Sentences with phrase «inform the practice leader»

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Yet, if you're not sufficiently informed of its modern day behaviors and practices as espoused by leading authors, thought - leaders, and scholars, a false perception may lead you astray.

deepening engagement with leader cities such as Medellin (Colombia), Porto Alegre (Brazil), Barcelona (Spain) to draw on their innovation and good practice, to inform and inspire other cities

Increasing each teacher's capacity to redesign and assess their own practice demands new ways of thinking, opportunities for deep collaboration and the willingness of school leaders to engage with academic and professional partners who will challenge, reflect and provide evidence for each school to create its own evidence - informed practices and protocols.

Leaders of AL teams at CPAHS have drawn from Lingard and Renshaw's assertion that teachers must take on a «researcherly disposition'to improve their practice and that this is further strengthened when «research - informed» teachers collaborate with researchers (Lingard, & Renshaw, 2009).

«He has a keen interest in how diverse modes of academic research can benefit education practice and policy,» Faust added, «and how the concrete challenges facing educational leaders and policymakers, as well as teachers and students, can helpfully inform the scholarship and teaching we do here.

JE: Given these challenges then, why is it important for educators — not just teacher but leaders as well — to have this evidence - informed approach to practice?

School leaders should participate in ongoing training in using data to inform school improvement and instructional decision making and in motivating their staff to engage in these practices.

Finding a wellness - accountability buddy — a peer who agrees to support and keep you accountable to your wellness goals — or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional needs.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

candidates will spend their third year, he said, HGSE could itself benefit from a «tremendous virtuous circle between the academy and practice» that will inform faculty members» own knowledge and their ability to teach future education leaders.

Our advanced reporting system also enables education leader to take informed action to improve and implement best practices across their organization.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Weekly courses taught by SFTR and SFUSD leaders on topics relevant to San Francisco teachers, including implementing restorative practices, developing trauma - informed classrooms, building partnerships with families, and understanding the SFUSD common core curriculum

Equip school leaders with the resources to facilitate their schools» shift to trauma - informed practices.

On the personal knowledge development level, Hillman says principal training in interactive read - alouds, writing practices, guided reading, and similar skills, which are offered by the Literacy Collaborative and other organizations, are key to helping school leaders make informed assessments of literacy instruction in their schools.

During 2015, the project convened state leaders and experts to provide ideas, best practices, and resources to inform «what» policies most effectively advance teaching quality and «how» those policies and programs can be implemented to support great teaching and learning.

These schools choose to share their practice and to open up to others an informed view of what is possible when inspired leaders and motivated staff get to work together.

Additionally, many stressors on our teachers, such as lesson planning with no curriculum or not being trained in trauma informed practices, can be mitigated by ensuring access to teacher leaders with expertise in these areas.

The Foundation for Blended and Online Learning works to support student and educator success through blended and online learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education policy and practice.

Instead, it is a tool to a) record research - based practices observed during classroom instruction (or students» independent use or application of those practices), b) identify practices in need of refinement, c) guide productive conversations between instructional leaders and teachers, and d) inform professional development needs.

Technology facilitates such practices through video - based teacher evaluation modules for aspiring principals and leader tracking systems, which build a district's capacity to collect and organize data on experience and performance to inform staffing and other decisions.

This professional development helps district and school leaders build capacity to initiate, lead, and support data - informed decision - making and impact classroom practices.

The Department of Education prepares undergraduate teacher candidates and practicing teachers to facilitate the learning of all students, enabling both teachers and their students to act as informed, involved, principled, and productive citizens and leaders over a lifetime.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

NASSP believes that data has the power to transform teaching and learning by helping educators identify and provide supports to all students, assisting teachers and school leaders in improving their instructional practices, and informing schoolwide improvement activities.

The meeting is collaboratively planned with national technical assistance partners to build capacity of state agency leaders and early childhood specialists to provide informed leadership about research - based practices that directly impact the development and learning of children, birth through grade three.

Teacher growth and leadership practices inform professional development differentiated to individual learning needs for every teacher and leader to increase his / her classroom effectiveness each year.

This alignment policy brief series is designed to elevate best practices and inform leaders in higher education about emerging collaborations with K — 12.

Teach to Lead ® envisions a world where teachers are valued as experts in instruction and are leaders in informing, developing, and implementing education policy and practice to steer systematic improvements to benefit student learning.

Since student perception data is empirically linked to and predictive of academic outcomes, understanding students» experiences in their K - 12 classes can give educators and school leaders rapid feedback to inform instructional practices.

Where some books on school leadership get caught up in a quagmire of quantitative data analysis, and others read more like sermons for salvation, Design Thinking for School Leaders provides a relatable and conversational guide, informed by best practices of empathy fueled innovation.»

The Alignment Policy Brief Series is designed to elevate best practices and inform higher ed leaders of emerging collaborations with K - 12.

Bringing together a diverse group of school and district leaders will reveal effective strategies and promising practices that will inform educators across the state.

This brief is informed by the latest research, lessons from implementation of New Leaders own program continuum, the work New Leaders already undertakes with districts, states, and leadership programs across the country, and best practices from state departments of education.

Since 1983, the Committee has worked to study priority issues, inform the public and policy makers about best practices and engage business leaders, families, students, and other citizens to demand educational excellence and equity for all children, from their earliest years through postsecondary education.

Although teacher leaders are often evidence - based decision makers in their own classrooms, effective teacher leaders also push all teachers to use data to inform their practice.

Using Data Solutions offers training specifically designed for leaders to help them build capacity to initiate, lead, and support data - informed decision - making and impact classroom practices.

I was informed that indeed written job descriptions had just been developed, arising out of a session with all of the practice leaders the month before.

With the corresponding eMagazines «LBW Business of Law» and «LBW Global Practice» LEGAL BUSINESS WORLD offers transparency in a changing market and informs legal professionals on the latest methods, techniques and solutions to grow their business and shares opinions of Thought Leaders in the Legal Market.

The indicators are intended to equip defender program leaders with evidence - based information that can: serve as an organizing framework for defender training; act as a checklist of practice expectations for staff; help educate funders about defense practice and why certain resources, e.g., social workers, are needed; inform individual attorney performance reviews; and allow for data aggregation that unveils patterns, or trends, on a host of program performance queries.

