Sentences with phrase «instructional leadership capacity of»

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.

Provides a wide range of professional development opportunities to help build the instructional leadership capacities of principals

Not exact matches

Supporting and mentoring the principal as instructional leader by focusing on the further development of core leadership capacities, practices and competencies;

«Many schools have come to recognize the potential of increasing their instructional capacity by creating leadership roles for expert teachers, but they seldom are organized to prepare teachers for that work,» she says.

Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.

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.

Throughout, Payzant's concentration has been on a small set of classroom and «schoolhouse» issues including school leadership, instructional capacity, and quality curriculum, combined with a careful approach to implementation.

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.

Taking advantage of the experts who comprise ASCD Faculty, ASCD Professional Learning Services ™ build educators» local capacity to learn, implement, and sustain research - based leadership and instructional skills and practices.

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.

One of our central strategies this year was to build the capacity of the instructional leadership and grade level teams so they could own and implement the practices that we know are effective.

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.

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 leadeinstructional leadership skills.

We believe that seven leadership standards undergird the most essential elements of principal supervision - with building instructional leadership capacity at the core - and we will customize services and learning experiences to meet your needs.

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.

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;

With its waiver request, CORE seeks a new system of accountability based on four goals: (1) expectations of college and career readiness for all students, (2) an emphasis on capacity - building over accountability, (3) fostering of intrinsic motivation for change, and (4) targeted capacity - building for instructional and leadership effectiveness.

Real - life examples, practical tools, and strategies for managing time and energy demands will help you build your leadership capacity as you raise the level of instructional excellence throughout your school.

The Kirkland Group is blessed to have a team of instructional coaches who foster sustained teacher and leadership capacity as well as student growth and achievement.

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.

Offer outstanding fellowship and training experiences to teachers who will not only become tomorrow's principals, but who — right now — can move the needle on student achievement and add to the leadership capacity of their schools, helping each school's instructional community to improve.

Consistent with the innovative partnerships (IDRA, McNeil Foundation, UVa and San Antonio ISD) designed to increase capacity, partners have focused on strengthening curriculum and instructional leadership at each of the campuses.

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.