Sentences with phrase «instructional leaders across»

We're always adding new resources and trainings as we learn from the research and practice of instructional leaders across the country.

Use this leader reflection tool to consider how you prioritize your roles and responsibilities as an instructional leader across the Five Essential Supports.

Not exact matches

Public school systems across the country have been re-thinking how they describe instructional excellence and let teachers know when they've achieved it,» said Tom Kane, Professor of Education and Economics at Harvard's Graduate School of Education and leader of the MET project.

Across these fourteen studies, the work of teacher leader focused primarily on providing instructional support to teachers.

An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed «partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.»

These statements came from K - 12 instructional leaders making an impact by working across school system lines during the School - University Research Network (SURN) Principal Academy.

Analysis across these studies revealed that teacher leaders used a variety of practices in their work with teachers to implement instructional materials.

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

Version 2.0 incorporates feedback from educators working as instructional leaders and reflects CEL's experience working with and learning from school leaders across the nation.

Yet, in schools and school systems across the nation, instructional leaders face chronic gaps in student achievement.

These statements came from K - 12 instructional leaders making an impact by working across school

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their practice.

CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management systems, allow for more targeted professional development to support improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and improve learning.

Findings from across these studies suggest that teacher leaders are more likely to provide instructional support when leading teacher teams within their subject area focus, although the form of instructional leadership may be influenced by subject area.

These studies were conducted in mathematics and science and across grades K - 12, providing support for the claim that teacher leaders were called upon to support the implementation of instructional materials in a variety of settings.

Amy has since completed countless classroom observations through work as a peer validator evaluating practices in Newark and New Haven schools, and in providing embedded, ongoing support for instructional leaders and teachers in the areas of high quality observation, feedback, and teaching and learning across Connecticut.

Mr. Maycock has also worked directly with district and charter school leaders across the country while at ANet, leading on - going coaching and professional development to help schools and districts implement data - driven instructional practices.

As I discussed in my Getting Smart article, Back - to - School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team (ILT).

High school Algebra I (or the equivalent) teachers and instructional leaders from across New England are invited to participate.

She's had the opportunity to engage with teachers and instructional leaders from across the country in the area of technology integration and specifically in utilizing the flipped model of instruction to maximize in - class learning time.

I work for the Buck Institute for Education, and we provide professional development across the country, supporting educators, teachers, leaders, instructional coaches in using Project Based Learning or what we call PBL.

Master Teachers and Instructional Leaders will work in and across schools to drive improvements in teaching effectiveness in their subject areas.

The tools — Readiness Assessment, Creating Your Theory of Action, and Principal Instructional Leadership — are based on Dr. Honig's research and CEL's experience helping districts across the country improve how their central office leaders support better instructionaInstructional Leadership — are based on Dr. Honig's research and CEL's experience helping districts across the country improve how their central office leaders support better instructionalinstructional leadership.

Ideal for any teacher or instructional leader interested in unleashing the high intellectual performance and self - determination of students by operationalizing culturally responsive teaching within and / or across classrooms.

She also provides instructional coaching and leadership coaching to school leaders and teachers across the country.

Having recently and frequently written about the inherent shortcomings of the current principalship model that is employed by schools across the country, I was asked this morning, «What about schools where the principal really is an instructional leader, has those talents, and applies them regularly?

We are lucky to be working with district leaders across the country to learn the best ways to improve instructional leadership across schools.

RIMTA's Elementary Math Leaders Group, a network of elementary mathematics leaders from throughout Rhode Island, created professional development materials and instructional resources to support six core topics in Visual Models Across the K - 5 Common Core, each resource looks a little different in order to meet a variety ofLeaders Group, a network of elementary mathematics leaders from throughout Rhode Island, created professional development materials and instructional resources to support six core topics in Visual Models Across the K - 5 Common Core, each resource looks a little different in order to meet a variety ofleaders from throughout Rhode Island, created professional development materials and instructional resources to support six core topics in Visual Models Across the K - 5 Common Core, each resource looks a little different in order to meet a variety of needs.

We have been working since 2013 with a São Paulo, Brazil - based foundation, Fundação Itaú Social, to develop instructional coaches who are providing support to school - and district - based leaders across the country.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Two examples in the report — one from Oakland and another from Los Angeles — show how district leaders, schools, and community partners integrate student supports that build both institutional and instructional capacity in and across districts, schools, classrooms, and communities.

Also this month, we trained over a hundred teachers, instructional coaches, and district leaders from a dozen districts across Maryland in inquiry - based techniques — with a special focus on infusing inquiry into the study of environmental literacy.

Over one hundred teachers, instructional coaches, and district leaders came from twelve districts across the state to take part in the event, held at the National Center for Weather and Climate Prediction in College Park, MD..

The absence of such data for large numbers of students limits our ability to understand variation across classrooms in student learning, to design programs of professional development to help teachers make their classrooms function more effectively, and to enable principals and other instructional leaders to provide better information to teachers on their performance and ways to improve it.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

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.

This role requires you to work with school district leaders across the country to plan effective implementations and transform instructional practice in every classroom.

New Leaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cLeaders: New Leaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cLeaders is a national nonprofit that develops transformational leaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cleaders — including teacher leaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the cleaders, aspiring principals, principals, instructional leadership teams, and district supervisors — in high - need communities and designs effective leadership policies and practices for school systems across the country.

A special section outlines some key considerations and concerns that education leaders will have to address as they make the standards a reality for students across the country, from determining which instructional resources are truly aligned with the standards to incorporating Common Core assessment results into accountability systems.

These education leaders from across the country are being recognized for their ability to inspire colleagues to explore and embrace innovative technology solutions and instructional strategies that contribute to high - quality learning experiences for all students.

Built from the company's Literacy First Framework, a three - year professional development program proven to create a school culture of learning and achievement, the Core Instructional Model professional development focuses on consistency and coherence across a school and district for leaders, teachers, and students.

This unrivaled program has been proven to strengthen the instructional leadership of aspiring and current leaders, and raise student achievement across districts and states.

Instructional leadership in this context moves beyond formal teacher leaders and the ILT and is distributed across the staff.