Sentences with phrase «improve practices district»

We also work with administrators to improve practices district - wide.

Not exact matches

Dr. King, the state commissioner, said the disturbing nature of these records was part of the reason he and other state education officials recently recommended a ban starting next school year on the longstanding practice of teachers» grading their own students» tests and would urge districts to improve monitoring on test days.

Interacting with journalists at the B - Bovid agriculture facility in the Mpohor - Wassa East District of the Western Region, the head of the Israeli delegation said Ghana must take serious measures aimed at improving agricultural practices to reverse the...

Interacting with journalists at the B - Bovid agriculture facility in the Mpohor - Wassa East District of the Western Region, the head of the Israeli delegation said Ghana must take serious measures aimed at improving agricultural practices to reverse the annual import of rice of up to a billion US dollars, coupled with the high importation of poultry products from the Americas.

B - BOVID, is a Ghanaian agricultural business based in Pretsir in the Ahanta West District of the Western Region, which promotes sound agricultural practices and ecological farming, and offers training to farmers on variety of improved agricultural methods.

The Syracuse school district says it's already working to improve discipline with the city's public schools as the state attorney general investigates its practices.

Proponents of market - based education reform often argue that introducing charter schools and other school choice policies creates a competitive dynamic that will prompt low - performing districts to improve their practice.

Most districts trying to reduce teacher turnover and increase the number of well - qualified teachers in their schools have focused on improving hiring and recruitment practices.

Edutopia's flagship series highlights pedagogies, strategies, and practices from K - 12 schools and districts that are improving the way students learn.

With guidance from Harvard faculty and district and community leaders, participants study best practices in family engagement and identify strategies they can use to promote student learning and improve educational outcomes for all.

Edutopia's flagship series highlights practices and case studies from K - 12 schools and districts that are improving the way that students learn.

The Philadelphia school district is overhauling its human - resources department in an effort to improve hiring practices and address complaints that inefficiency has hurt teacher recruitment.

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

And neither decades of sharing best practices nor the introduction of charter competition has caused districts to markedly improve their performance.

By making observation and advice a part of the teacher's normal routine, particularly through the use of reading teacher trainers, the district has made it easier to target the use of ineffective teaching practices and to help struggling teachers improve.

«Heather Hill is a scholar with an outstanding record of research, teaching, and practice, whose expertise bridges classroom practice, school - and district - level efforts to improve instruction, and policy issues related to schooling.

To be recognized, schools and districts demonstrate that their professional development programs result in improved teacher effectiveness and student learning and are consistent with a set of principles for professional development that are based on the best available research and exemplary practice.

States and districts would be wise to focus on the goals of their evaluation systems, including differentiating teachers based on their observed practice, providing actionable feedback on how to improve, and using the results to make consequential personnel decisions.

In the current PD landscape, states and districts spend more than $ 18 billion annually on teacher development, but very little of that PD actually improves teachers» practices.

Edutopia's flagship series highlights practices and case studies from K - 12 schools and districts that are improving the way students learn.

Tell us about a challenge you overcame or a practice you discovered to improve learning and leading in your school or district.

I am also continually working on improving and expanding our Digital Leadership & Learning practice area at the International Center for Leadership in Education (ICLE) to help districts, schools, leaders, and educators initiate sustainable change.

A: After two years of piloting in 30 districts that contain over 14,000 educators, AchieveNJ was created to better align educator evaluation with practices that lead to improved student outcomes.

The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

The state plans to improve the user - interface of these reports so that districts may rely on the data to inform their recruitment and selection practices.

He suggests school districts must improve teaching practices and improve ways that educators are evaluated to make a difference.

Analysis of surveys administered to special educators in a random sample of districts will inform administrators on ways to improve the working conditions of special educators as a way to improve retention and best practices.

By reviewing what is in place for PD at the district and building level, district leaders have an opportunity to make adjustments and add supports to ensure that the professional development provided to teachers results in improved instructional practices and increased student achievement.

For all priority schools, districts must report how they will «adopt and implement policies or practices to develop, implement, improve, or expand positive behavioral interventions and supports, early intervening services, and school - based mental health programs.»

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).

The unifying theme for these schools is their commitment to improving their practice which they believe requires increased flexibility and autonomy from district constraints.

When translated on a larger scale, districts can use research to not only to improve teaching practices, but to increase teacher retention and buy - in for the profession.

«We are eager to use our research to help these school districts improve their policies and practices for preparing, supporting, and retaining the best principals.»

And in its letter to the city school district this week, the state also said it is requiring a plan from the city school district by the end of July which outlines the improved educational practices that will be in place for the upcoming school year.

When they rate specific actions, however, they are even more discriminating: the district «s ability to Clarify the steps needed to improve the quality of instruction has a mean of 4.5, while the question of how frequently they Communicate about best practice in high - priority areas of instruction has a mean of 3.6, which falls between categories of occasionally and often on a five - point scale.

In districts across the country, teachers are telling me that focused feedback helps them improve practice and makes a difference for the success of their students.

Charters have had the most success, and there are countless examples of innovation or district schools replicating practices and cultures from these schools to improve their schools.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

«Developed from extensive research, the Art and Science of Teaching Causal Teacher Evaluation Model provides districts the tools and practices to empower teachers to measurably improve student learning.

Our team is dedicated to supporting district and school leaders and teachers throughout the iObservation implementation process to improve instructional leadership practices that connect to teacher effectiveness and student achievement.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

School Board Leadership Resource Center and Center for Public Education Briefing Room: These two resources bring you school improvement research, best practices and examples from high - performing school systems, and expert guidance that can help your school board set a course for improving student achievement and district excellence.

Dr. Leslie «s first priority was to change the prevailing culture of low expectations among educators in the district; his second was to improve student achievement through increased rigor, alignment of state standards to classroom practices, and implementation of mathematics standards higher than those set by the state.

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their practice.

Find ways to bridge the divide between charters and district schools, including future convenings, charter - district collaborative efforts funded through a pilot program, and improved application, authorizing, and oversight practices.

STEDI.org has forged ahead implementing research - based practices to improve teaching skillns in school districts throughout the United States, Canada, and the United Kingdom.

STEDI.org has forged ahead implementing research - based practices to improve recruiting, training, and retention efforts in school districts throughout the United States, Canada, and the United Kingdom.

The Department of Education has eliminated its Highly Skilled Educator program, in which a specially trained educator would help improve the management and teaching practices in a struggling school, and replaced it with a new program called District 180.

In order to attract and retain the excellent teachers that students in this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizations.