Sentences with phrase «how building principals»

Not exact matches

Network - like communications models built on the principal of reversibility of circuits might give indications of how to overcome this situation: a mass newspaper, written and distributed by its readers, a video network of politically active groups.

Building on reporting for his magazine, the author interviewed economists, psychologists and neuroscientists, examined their recent research, and talked to students, teachers and principals to produce this fascinating overview of a new approach with «the potential to change how we raise our children, how we run our schools, and how we construct our social safety net.»

«If we can understand the chemical complexity of these ices in the molecular cloud, and how they evolve during the formation of a star and its planets, then we can assess whether the building blocks of life should exist in every star system,» said Melissa McClure of the Universiteit van Amsterdam, the principal investigator on a research project to investigate cosmic ices.

«As the LAT builds up an increasingly detailed picture of the gamma - ray sky, it simultaneously reveals how dynamic the universe is at these energies,» said Peter Michelson, the instrument's principal investigator and a professor of physics at Stanford University in California.

«The data could be used to build models showing how Mars has lost the majority of its atmosphere, a phenomenon that continues to be one of the planet's greatest mysteries,» said Paul Mahaffy, the spectrometer's principal investigator from Goddard.

Andrew explains, «Elementary principals I talked to about making also had ideas for how the spaces next to their buildings could be used... turning one of them over to us for all maker programming.

Lecturer Daniel Wilson, principal investigator at Project Zero, received the 2011 Outstanding Paper Award from the Literati Networks Awards for Excellence for his article, «Building bridges for change: How leaders enable collective change in organizations.»

How can a school principal begin building a core of volunteers, if one doesn't exist?

If you have more ideas for how a principal could build a positive, pro-social community in the schools they lead, please share in the comments section below.

This Education Week special report examines how educators and policymakers are tackling critical issues facing principals already on the job and helping districts build a bench of strong school leaders.

«Laws created by people who have never tried to teach a child, never seen how out - of - control behavior can disrupt learning, and never even been in a school building since their own school days make the principal's job harder every year,» said Harbin, principal at Duryea Elementary School in Houston.

Power in Numbers: Coaching principals to build teams that transform schools serves as a guide for anyone who coaches principals, laying out what principals need to know and be able to do to lead teams effectively, and how coaches can effectively support principals in building their capacity to lead teams.

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

Since communication is so much a part of a principal's job, knowing how to communicate effectively is a key to our success in Building Relationships with Actions that Value Others.

As she recounts in a new book about how principals learn to lead, Fiarman realized that effective leadership is a long game, one that begins with a belief that the adults in the building have to be learning alongside the children.

Most PD doesn't address how teachers should talk to their principal, identify frustrating school routines, propose workable solutions, or build relationships with policymakers.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate and SEL.

Education World's «Principal Files» team shares how they have used their daily announcements to build school «community.»

Learn how your central office can build a principal leadership team that: • Strengthens the entire corps of principals through a collaborative community of practice and peer support.

They now teach principals how to create and carry out a vision, build school and community support for change, develop an organizational culture, etc..

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school principals.

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

«We started to grapple with this notion of how do you build assistant principals as the bench for your principal positions?»

The largest difference among the items in Factor 2 for the top and bottom 20 % of buildings for perceived principal leadership is on item 4 - 18, asking how often the principal attended teacher planning meetings (X = 4.06 vs. 2.31).

Perhaps the principal has had a negative experience and that is why he is hesitant, or teachers in the building may not be comfortable with or know how to use parents in the classroom.

High schools are seeking to build systems that ensure success for every student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are needed most; and turning around struggling schools» (p. 1).

Given how busy I was as a building principal each spring, I regularly missed the opportunity to submit requests to our central office for Title II professional development allocations.

It doesn't hurt, Hatrick adds, that Platenberg also gets feedback and advice on how the systems are functioning from his wife, Janet A. Platenberg, the principal of Steuart W. Weller Elementary School, one of the district's newly built elementary schools.

Finally, a principal in Lowell asked, «How do we as adults in the building make connections with these kids so that there's a touchstone every day — that he's able to, she's able to really touch base with someone who cares about them?»

How can school districts build a pipeline of effective school principals?

We are excited to be part of an ambitious initiative that will provide hard evidence about whether and how building a complete pipeline of effective principals can boost student achievement.»

Central office staff may want to discuss how the pillars apply to the culture of the district and how principals can be assisted in improving the culture in their respective buildings.»

How would you as the building principal and instructional leader of a high performing school structure an environment which supports continuous improvement?

The assumption behind the title was that the principal had more skill and knowledge than anyone in the building and would guide others in how to teach.

A Principal Manager's Guide to Leverage Leadership: How to Build Exceptional Schools Across Your District

For our October Spotlight, we get to know both principals a little better, and get their advice for other principals on how to make community schools work in their buildings.

The 7 - question CAS Feedback Survey of Principals (which appeared to be developed by the CAS Task Force members) gave building Principals fifteen days to return, and did not indicate how many responded.

As an award - winning past superintendent with Fairfax County Public Schools in Virginia and now executive director of AASA, The School Superintendents Association, Dr. Daniel A. Domenech will share key insights on how Pre-K-8 principals can build dynamic, collaborative, and intentional partnerships with superintendents.

Felice Beal, Principal of Auer Avenue School, gave an overview of what community schools are and how Auer Avenue is building toward this goal.

The report also describes how two states, Illinois and Delaware, have approached evaluation, and provides a tool from its model - development work, an assessment that states can use to determine their degree of «readiness» for building a stronger system to evaluate principal preparation programs.

• How one principal achieved distributed data - leadership in her school • How one district built a culture of meaningful data use • Professional development offerings customized to meet YOUR data - literacy needs

, which aimed to show reporters how researchers are documenting the skills principals need to be powerful instructional leaders, even as reformers build new pipelines to grow the supply.

The two - year program facilitated by the Center for Educational Leadership (CEL) helps central office leaders from across Oregon build the know - how and capacity to better support principals.

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

On the central office side, these systems are finding out that although principal supervisors are a main driver for principal development, they still need to build professional development and coaching systems that draw in other personnel and outside expertise, while allowing principals choice in what and how they learn.

In the first webinar of the series held October 12 (archived here in the AACTE Resource Library), «Principals as Transformation Leaders: Changing Roles and Responsibilities,» presenters discussed how the principal's role has changed from building manager to instructional leader.

It's how principals stop managing school buildings and start inspiring teachers.

CAS President Dr. Rosie Vojtek chats with the new executive director of the Connecticut Association of Public School Superintendents (CAPSS) about the state's budget impasse; CAPSS» ambitious plan for transforming CT's education system; the importance of high quality early learning programs; how technology has revolutionized education; and, the ideal relationship between the superintendent and the building principal.

Our staff can also work side - by - side with principal supervisors and other central office staff to build their instructional capacity, including how to design relevant professional development for school leaders and how to effectively facilitate adult learning.