Sentences with phrase «improvement of academic outcomes»

Membership in the TOSS Associate Leadership institute (ALI) is open to all public school leaders whose mission is the improvement of academic outcomes of Tennessee public school students.

Not exact matches

A national school - based mental health program that is now reaching almost one quarter of all elementary school students in Chile appears to have produced significant improvements in both behavioral and academic outcomes, such as attention problems and school attendance, among participating students.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

Jennings is a founder of CARE for Teachers, a «mindfulness - based professional development program designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.»

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

It is typically influenced by perceptions of school safety, order and behavioural expectations; academic outcomes; social relationships; school facilities; school connectedness and school improvement processes (Gruenert, 2008, Zullig et al., 2010, Thapa et al., 2013).

To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland's significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling.

Similarly, of two schools with similar academic achievement, a state could choose to focus limited resources for CSI on a school with poor SQSS outcomes rather than a school with positive SQSS outcomes, since the latter school may be on a road to improvement while the former is not.

The first was a quantitative analysis of student academic outcomes, comparing results for schools that received federal School Improvement Grant (SIG) funding to similar schools in the same districts that did not.

Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents

The Attendance Peer Learning Network offers local schools the opportunity to increase student attendance — and consequently, academic outcomes — through the use of disaggregated data, peer - to - peer learning, coaching, and technical assistance using evidence - based prevention and intervention strategies and continuous improvement tools.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

Of course, our emphasis on improvement in student academic outcomes as the key metric in principal (and teacher) evaluations and subsequent accountability is a primary driver in motivating principals to increase their instructional expertise.

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 Improvementimprovement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency ImprovementImprovement Community.

Forster looked at 18 of them and found that 14 showed improvement in the academic outcomes for those students involved with choice programs.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Beginning with Brown v. Board of Education in 1954, nationwide efforts to dismantle segregation and integrate schools through anti-discrimination lawsuits, although modestly successful on occasion, have ultimately foundered, producing neither dramatic racial integration nor significant improvements in academic outcomes for black students.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

He has developed, implemented and supported key legislation, policies and programs related to various issues such as educational opportunity and academic outcome improvements; mentoring, leadership and literacy support for targeted Milwaukee youth; poverty; neighborhood revitalization; job creation, opportunity, quality and security for Milwaukee residents; and the development, success and achievement of young men of color in Milwaukee.

And for all the furor about the «Common Core,» a welcome outcome of the recent round of improvements in state standards is that young people who actually master them will be prepared for college - level academics.

As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings led the faculty team that developed Cultivating Awareness and Resilience in Education (CARE for Teachers), a mindfulness - based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

«While academic outcome indicators are important, it is equally important to include indicators of student and school conditions that predict outcomes, so that educators have information to use for diagnostic purposes and improvement decisions,» she wrote.