association of Elementary School Principals (NAESP)

For more than 40 years, the Harvard Graduate School of Education has offered leadership development programs for higher education leaders.

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.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

programs may also provide valuable lessons to other colleges and universities on how to build sustainable leadership programs — drawing on the expertise of their education, business, and other schools — that can fill the unmet demand for high - quality, job - relevant training to senior education leaders, while being feasible in terms of the time and cost to participants.

ReACTION, created by the New Yorkers Against Gun Fund, is a youth program for middle and high school students that promotes education and leadership to train students to become peer mentors.

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

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.

In their efforts to develop strong programs of instructional and shared leadership, high school principals work at a distinct disadvantage compared with elementary school principals.

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.

«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.»

She previously managed data and analytics at San Jose Unified School District, ran service - learning programs at Chicago Public Schools, and launched a high school - university leadership program in GuatSchool District, ran service - learning programs at Chicago Public Schools, and launched a high school - university leadership program in Guatschool - university leadership program in Guatemala.

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.

Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.

Help alumni access high - quality principal preparation programs to build readiness for school leadership roles

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).

In that case Jepsen and Malloy used public funds to come to the defense of Malloy's Commissioner of Education, Stefan Pryor, when Pryor decided that while the law required that Paul Vallas could only stay on as the head of Bridgeport's school system if he completed a school leadership program at a Connecticut institution of higher education, Pryor would allow Vallas to stay if he only took a three - credit independent study class instead.

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).

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

The promise of CSR models — such as Accelerated School Project, Core Knowledge, Direct Instruction, High Schools That Work, School Development Program, Success for All — and the comprehensive reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student success.

Under Jelani's leadership, these programs helped 500 students who had dropped out of high school obtain their high school diploma.

He also has extensive non-profit organization experience having served as executive director, program director and trainer for Operation Understanding DC (OUDC), a non-profit organization that specializes in cultural education, leadership development, and interfaith dialogue programming for African - American and Jewish high school students.

This one - year program begins with a rigorous summer intensive (two weeks), and continues with four intersessions throughout the school year, during which participants focus on Relay's key instructional pillars: observation and feedback, data - driven instruction, positive student culture of high expectations, adult professional development, instructional planning, an aligned staff culture and strategic leadership.

As part of the Everett leadership team, Dr. Byrd led efforts to make Everett Public Schools the first district in Western Washington to have the AP Capstone Diploma program in each of its comprehensive high sSchools the first district in Western Washington to have the AP Capstone Diploma program in each of its comprehensive high schoolsschools.

Roxana implements the Queer Student Union and the REAL HARD after school youth leadership development program at Castlemont High Sschool youth leadership development program at Castlemont High SchoolSchool.

Specifically, these four charter school networks have built their own formal principal development programs to ensure that they have a pool of high - quality candidates prepared to meet the leadership standards of their networks.

Beyond lesson plans, bully proofing, conflict management, discipline and academic achievement, Tribes TLC offers collaborative skills, community agreements, meaningful participation, strategies for integrating curriculum, and professional development in elementary, middle and high school, leadership, afterschool youth development programs and administration.

Additional career highlights include Smart Early College High School Program and implementation of an initiative to transform school leadership in New York School Program and implementation of an initiative to transform school leadership in New York school leadership in New York State.

«His leadership on behalf of the federal Charter Schools Program has enabled the dramatic growth in the number of high quality charter schools, ensuring that hundreds of thousands more students now have access to better schools regardless of their family income or zip code,» she wrote in a staSchools Program has enabled the dramatic growth in the number of high quality charter schools, ensuring that hundreds of thousands more students now have access to better schools regardless of their family income or zip code,» she wrote in a staschools, ensuring that hundreds of thousands more students now have access to better schools regardless of their family income or zip code,» she wrote in a staschools regardless of their family income or zip code,» she wrote in a statement.