Sentences with phrase «how teachers and school leaders»

What if there existed an evidence - based professional growth framework that can help how teachers and school leaders better understand how the brain learns?

Posters on walls in schools don't cut it — it's how teachers and school leaders deal with specific incidents that really makes a difference, says Annette Pryce.

Below, our Family Engagement Coaches share five tips on how teachers and school leaders can use the Springtime season to engage families.

Explore how teachers and school leaders are working across both the Teacher Standards and the Principal Standard to develop leadership skills.

This requires a new way of looking at how teachers and school leaders work as they attempt to follow their best instincts.

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

Not exact matches

«If you work in a district like that, no matter how effective you are you come out with a scarlet A on your head,» he said, to applause from the audience, which included state legislators, Board of Regents members, school board leaders and teachers union officials.

A group of Brooklyn teachers, chapter leaders and UFT representatives met on June 7 at a local diner with City Councilman Vincent Gentile to make sure he understood the severe problems facing overcrowded District 20 schools and how much more severe those problems will become if the city lays off 4,200 teachers and cuts another 1,500 teaching positions.

New York Teacher talks with four chapter leaders to see how the first round of cuts has hurt teaching and learning in their schools.

Teachers and school leaders can take the course at a chosen university, become a «Microsoft Innovate Educator» and then create a paper and a video on how their classes have benefited from the use of mobile technology.

How can students, teachers, and school leaders view this diversity as beneficial for their own learning and the school as a whole?

A survey undertaken by the Association of School and College Leaders (ASCL) has revealed how schools are facing a growing teacher recruitment crisis, with head teachers saying they have vacancies in key subjects such as maths, english and science.

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instTeachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instteachers in their focus on literacy, and how the school combined her leadership with online instruction.

One of the consequences of the high - stakes state assessments that were mandated in NCLB and the requirement for a fifth indicator of school success in the present - day successor of NCLB (The Every Student Succeeds Act) is a preeminent concern among school and district leaders with how to measure student soft skills in a way that lends itself to grading teachers and schools.

As a school leader, when implementing an educational approach, how do you ensure teachers receive ongoing PD and supervision?

Teaching, Leadership, and School Change: A year after introducing us to the schoolwide PBL curriculum at Sammamish High, teacher leader Adrienne Curtis Dickinson reviews how the school's seven key elements (more on this below) have played out in course design, professional development, and student leaSchool Change: A year after introducing us to the schoolwide PBL curriculum at Sammamish High, teacher leader Adrienne Curtis Dickinson reviews how the school's seven key elements (more on this below) have played out in course design, professional development, and student leaschool's seven key elements (more on this below) have played out in course design, professional development, and student learning.

Stay tuned: Next month in Teacher, Dr Sue Gregory and Dr Jennifer Charteris will be discussing how school leaders are managing issues of cyber bullying and sexting.

This means a world of teachers who lead and leaders who teach, a world where school leaders and teachers have the POWER TO DECIDE how to spend their resources, how to build their programs and school culture, how to support their own professional development, and — most importantly — about who gets the privilege of working alongside them.

We spoke with El - Mekki about his educational background, his priorities as a school leader, and how he plans to inspire more African American males to become teachers.

University researchers are conducting important laboratory and classroom research and there is a growing body of teachers and school leaders who recognize one of the great ironies of education in the United States today: that the organ of learning is the brain but few educators have ever had any training in how the brain works, learns, and most importantly for students, changes.

Though Denver had a typical salary schedule (see Figure 1) our data overthrow many of the preconceived notions held by teacher unions, school administrators, policy leaders, and opinion makers about how teachers perceive compensation systems.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

School leaders and classroom teachers would have greater say over how they'd be assessed, as well as increased autonomy.

Lahey, Kegan, and Miller hope school leaders will consider how the DDO can help teachers and administrators make leaps in their own capabilities — something needed to help turn around the education sector.

