Sentences with phrase «implement positive changes in their schools»

This article examines how five demographically dissimilar school districts use assessment and accountability as an impetus to implement positive changes in their schools.

Not exact matches

Throughout the school year, each team works with a Challenge Success coach to design and implement positive changes in areas such as curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

By the end of the program, participants will have an easy - to - implement action plan with strategic interventions to immediately use in creating positive changes within their schools.

Most recently, I led on researching, designing, and implementing the School Partnership for Art and Civic Engagement (SPACE), aimed at empowering Chicago teens to create positive change in their communities.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

In schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacIn schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacin literacy.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

It is crucial, however, to convince those who are in fact implementing such changes, such as teachers and school principals, that the reforms make sense and will bring positive outcomes.

In particular, since a key goal of TURN is to create positive change in school and district practice by promoting innovative ideas among union and district leaders, APA's evaluation focused on the following target: To identify districts that have implemented substantive changes in schools as a direct result of participating in SW TURIn particular, since a key goal of TURN is to create positive change in school and district practice by promoting innovative ideas among union and district leaders, APA's evaluation focused on the following target: To identify districts that have implemented substantive changes in schools as a direct result of participating in SW TURin school and district practice by promoting innovative ideas among union and district leaders, APA's evaluation focused on the following target: To identify districts that have implemented substantive changes in schools as a direct result of participating in SW TURin schools as a direct result of participating in SW TURin SW TURN.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

He pointed to the positive changes happening in public schools across the country — including several teacher - led reforms implemented in California schools that are helping at - risk students and closing achievement gaps, which drew national attention yesterday.

This section of the Middle School Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivSchool Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivschool climate, culture, and partnerships (across schools, families, and communities) in a positive way.

Throughout the school year, each team works with a Challenge Success coach to design and implement positive changes in areas such as curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

This book describes how any school can implement these proven practices and experience positive changes in teaching, school culture, and learning.

Hoffman Glen, 1 an urban elementary school in Virginia serving primarily low - income students, has found that implementing Positive Behavior Support (PBS) brought about changes in student behavior that traditional approaches had not.

A whole school approach to creating positive change in culture, awareness raising, developing strategies and implementing procedures.

Feedback from ECEC services and schools who have implemented the program suggests that it is easy to use and can be associated with positive change in the classroom.