Sentences with phrase «instructional leaders of their schools»

Principals are now viewed as the primary instructional leader of the school and are held ultimately responsible for student achievement.

The system goes hand in glove with the district's redefined role of principals as the instructional leaders of their schools.

In New Mexico, I got to see a principal in action as the instructional leader of his school — taking that school from a struggling school to an A school in just a few years.

NASSP recognizes that school administrators are the instructional leaders of the school and as such should be experts in instruction and in assessing and enhancing the instructional performance of their staff as evidenced by student performance.

In reading books on the principalship, perusing job descriptions, or listening to superintendents talk about the role building leaders should play, I find a pervasive assumption that a principal must be the instructional leader of the school.

As the instructional leader of the school the principal promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that the principal develops in cooperation with the school community.

Charter Sector Starts to Grow Its Own Leaders Education Week — May 8, 2012 The charter sector is developing its own training programs to meet the growing need for skilled charter school leaders who are able to run a nonprofit business while also serving as the instructional leader of a school.

Empowering principals to enhance student learning is an essential part of our strategy because we know that principals, as instructional leaders of their schools, are in the best position to manage resources to improve their students» achievement.

Not exact matches

The inaugural 2017 awards were presented to: Instructional Leadership: Susan McCarthy, CCSD Assistant Superintendent of Educational Programs Instructional Excellence: Heather Phillips, Dean Rusk Middle School teacher Instructional Support: Sandi Adams, CCSD Technology Project Specialist Instructional Advocacy: Lisa - Marie Haygood, longtime PTA volunteer and leader

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

One of the teenagers, listening to the pitch for Deeper Learning Collaborative — a consultant group that brings instructional leaders together to spread deeper learning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in getting better.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

Engaging with all parties involved, and keeping them updated along the way also ensures it's an ongoing development; the Association of School and College Leaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional lLeaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional leadersleaders.

Designed for all independent school leaders, the program covers topics such as diversity, access, equity, innovative instructional design strategies, online learning, financial sustainability, and the role of independent schools in the context of their communities.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

Principals that see themselves as instructional leaders first will fall short of their potential - and, by extension, so will the school.

«Although there are efforts to create teams of teachers to improve teaching and learning in schools, only recently has there been a broad effort to appoint expert teachers as instructional coaches or teacher leaders,» Johnson says.

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.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).

In the area of school leadership, Shanghai explicitly expects its principals to be strong instructional leaders.

«In Singapore, the demand on school leaders to be effective instructional leaders is very high — schools have the autonomy to explore innovative teaching approaches, and tailor curriculum to meet the needs of students,» says master's student Haslinda Zamani.

Does this mean that transformative instructional models will not come into the mainstream until the current generation of teachers and school leaders retire?

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.

Bringing diverse perspectives on the principalship to the discussion, the panelists will engage in dialogue focused on how instructional leadership, distributed leadership, and accountability impact the work of principals in the 21st century and beyond, as well as how to best mentor and support the next generation of school leaders.

Public school leaders throughout the United States are approaching consensus about what it takes to educate all students well: more class time, smaller schools, a college preparatory curriculum, instructional coaching for teachers, and utilization of data to understand student needs.

Other have taken on school - wide roles as instructional leaders, curriculum developers, content coaches, department directors, educational coordinators, ESL coordinators, guidance counselors, and heads of schools.

I will develop myself to be that kind of instructional leader I believe we need more of throughout our school systems.

Downloads from the toolkit include a variety of resources to help school leaders, teachers, teacher leaders, instructional coaches, and personal learning networks prepare for, launch, and evaluate the success of video observations in school communities.

Most school principals, for example, know they need to reconstruct their work roles from being «plant managers» to «leaders of instructional improvement,» and, in our experience, most of them want to, too.

Utilizing the research of HGSE Professor Heather Hill, the workshop explores the role of school leaders and instructional coaches in that process.

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.

As instructional leader ~ the principal must keep a pulse on all aspects of the school including: academic performance ~ finance ~ safety ~ personnel issues ~ etc..

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

Schools should seize this window of transition — when it is safest for teachers to ask for help (and for instructional leaders to offer it)-- to completely reinvent the teacher evaluation process.

Leaders in HP / HP schools credit much of their success to a high level of coherence in the instructional program.

The Data Wise Improvement Process provides a clear, carefully tested blueprint that teachers, school leaders, and system - level leaders can use to examine a wide range of data and catalyze conversations that drive instructional improvement.

We agree that more must be done to maximize the value of National Board Certified Teachers (NBCTs) as instructional leaders in schools, particularly in high - needs schools.

And then once it begins to grow, your job as a principal is to provide what it is that they're asking for, because before you know it, you have a school full of instructional leaders, and your instructional leaders have to be those folks that are in the classroom, knowing what kind of tools they need to do the job that they do everyday.»

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

Its important for community leaders to see how the leadership role of the principal has changed [since they were in school] and how instructional delivery has changed to meet the needs of all students.»

In this webinar, two eminent math specialists — the co-authors of the recently published Realizing Rigor in the Mathematics Classroom — will offer practical strategies for district and school instructional leaders on ensuring cohesive implementation of the math standards.

K - 12 Educators: HGSE's K - 12 Professional Education programs are crafted for a broad cross section of stakeholders and include portfolios for district and systems - level leaders, current and aspiring school leaders, and teachers and instructional leaders.

So, we'll find schools where leaders are very much focused around accountability data that they're developing... that are administered from the outside, and that provides one kind of frame, but that accountability frame tends not to be useful for instructional improvement.

The theme of the events, «Instructional Coaching and Better Conversations», aims to help school leaders by utilising research - based strategies for teaching, coaching, and learning in a 2 - day format:

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.

This book highlights the growing sophistication in the use of data by school leaders for instructional and programmatic decisions.

Each program is tailored to meet specific needs described by the client, and uses the same instructional methodologies, curricula, and expert faculty that have established the Harvard Graduate School of Education as a world - class provider of professional development for education leaders and practitioners.

LEA officials meet with the participating private school to inform school leaders about the collected poverty data and the estimated amount of instructional funding that their eligible students generated.

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education: