Sentences with phrase «instructional leader who»

Essential Assessment is an excellent resource for any instructional leader who seeks to bridge the gap between knowing and doing.»

Robert Avossa, chief strategy and accountability officer for CMS supported Guzman's nomination, saying, «She is a strong instructional leader who not only has a heart to serve, but she embodies strength of action, a collaborative spirit and is always in pursuit of knowledge.»

The word «flipped» sounds gimmicky, which is unfortunate because it is not... Flipping leadership is about being an instructional leader who co-constructs meaningful faculty meetings with staff that are more like professional development sessions than a wasted hour talking about dates, mandates and accountability.

These schools have dedicated teachers led by an instructional leader who has student achievement as the main goal of the school.

«If they have it in their minds that the principal should be a man who's sixty... this is a very different thing than selecting an instructional leader who's 35, who's female, who might have dreadlocks.

Educating instructional leaders who will have the capacity, skills, and knowledge to create and sustain K - 12 charter, district, and pilot schools that foster the learning and well - being of all children.

State leaders are taking advantage of this «ESSA moment» and are targeting funding to boost principal pipelines, thereby strengthening principals» capacity as instructional leaders who improve student outcomes.

Whether titled Dean, Assistant School Leader, Coach, or AP, the most successful Assistant Principals are highly effective instructional leaders who are ready to foster and support more student and adult relationships, while deepening learning and driving school culture.

This was my second year with NAESP's NDPs — my second year to sit in awe and learn from instructional leaders who are faced with increasing mandates and demands, from those who have navigated their ships through some turbulent waters.

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

We now expect principals to be instructional leaders who create conditions and processes that significantly improve student achievement.

Leaders today are required to be both good administrators and good instructional leaders who focus intently on teaching and learning.

In order to build classroom and instructional leaders who are committed to and support one another's growth, candidates meet in cohorts and small inquiry groups and develop the habits of mind to look deeply at their own and each others practice, offering feedback and inquiries to help one another identify the obstacles and avenues to great work.

This year CASCD is pleased to recognize two outstanding California instructional leaders who have made significant contributions to the education of California's K - 12 students.

District leaders envisioned principals as instructional leaders who support teacher learning.

Instructional leaders who are in roles meant to support teachers (e.g., principals, administrators, instructional coaches, teacher leaders, and mentors) are charged with designing professional learning experiences that maximize teachers» potential and create space for teacher learning to transfer into classroom practice, thereby increasing student learning.

NAESP, NASSP, and New Leaders commend USED for continuing this invaluable initiative, which has helped shine a spotlight on the important role principals play as instructional leaders who support teachers to elevate their instruction and enhance student learning.

They need teachers who both know and do, instructional leaders who are able to adapt to the individual learner and specific lesson.

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.

The Executive Development Program for School Leaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more effective.

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.

NJ EXCEL's philosophy is grounded in the need to prepare visionary school leaders as agents of change and improvement in an era of transitional school reform, and as instructional leaders who guide & support schools, programs, and teaching that enable all students to achieve state academic standards.

Prepare instructional leaders who are cognizant of the challenging issues and rights faced by LCD learners in Pk - 16 educational settings considering the moral, ethical, and social justice perspectives.

As a network, this means ensuring that our school leaders are receiving the development necessary to be effective instructional leaders who coach and support our teachers — the people making the biggest impact on our students and families,» said Hope Evans, Director of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing leaders, and as a result, our school leaders are better prepared to tackle more of the unique challenges at their school site.»

Certified school librarians are instructional leaders who understand how to guide students and staff in through the vast opportunities — and unexpected landmines — of technology (and, yes, books are technology, too).

Not exact matches

Mayor Rahm Emanuel and district administrators who have attacked Chicago as having the shortest school day among the nation's 10 largest cities have begun touting this as an accomplishment: CPS officials say the 7.5 - hour day will tie Chicago with Philadelphia as «the leader among the largest cities in instructional time» for...

This special report examines how educators and policymakers are cultivating principals who can be the kind of political, managerial, and instructional leaders the profession now demands.

Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

We have been crystal clear that if after three years data shows that principals who were instructional leaders have not seen improvement in student achievement, state tests, and any other assessments, they have not met the goal.

The group of Harvard faculty, graduate students, and school leaders from the Boston Public Schools who designed Data Wise envisioned the process of learning to use data constructively as one that could also serve as a toe - hold for the overwhelming and amorphous task of instructional improvement.

In some schools, principals are passing off many of the managerial responsibilities or instructional leader duties to teachers, who then get paid a stipend, according to Dr. Ferrandino.

Preston was a highly effective teacher and school leader, who was eager to create a better instructional design.

So, in addition to the commitment to be in classrooms more, and be more of an instructional leader, one principal may also have a commitment (without realizing it) to be known to the teachers as a principal who is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.

«My experiences as a junior college teacher (grade 12) in Singapore, as well as my interaction with leaders within the Ministry of Education as a preschool education officer, helped shape my belief that instructional leaders are not merely those with a vision for the future but those who also remain rooted in ground realities,» says Suet Ling Juliet Chia.

It is the only state to fund not just reading coaches but also principal coaches, who train principals to be better instructional leaders and who drive accountability to the district level by ensuring that schools get support from superintendents and central - office staff.

The Better Math Teaching Network (BMTN) is a networked improvement community of researchers, teachers, and instructional leaders from New England who are working toward the common goal of increasing the number of students who are deeply and actively engaged in understanding algebra.

Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

Each year, we bring together dedicated K - 12 teachers, instructional coaches, and school and district leaders who want to connect with each other and learn more about PBL.

Districts know they need principals who are strong instructional leaders, but rarely do all of school leaders have knowledge and skills necessary to improve instruction in a systemic way.

For the 2018 - 2019 school year, AASA, the school superintendents association, has again partnered with the University of Washington Center for Educational Leadership to bring CEL's Principal Supervisor Professional Development Program to all central office leaders who support principals» instructional leadership growth as their primary responsibility.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

The article discusses coaching in education, wherein teacher leaders provide support services to their peers, and examines ways in which school districts can provide those same services without having to hire an individual who serves as a full - time instructional coach.

Studies by Balfanz et al. (2006) and Ruby (2006) examined the relationship between teacher leaders who engaged in a set of instructional support practices, including demonstration lessons, and student achievement in middle grades mathematics (Balfanz et al., 2006) and middle grades science (Ruby, 2006).

Experienced practitioners acknowledged the reality that teacher leaders will encounter some teachers who are reluctant to use new mathematics and science instructional materials.

Wayside will support and encourage Teacher Leaders, Campus - Level Instructional Coaches, and District Specialists who aspire to become principals develop into these roles.

At this year's Targeted Feedback Institute (October 27 - 28 in Renton, Wash.), principals, instructional coaches, teacher leaders and central office leaders who supervise principals can learn and practice how to provide the kind of feedback teachers can implement immediately and independently.

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

Glanz et al. (2006) reported that principals who were seen as instructional leaders collaborated with teacher leaders to supervise classroom teachers, while principals without instructional expertise abdicated supervision responsibility to teacher leaders.

Little (1995) reported that teacher leaders who led teams of teachers organized around subject areas derived their authority from their subject area affiliations and were better positioned to provide instructional support than teacher leaders who led interdisciplinary teams.