Sentences with phrase «in curriculum leadership»

Not exact matches

Leadership is a central theme across the core curriculum, from the first course, «The Manager as Strategist», to applied leadership in the Capstone project course.

Drawing on the best traditions of Tsinghua and top academic institutions around the world, the curriculum bridges the academic and professional worlds to educate students about leadership and about China's expanding role in the world.

The single most discouraging thing to come out of the sudden leadership race for the Progressive Conservative Party of Ontario are new promises to roll back the sex education curriculum by candidates in this race.

Secondly, leaders need to get more involved in curriculum selection and leadership development.

The implication is that the causes of the malaise are internal; they are to be found in the structure of the church, the curriculum, the strategy for evangelism, the quality of pastoral leadership, or the general level of Christian commitment.

His article is based on his convocation address in 1996 inaugurating a new academic year in which YDS, under the leadership of its new dean, Richard Wood, set out to develop new curriculum and programs recommended by a review committee, which was chaired by Kelsey.

Thanks to the leadership of the Dept. and the relevance of it in our time, the concern for social analysis has taken root as an essential aspect of the Christian theological enterprise, not only in the TTS but also in most other Indian theological schools and in the Serampore University curriculum itself.

The supposedly «anti-Western» curricula in higher education reflect the ambitions of our leadership class, not self - flagellating guilt.

Mary has held roles in education, curriculum and program development, and non-profit leadership for over 20 years.

Under Governor Cuomo's leadership, ECC will work with the Regional Workforce Advancement Center and regional businesses to design curriculum and training that fulfils the skills gaps and ensures our students are placed in good jobs.»

As the project's curriculum director, she participated in the development of Benchmarks for Science Literacy and Resources for Science Literacy: Professional Development and, as director, provided leadership for and contributed to the development of Atlas of Science Literacy, Vol.

TM, a paper in the Focus section considered the best way to train people to function well in a translational science environment, reviewing a University of California (UC), Berkeley and UC San Francisco training program and describing the components the authors believe that any translational curriculum must have: «biomedical technology,» «clinical issues,» and «leadership and technology management» followed by a collaborative capstone project.

She has also provided leadership in graduate education as the director of the base program for the biomedical sciences graduate program from 2011 to 2014, director of the graduate core curriculum from 2012 to 2015 and director of the cellular and molecular biology graduate program from 2011 to present.

The Washington Center for Internships and Academic Seminars (TWC), for example, provides students from around the world with hands - on work experience in the nation's capital combined with an academic curriculum, civic engagement work and leadership development.

The IHCU curriculum prepares you to become an advanced practitioner, and to take a leadership role in the health coaching profession.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

I had also already reached many levels of career success: I had two graduate degrees in curriculum and leadership, had become a school administrator, and had increased my salary by $ 50,000.

They are designed to cater for all alternative curriculum students — those within the pupil premium category, in exclusion or inclusion, home education or isolation, school refusers, target groups, or those with low literacy / numeracy levels, to mention just a few — and meet the needs of their teaching assistants, senior leadership and parents.

These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.

In other words, as external pressures on the teacher increase, due to changes in government policy such as testing and changes in curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.&raquIn other words, as external pressures on the teacher increase, due to changes in government policy such as testing and changes in curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.&raquin government policy such as testing and changes in curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.&raquin curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.»

The central focus of professional development and training for teachers and principals should be the educator (teacher or principal) who as a person lives and works within an educational, social and political context in differing ways and engages in curriculum decision making and leadership in unique ways that must be respected and celebrated — there is no sense in a «one - size fits all» approach to training and development;

VSO has volunteers supporting Education Ministries around the world in subjects such as school leadership, teacher training, and curriculum development.

When the review group visited Bateman Primary School in June it said the leadership team lacked unity and raised concerns about the «absence of strategic and operational plans to implement the Australian Curriculum».

Catherine says that her study has given her new knowledge, which she has shared with professional colleagues, has allowed her to take on additional responsibilities within her school, and has inspired her to consider taking further leadership, curriculum writing or academic roles in future.

The transition has also been made easier because I'm surrounded by talented people in leadership roles at the school, including the administrative dean, Bob Fogel, and the associate deans — Jack Jennings for finance; Daphne Layton for curriculum and faculty appointments; Bill McKersie for development; and Jim Stiles, for degree programs.

