Sentences with phrase «instructional leadership abilities»

District leaders must learn how to gather evidence about principals» instructional leadership abilities and use this evidence to evaluate and support the principal.

Her extensive background of over 20 years in education has equipped her with dynamic instructional leadership abilities.

Not exact matches

In the world of education, however, the ability to provide «instructional leadership» is considered separate from and more important than mere financial management.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

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.

Positions like subject area leader or instructional coach are affording teachers the opportunity to continue teaching while also exercising their leadership ability.

«Putting in place new leadership and a majority of new staff, new governance, and improved instructional programs, and providing the school with flexibilities such as the ability to select staff, control its budget, and expand student learning time.»

What is particularly lacking at this time is representation from educators relatively new to the profession who demonstrate unusual instructional and leadership ability.

The Teaching Trust is an innovative model of school leadership training focused on equipping principals, teachers, and leadership teams with the skills and abilities required to move the needle in instructional practices and student achievement.

The ability to engage in practices that help develop people depends, in part, on leaders» knowledge of the «technical core» of schooling - what is required to improve the quality of teaching and learning - often invoked by the term «instructional leadership.»

With this grant funding, district leadership had the ability to start implementing a true blended learning model that would empower teachers to address the spectrum of instructional needs in their classrooms.

While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers.17 Importantly, the few well - developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms — responsibilities touching on vision, organizational culture, and the like.18

Required skills include sailing abilities, instructional skills, leadership, communication, organization and planning, the ability to communicate on the water, first aid knowledge, and patience.