How do I handle requests for such references?Thank you so much for your help!CherylCHERYL M. EARLE3407 Old Dobbin Road, Montgomery, Alabama 36116 - 1903Home Phone: [phone] Cell Phone: [phone] Fax: [phone] E-mail: [email protected] position managing legal discovery and document review with opportunity to assist attorneys with civil litigationBAR ADMISSIONAlabama State Bar, 1999LAW - RELATED EXPERIENCELaw Firm, AlabamaResearch Attorney for Special Projects, Mass Torts Department, November 2001 — February 2008 • Managed Multi-District Litigation (MDL) Document Depository (September 2002 to February 2008) o Reviewed more than 1 million pages of evidentiary documents for litigation purposes and for inclusion in electronic databaseso Coordinated document review assignments with attorneys at local depository and at other sites across the USo Retrieved, reviewed and coded documents in Concordance and Summation legal databaseso Prepared memoranda and spreadsheets providing detailed analysis of discovery materials • Aided attorneys and support staff with processing and preparation of personal injury claims and litigationo Conducted legal research and drafted pleadingso Conducted supplementary online research for additional documents and information pertinent to litigationo Assisted with preparation of correspondence to clients and referring attorneyso Contacted clients for additional information needed in case preparation, litigation, and potential settlementso Prepared and input case intakes and referrals into databaseLaw School, AlabamaStudent Intern, Alabama Disabilities Advocacy Program (ADAP), August 1996 — June 1997 • Participated in law school clinical program under third - year law student practice rule (as authorized by Alabama Supreme Court) o Assisted attorneys and advocates in cases involving mentally ill patients confined to state mental health facilitieso Interviewed clients in person (at state facilities) and over the phoneo Worked with clients, attorneys, and social workers to investigate and resolve issues concerning involuntary confinement and treatmento Aided in legal research on an appellate brief submitted to the U. S. Court of Appeals for the Eleventh Circuit (ruling granted in favor of our client) Faculty Research Assistant for Library Services, Bounds Law Library, March 1996 — June 1997 • Prepared research and teaching materials for law school faculty; worked 20 hours per week while matriculating 10 - 15 hours per semester) o Investigated copyright issues related to procuring and reproducing texts for academic useo Conducted legal research using WESTLAW, LEXIS and the InternetADDITIONAL RELEVANT EXPERIENCEManufacturing Company (MC), Montgomery, AlabamaAdministrative Assistant and Cost Analyst, Materials Purchasing Department, April 1999 — September 2001 • Assisted materials buyers in negotiating and preparing commodities contracts between raw materials suppliers and MC for manufacturing plants in the US and Mexicoo Assisted Legal Department at MC's corporate headquarters with coordination and preparation of documents for litigationo Notified and educated suppliers about MC's freight - on - board policy and its corresponding Uniform Commercial Code (UCC) provisions; result was the reduction of freight claims for both the company and its supplierso Prepared contracts and purchase orders for raw materials and capital projects involving plant maintenanceo Solicited price quotations from current vendors and established Excel spreadsheet format which simplified quote submission process and allowed MC to track and compare usage volumes and costs over timeo Prepared and analyzed cost reports used by materials buyers and production planners in purchasing decisions, including cost reductions, materials consolidation, and selection of vendorso Acted as liaison between vendors and the Purchasing, Transportation and Accounting Departments on issues concerning inbound freight, commercial carriers, and payment terms for commodities, resulting in reductions in freight costs and greater payment discounts for raw materialso Established online databases and printed directories for the Purchasing Department, allowing buyers to have easier and faster access to current vendor informationo Completed Year 2000 (Y2K) compliance project, which involved data collection and communication with MC's past, present, and potential materials suppliers and service providersNot - For - Profit Organization, AlabamaAdministrative Assistant, Combined Federal Campaign, September 1998 — January 1999 • Aided Campaign Director with 1998 Federal Campaigns (CFCs) in City 1 and City 2, which together generated nearly $ 700,000 for more than 1,000 local, national and international charitieso Prepared weekly reports on donations using WordPerfect, Microsoft Word, Excel and dBase IVo Wrote script for Talent Showcase at City 1's 1998 CFC Kickoffo Assisted Director with merger of the City 1 and City 2 CFCs in 1999Regional Bank, AlabamaAdministrative Assistant, Year 2000 (Y2K) Department, March — June 1998 • Worked with Vice President of Corporate Projects on short - term project for the bank's Y2K Departmento Analyzed and processed data on Y2K readiness for all branches of Bank throughout the southeastern USo Organized meetings for personnel of Banko Communicated with vendors of computer hardware, software, and office equipment to request information on Y2K complianceo Prepared compliance files for Federal Reserve auditso Prepared in - house memoranda and reports using Microsoft Word and ExcelRecord / Music Promotion Company, AlabamaRecord Pool Co-Founder; Office Manager, September 1990 — December 1991 • Co-founded record pool to enhance promotion of music in Alabama and the southeastern USo Procured and distributed records from major and independent labels for club, radio and mobile disc jockeyso Coordinated jointly sponsored promotional events with record companies, radio stations and clubso Designed, wrote, and published bi-weekly reports and brochures to inform the music industry of the progress and popularity of music and performers in the region, with specific focus on the Alabama music sceneMajor University, AlabamaGraduate Research Assistant, AUM Department of Marketing, June 1989 — August 1990 • Worked 13 - 20 hours per week as a research assistant to Marketing faculty while carrying a full course load in the MBA programo Analyzed consumer surveys used in academic researcho Assisted Conference Chairperson with coordination for Atlantic Marketing Association (AMA) annual meeting (October 1989) o Co-authored five - year index and classification of AMA Proceedings (published Fall 1991) EDUCATIONLaw School, AlabamaJuris Doctor (JD), 1997 • Scholarshipso Seybourn H. Lynne Scholarship, 1996 - 97o Dexter C. Hobbs Memorial Scholarship, 1995 - 96o E. W. Godbey Memorial Scholarship, 1994 - 95 • Honorso Who's Who Among American Law School Students, 1996 - 94o Arthur Davis Shores Award, 1997 • Activitieso Frederick Douglass Moot Court Team Manager, 1996 - 97 Southern Regional Competition, Second Place National Competition, Eighth Placeo John A. Campbell Moot Court Competition, Spring 1996o Black Law Students Association Delegate, BLSA National Convention, 1997 Co-Chairperson, Public Relations Committee, 1996 - 97 Chairperson, Public Relations Committee, 1995 - 96 BLSA President's Award, 1996 and 1997o American Bar Association, 1996 - 97 Entertainment and Sports Industries Forum Intellectual Property Section Law Student Divisiono LAWS Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon request

The Tenets were created by a small network of IMH leaders who made it a primary goal to deepen the field's commitment to diversity - informed, culturally attuned, inclusive, and equitable practice.

Finding a wellness - accountability buddy — a peer who agrees to support and keep you accountable to your wellness goals — or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional needs.

Woodbridge is leader of the Training, Coaching, and Technical Support services for the Regional Educational Laboratory (REL) Appalachia, which works in partnership with education stakeholders to conduct and use rigorous research and evidence to inform policies and practices that benefit students in the Appalachian region.