The internal debate has serious implications for the organization, several of its leaders say, because any changes in the way teachers are rewarded would inevitably affect how instruction is delivered, how schools are organized, and what role teachers» unions play in such areas as collective bargaining.

As I read through the article written from the lens of a teacher and school leader, I became curious as to how our parents would respond if given the opportunity to speak up about what they want teachers to know.

These include: reforming National Professional Qualifications to equip school leaders with skills on how to deal with bad behaviour; encouraging providers to bid for funding from a pot of # 75 million from the Teaching and Leadership Innovation Fund; and revising existing advice for schools including the mental health and behaviour guidance to ensure they support teachers and school leaders.

It advised the government to draw up a clear plan for teacher supply covering the next three years, detailing how targets will be met and based on better data; to set out how it will talk to school leaders about the recruitment challenges they face; to report back on the extent of teachers taking lessons in which they are not qualified; and to ensure there is clearer information on where applicants may train to become a teacher and how much it costs.

How can we get past seeing students as numbers on a spreadsheet and get teachers and school leaders working as partners in pursuit of growth and success for all students?

In this Q&A, John Mergendoller, executive director of BIE, explains why he thinks this initiative is necessary and how teachers, school leaders, and others can contribute to the conversation.

«A leader earns credibility and trust by being honest, by knowing how to do his or her job, and by telling the truth and being up - front with teachers, parents, and students,» said Jim Jordan, principal at Buford (South Carolina) High School.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

Borrowing a page from the medical school world, educators at the Ed School are showing teachers and school leaders how to find common ground when it comes to learning and instruschool world, educators at the Ed School are showing teachers and school leaders how to find common ground when it comes to learning and instruSchool are showing teachers and school leaders how to find common ground when it comes to learning and instruschool leaders how to find common ground when it comes to learning and instruction.

«The new Centre will give them the best possible grounding whilst boosting the skills of existing teachers and showing senior leaders how to take on a whole - school approach to tackling mental health.»

The importance of access to professional learning is universally recognised but the challenge for teachers and school leaders is how best to engage in it.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessmhow well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessmHow the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

As a school leader, how can you create time for teachers and classroom support staff to liaise outside of lessons?

As a school leader, how are you supporting teachers to be more resilient and better cope with stress?

Charlotte Avery, headmistress of St Mary's School in Cambridge, discusses how the school develops leaders, and outlines what the school ethos is on teachers and other School in Cambridge, discusses how the school develops leaders, and outlines what the school ethos is on teachers and other school develops leaders, and outlines what the school ethos is on teachers and other school ethos is on teachers and other staff.

The first is that teachers, and school leaders, know a lot about how to improve student learning.

Most of the information comes from theNYC School Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievSchool Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool leaders, and evaluates how well the enterprise supports student achievement.

But these teachers consistently described their need for robust support from their schools and principals — and here, researchers found a great degree of variety in how school leaders responded to the complexities of their environment.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

And CBP hasn't yet figured out how to measure its impact — how to calculate the board's role, separate from the teachers» or school leader's, when reading scores rise.

For parents, teachers, school leaders, and advocates who want to understand how we got here, the book is an accessible exploration, charting a path toward more sensible assessment practices.

Teachers, school leaders and how we organize schools it turns out are among the most powerful antidotes of all.

The growing field of educational neuroscience, converging developmental psychology, cognitive science, and education, can help teachers and school leaders rethink how they approach assessments.

First, despite the fact that the work of educators targets the organ of learning, the brain, most teachers and school leaders have little understanding of the architecture of the brain and how it receives, filters, and applies information.

Secondary head teachers in the Association of School and College Leaders (ASCL) will be meeting Muslim groups to consider how they can work together to work out the logistics of the clash between Ramadan and the exam season.

If school leaders want teachers who can do more than just survive the classroom, however, they need to better understand how emotions are expressed, and also how they can be managed; that is, the theory of emotional intelligence, or EI.