Sentences with phrase «instructional change in their districts»

The academy is a nationwide networked improvement community of CAOs, assistant superintendents, and other district - level instructional leaders who are working together to tackle common challenges and grow in their practice as they lead bold and sustainable instructional change in their districts.

Not exact matches

Because some districts were affected while others were not, he was also able to provide unusually convincing evidence on the effect of changes in the number of instructional days.

The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.

States and districts can respond with any number of strategies, including more resources, instructional coaches, a change in leadership, and more effective teachers.

Standerford concluded that state and district policies had influenced the teachers» efforts by making them aware that changes were expected in reading instruction, but had not made clear for the teachers what those instructional changes should be.

Then, in July of 2006, a new superintendent, assistant superintendent, and director of special education were hired and began the hard work of changing the ways in which adults worked together to raise the level of instructional practice and student performance across the district.

New Teacher Immersion by Susan Totaro and Mark Wise An intensive orientation program gives novice teachers in one district a game - changing introduction to the instructional culture.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is requireIn the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is requirein school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The district staff wrote: «In the past thirteen months alone, CWC submitted eight (8) material revision requests to the Charter Schools Division, ranging from instructional program changes to admissions preferences and changes in facilitieIn the past thirteen months alone, CWC submitted eight (8) material revision requests to the Charter Schools Division, ranging from instructional program changes to admissions preferences and changes in facilitiein facilities.

Dr. Bryan O'Black leads Project ACE (Advancing Classroom Education), a multiphase effort to change the culture of learning in the district, which includes supporting principals to grow as instructional leaders through a summer Principals» Technology Academy and empowering students to take more ownership of their learning in a one - to - one environment.

Also in that district, we observed how senior central - office staff members periodically used data from principal - satisfaction surveys to inform changes throughout the central office to support school principals» instructional leadership.

An intensive orientation program gives novice teachers in one district a game - changing introduction to the instructional culture.

As an educator at heart for 20 years, Paula has taught in classrooms, led a NextGen school as the Instructional Coach, and witnessed district - wide change as a Personalized Learning Coordinator.

Participating superintendents have been asked to regularly reflect on their changing practices as instructional leaders in their districts.

Provide tools, products, and / or services that support districts in evaluating the degree of implementation of focused instructional strategies and its effects on changes in adult professional practice and student 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.

«The sharp falloff in mathematics achievement in the U.s. begins as students reach late middle school, where, for more and more stu - District implementation changing instructional practice requires extensive supports for teachers.

The vision for student achievement in your district is what drives changes in instructional strategies, which in turn drives changes to curriculum.

Our coaches support leaders in making changes in instructional quality and organizational capacity at the school and district levels to drive change that impacts students.

She brings more than 25 years of experience as transformational educator, working as a practitioner in the classroom, a leader at both the school and district levels, and as a consultant and thought partner to drive instructional and systematic change in districts across the country.

Then, a team of CGCS instructional and research staff conducted site visits between November 2012 and March 2013 to the six districts participating in The Wallace Foundation's Principal Pipeline Initiative.2, 3 The results reported in this study therefore apply to the district structures and policies that were in place during this time period and may have subsequently changed.

The academy is a nationwide networked improvement community of CAOs, assistant superintendents, and other district - level instructional leaders who are working together to tackle common challenges and grow in their practice as they lead bold and sustainable change in their districts.

The study, Starting With Why: How District Leaders Create a Compelling Sense of Urgency to Drive District - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict Leaders Create a Compelling Sense of Urgency to Drive District - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict - wide Change, features the Wilkinson County School District in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sDistrict in Irwinton, GA and examines how leaders developed, promoted, and supported a district - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged sdistrict - wide culture of instructional innovation that laid the groundwork for steady gains in 8th grade math achievement for African - American males and economically disadvantaged students.

Districts also differ in their abilities to facilitate change in instructional practice.

As Little (1993) suggests, instructional change is dependent on teachers» opportunities to learn about new ideas and adapt them to local conditions (McLaughlin, 1987; Standerford, 1997); districts have a large hand in determining the nature, frequency, and effectiveness of these learning opportunities.

This change in mindset and culture is tough, but the Activators have successfully implemented this transformational change on all levels - for teachers, instructional coaches, and district administrators.

But in districts without such resources, science teachers can use the ample instructional ideas available on the web to prepare classroom activities and lesson plans about renewable energy and climate change.