Sentences with phrase «instructional capacity by»

«Many schools have come to recognize the potential of increasing their instructional capacity by creating leadership roles for expert teachers, but they seldom are organized to prepare teachers for that work,» she says.

Not exact matches

This steady exodus means that low - income students are routinely taught by inexperienced teachers, that students experience the disruption and loss caused by teacher turnover, and that schools do not increase their instructional capacity over time.

Supporting and mentoring the principal as instructional leader by focusing on the further development of core leadership capacities, practices and competencies;

ProComp has its limits — it is rooted in compromise; the timeline for implementation is slowed by the need to build district financial and instructional capacity; it does not raise entry pay and provides relatively slow growth in annual earnings; many incentives are too small to really meet demands of the market — but I believe it points in some important new directions.

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.

But it is an open question whether technologies that have been developed for specific schooling models with distinct philosophies about learning can be modularized for use by a school that doesn't have a similar instructional model, philosophy, and internal capacity.

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

We believe that the three elements of the Agency by Design instructional framework — looking closely, exploring complexity, and finding opportunity — are concrete capacities that support the development of a sensitivity to design, which therefore may be documented, made visible, and assessed.

District leaders should acknowledge, and begin to reduce, ways in which secondary school principals are limited in their capacity to exercise instructional leadership by the work required of them in their role as it is currently structured.

Principals and teachers reported increasing efforts to develop the capacity of teachers to engage collectively in data analysis for instructional decision making, supported by but not dependent on other experts.

The findings of the project detailed in this paper indicate that targeted professional development reinforced by coached Reach PTAR cycles improves the instructional planning capacities, the moment to moment delivery of instruction and the novice teacher's sense of efficacy and success.

The district has invested heavily in improving the capacity of instructional leaders by providing monthly training opportunities for principals.

Principals can increase the instructional capacity of their schools by creating opportunities for teachers to collaborate as they use key resources to improve teaching and learning.

Take steps to continually reduce fragmentation across SEA offices and departments by requiring shared, cross-agency work intentionally designed to increase the capacity of all districts to improve instructional practice and student learning?

Principals can increase the instructional capacity of their schools by creating opportunities for teachers to work collaboratively as they use key resources to improve teaching and learning.

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

By focusing expertise in five core areas — Financial Health and Stability; Student - Focused Administration and Operation; Superior Instructional Improvement Models; World Class Human Resources; and Building Local Capacity, the Vallas Turnaround System imparts change while effectively working with educators, labor, parents and communities.

By adopting free content, districts can channel funds toward supporting teachers in making key shifts in instructional models, which builds capacity and best leverages our strong curricula to improve student outcomes.

We supported the Consortium of Jewish Day Schools in its effort to strengthen instructional leadership capacity of early - career Jewish day school principals, by providing training and access to our Leadership Performance Planning Worksheet tool.

Building our instructional capacity always begins by asking questions, then actively seeking out the answers.

By adopting free content, districts can use their resources to supporting teachers in making key instructional shifts, which builds capacity and fosters the best student outcomes.

Our staff can also work side - by - side with principal supervisors and other central office staff to build their instructional capacity, including how to design relevant professional development for school leaders and how to effectively facilitate adult learning.

Our research - based coaching model accelerates the effectiveness of teachers dedicated to 3 -, 4 -, and 5 - year - olds by building instructional and reflective capacity while focusing on continuous quality improvement.

DTLI resulted in a blueprint for a comprehensive turnaround program for Texas that builds district capacity to support school improvement by strengthening four essential systemic levers: leadership, instructional infrastructure, support and accountability, and talent management.

We develop their capacity as instructional leaders by supporting them in expanded roles as mentors, coaches and facilitators.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

In responding to demands that they focus sharply on improving their teachers «instructional capacities, school and district leaders should not overlook the influence they can have on classroom practice by continuing efforts to motivate their teachers, and to align their teachers «work settings with what is known about effective instructional practice.

The purpose of this document is to increase Michigan's capacity to improve children's literacy by identifying a small set of research supported literacy instructional practices that could be a focus of professional development throughout the state.

The purpose of these essentials is to increase Michigan's capacity to improve children's literacy by identifying a small set of research - supported literacy instructional practices that could be a focus of professional development throughout the state.

The Network Team is also working with school leaders to help prepare them for the upcoming school year by building instructional leadership capacity and developing plans for school culture and communications.