Seek appropriate individual or shared leadership roles to continue professional growth, advancement, and
increasing responsibility for student learning and advancement.
Not exact matches
Alonso served as CEO of Baltimore City Public Schools (City Schools)
for six years, where he led a reform effort marked by a rebalancing of authority and
responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual
students and teaching and
learning that yielded marked improvement in achievement and climate data across all levels, the first
increases in enrollment in 40 years, and widespread political and ground root support
for what have been divisive reform strategies in other districts.
The Center
for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low ac
Learning in Technology researchers, led by Bill Penuel, found
increased student engagement, greater
responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low ac
learning,
increased peer collaboration skills, and greater achievement gains by
students who had been labeled low achievers.
Miner Academy has
increased the district graduation rate from 91.7 to 95 percent, and
students are taking more personal
responsibility for their
learning.
They will
learn to replicate the explicit and balanced thinking skill development model in the context of each ELA or mathematics standard with attention to
increased student responsibility for putting what they know into practice.
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
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
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
What hiring a Director of School Operations will do is to clarify roles and
responsibilities for students, staff, and parents;
increase opportunities
for direct coaching and management to support staff; allow Principals and Assistant Principals to focus on teaching and
learning, all of which create a healthy school culture, and ultimately drive
student achievement.
When teachers «gradually do less of the work while
students steadily assume
increased responsibility for their
learning, it is through this process that
students become competent, independent learners.»
Although large - scale studies regarding the effectiveness of
student - led conferences have not been conducted, small case studies find that
student - led parent / teacher conferences
increases a
student's
responsibility for learning and that
student - led meetings can be especially helpful
for those with disabilities or other special considerations.
For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distri
For the purpose of
increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures
for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school distri
for evaluating the performance of duties and
responsibilities of all instructional, administrative, and supervisory personnel employed by the school district.
This method of instruction follows a progression during which teachers do less of the work and
students gradually accept an
increased responsibility for their
learning.
Similarly, reciprocal teaching is a wonderful way to develop
students» deep
learning as they assume
increased responsibility for their collective understanding of a text.
Launched in 2011, Project Leadership and Investment
for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets
for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide
students with extended
learning time and
increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more
students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming
responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets
for the
learning of all
students taught by their team.38
For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets
For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39
Young teachers today say that they are less motivated than previous generations by a career in which their work
responsibilities do not change over the course of their employment.16 Moreover, young teachers want to receive frequent feedback on their teaching, and they want to be rewarded
for proving their ability to help
students learn.17 Career pathways can provide young teachers with the feedback and mentorship that they report are lacking.18 Additional pathways can provide opportunities
for these teachers to grow and excel, which is critical in order to
increase student achievement and retain great teachers.
Learning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal al
Learning communities: Professional
learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal al
learning that
increases educator effectiveness and results
for all
students occurs within
learning communities committed to continuous improvement, collective responsibility, and goal al
learning communities committed to continuous improvement, collective
responsibility, and goal alignment.
With a preponderance of evidence that
learning variability matters and
increasing numbers of educators acknowledging the importance of inspiring optimism in the face of
learning challenges, we find ourselves faced with the profound opportunity — and
responsibility — to design
learning that empowers all
students for success.
These strategies also clearly move toward a
student - centered pedagogy where
students have
increasing autonomy and
responsibility for their own
learning.
When
students work in a cooperative
learning situation that involves reading, possibilities exist
for increases in self - esteem and the
responsibility they take
for their own work.
As opportunities
for teacher leadership and instructional coaching
increase, there is a heightened
responsibility to assure that the investments made in this work are impacting
student achievement,
learning, and success.
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal al
Learning Communities: Professional
learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal al
learning that
increases educator effectiveness and results
for all
students occurs within
learning communities committed to continuous improvement, collective responsibility, and goal al
learning communities committed to continuous improvement, collective
responsibility, and goal alignment.
The Framework
for Teaching defines a comprehensive set of
responsibilities connected to
increased student learning.
Learning structures are used to guide students into assuming increasing responsibility for their learning progress, supporting them as «conductors - in - training» as they learn to tap the resources within and arou
Learning structures are used to guide
students into assuming
increasing responsibility for their
learning progress, supporting them as «conductors - in - training» as they learn to tap the resources within and arou
learning progress, supporting them as «conductors - in - training» as they
learn to tap the resources within and around them.