As a result, the curriculum is concentrated in three basic areas: leadership and management (focused on real behavior that goes on in organizations), teaching and learning (focused on how successful learning and teaching happens and how to recreate it), and understanding and transforming the sector (focused on the history and politics that surround the sector).

The Prime of Miss Jean Brodie BY MURIEL SPARK Set in the 1930s, this novel is about a free - spirited teacher at a girl's school in Scotland who ignores the conventional curriculum, bringing her into conflict with the school's leadership.

Administrators also reconstituted the priority schools, bringing in new leadership and curriculum.

Her interests lie in leadership coaching, the management of organisational change and improvement, educational policy, curriculum, assessment and school improvement.

She taught middle school humanities in several New York City public schools for 11 years and took on various leadership positions serving as a director of middle school curriculum and instruction, curriculum developer, project advisor, and teacher mentor.

In year one, in addition to completing a core curriculum, every student chooses an elective and receives one - on - one leadership coaching to help identify areas of improvemenIn year one, in addition to completing a core curriculum, every student chooses an elective and receives one - on - one leadership coaching to help identify areas of improvemenin addition to completing a core curriculum, every student chooses an elective and receives one - on - one leadership coaching to help identify areas of improvement.

The 160,000 - member ASCD is an Alexandria, Va. - based nonprofit association that provides curriculum and leadership information and professional development to educators in 135 countries.

«It is right at the heart of both our new deal for the education workforce and our leadership strategy which we are in the process of refreshing — and it is more important than ever as we work to develop a new curriculum for Wales.»

She was previously the Director of Curriculum and Staff Development at the International School of Bangkok for 11 years and has worked as an educational consultant training teachers and administrators in the US and internationally in school improvement, learning focused curriculum, and teacher lCurriculum and Staff Development at the International School of Bangkok for 11 years and has worked as an educational consultant training teachers and administrators in the US and internationally in school improvement, learning focused curriculum, and teacher lcurriculum, and teacher leadership.

An academy has the flexibility to structure its curriculum in the way that the leadership team think will best suit the needs of the pupils.

The Governors appointed a new leadership team, which has been relentless in improving every aspect of the organisation from recruiting outstanding staff, to a curriculum that mattered.

In the letter, he outlined that inspectors need to continue to monitor how well they inspect and report on the leadership of the curriculum and «gaming the system».

They have been asking critical questions about core values in place, curriculum, professional development, student voice and culture, governance, finances and leadership.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Keen to explore the causes of variation in performance across different types of schools, I'll be looking at the possible driving forces behind a school's high or low performance, such as its geographical location, changes in leadership, freedom to innovate, the nature of the curriculum, recruitment of teachers, and so on.

18 — Education leadership: «Transformational Leadership for Teachers,» workshop, sponsored by the Greater Cleveland Educational Development Center, for teachers, administrators, and curriculum directors, to be held at Cleveland State University in Cleveland, Ohio.

Under the leadership of Charles Eliot, president of Harvard University, the committee undertook a broad and comprehensive exploration of the role of the high school in American life, concluding, significantly, that all public - high - school students should follow a college preparatory curriculum, regardless of their backgrounds, their intention to stay in school through graduation, or their plans to pursue higher education.

The researchers are also analyzing hiring practices in schools, and continuing to work on teachers» careers, professional culture, principals» leadership, and curriculum.

The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».

Researchers suggested a number of potential improvements to current leadership development programmes, such as adapting the content to keep up with the evolving demands of leadership roles in education and the «fast - paced» changes to national policy and the curriculum.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Support will include drawing on the experience and the expertise of independent schools in leadership, teacher training, curriculum support, school improvement and sponsorship, or setting up a free school.

Currently working in a school leadership role, Karena has a deep knowledge of curriculum, strengthened through engaging in research and data, and she draws upon this in her collaborative pedagogical approach.

Increasing teacher leadership capacity has also seen a range of teacher - led curriculum programs emerge in recent years.

Modular approach Our aim in creating the leadership curriculum has been to provide leaders with a clear and comprehensive structure for career progression, but with the freedom to choose professional development most relevant to them, at a time when they need it.