Sentences with phrase «instructional leadership capacity in»

Develop and coordinate professional development for school leaders and school leadership teams to build instructional leadership capacity in areas such as pedagogy, data analysis, intervention, culture building, and coaching and development of teachers;

Not exact matches

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

Many districts consider development of their principals «capacity for instructional leadership — one of the district conditions included in our measures — to be a cornerstone of their improvement efforts.

District leaders should acknowledge, and begin to reduce, ways in which secondary school principals are limited in their capacity to exercise instructional leadership by the work required of them in their role as it is currently structured.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

Dr. Markholt is particularly interested in the intersection of teaching, learning and the leadership capacity necessary for school systems to engage in instructional improvement.

Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.

During the fellowship program, he will be working on fine - tuning his instructional skills in the classroom and developing his educational leadership capacities.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

We supported the Consortium of Jewish Day Schools in its effort to strengthen instructional leadership capacity of early - career Jewish day school principals, by providing training and access to our Leadership Performance Planning Worksheet tool.

Developing Instructional Leaders In Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadeInstructional Leaders In Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadership skillIn Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadership skillin Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadeinstructional leadership skills.

DTLI resulted in a blueprint for a comprehensive turnaround program for Texas that builds district capacity to support school improvement by strengthening four essential systemic levers: leadership, instructional infrastructure, support and accountability, and talent management.

In this role, she builds the capacity of instructional leadership teams and evaluates the instructional programs at supported schools to help school leaders align resources to improve student outcomes.

She has taught K - 12 English online, coordinated Title I after - school tutoring programs, served as a reading intervention teacher, helped plan & facilitate advisory programs, developed curriculum, supported teachers as an instructional coach, and served in several other leadership capacities.

Instructional leadership matters in creating the conditions that are necessary for supporting continuous professional growth and building instructioInstructional leadership matters in creating the conditions that are necessary for supporting continuous professional growth and building instructionalinstructional capacity.

Ms. Shanae Staples has served in the urban education sector for eight years in instructional leadership, curriculum and instruction, adult leadership and coaching, operations management, and data analysis capacities.

Since Kindezi's first year, Mrs. Echols has served in a leadership capacity in various roles including Loop Lead, After School Program Director, and Mathematics Instructional Lead.

Superintendents and other district - level leaders in academically successful school districts convey a strong belief in the capacity of school system personnel to achieve high standards of learning for all students, and high standards of teaching and leadership from all instructional and support personnel.

One of the hallmarks of districts that have succeeded in moving from low to high performing is an intensive long - term investment in developing instructional leadership capacity at the school and district levels.

They are: investing in instructional leadership within and across schools; investing in data - based practice; and increasing capacity, flexibility and support for school - level improvement.

Common priorities across states will include building teacher leadership capacity in response to specific state needs, a focus on college and career ready standards, and attention to state adopted instructional... more»

Over twenty years of military leadership and supervisory experience in instructional and human resources capacities, with a track record of outstanding performance and excellent results.