Sentences with phrase «instructional leadership in your school»

At no other time in the history of education do we have such a powerful opportunity — given federal policies such as Race to the Top and now ESSA — to redefine instructional leadership in our schools and focus on how and

2 — Some teachers assume instructional leadership in the school, teachers express moderate to high satisfaction with school administration.

The Ounce is supporting instructional leadership in school - and center - based programs by helping leaders install systems of job - embedded professional learning and engage teachers in sustained supports for achieving instructional excellence and improvement.

This year's cadre of teacher leaders will support their campuses» goals through excellent instruction in their own classrooms and excellent instructional leadership in their schools..

Not exact matches

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.

The approaches used by Denver schools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growthschools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growthSchools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growth years.

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.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

Julia: For school leaders looking to transition their school to nontraditional instructional models like blended learning, what do you view as the key leadership skills they need to successfully steer their school in a new direction?

A former director of schools, secondary college principal, and technology company director, Mal has written extensively in leadership and instructional technology journals, with a regular column in Education Technology Solutions.

«The Data Wise Institute provided me with the tools and skills I need to take my instructional leadership to the next level to help facilitate continuous improvement in my schools and positively impact student achievement.

Students are required to study school organization, adult development, special education or English Language Learning, as well as instructional leadership in a subject matter of their choosing.

«If you really follow the Data Wise model,» City says, «the principal begins to allow teachers to take leadership roles in helping to frame what the instructional challenges are and how the school is going to address them.

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

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.

The Instructional Leadership (IL) strand within the L&T Program is designed for K - 12 public and independent schools teachers with at least three years of experience who are ready to take on new leadership roles in their schools.

This year the Ed School is piloting a new program under Learning and Teaching dubbed the Instructional Leadership (IL) strand — a one - year master's program specifically aimed at those teachers who want to stay involved in teaching, while taking on leadership roles in their...

Los Angeles — In a speech to Hispanic school - board members here this month, Secretary of Education Terrel H. Bell criticized the nation's school boards for paying too little attention to instructional issues and called on them to take a leadership role in upgrading educational standardIn a speech to Hispanic school - board members here this month, Secretary of Education Terrel H. Bell criticized the nation's school boards for paying too little attention to instructional issues and called on them to take a leadership role in upgrading educational standardin upgrading educational standards.

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).

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.

Chang, who began his term in the summer of 2015, has been praised for his instructional leadership, but criticized by some for his handling of racism allegations at Boston Latin School last year.

This new style, that we call «leadership for learning», supports instructional quality at the same time that it takes actions to involve other stakeholders in school decisions.

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 Australia, one could argue that the imperative for instructional leadership only (re) gained momentum in the context of the National Assessment Program — Literacy and Numeracy (NAPLAN) tests introduced in 2008, and with the establishment of the My School website in 2010 (which lists NAPLAN results for every school in Australia along with other informationIn Australia, one could argue that the imperative for instructional leadership only (re) gained momentum in the context of the National Assessment Program — Literacy and Numeracy (NAPLAN) tests introduced in 2008, and with the establishment of the My School website in 2010 (which lists NAPLAN results for every school in Australia along with other informationin the context of the National Assessment Program — Literacy and Numeracy (NAPLAN) tests introduced in 2008, and with the establishment of the My School website in 2010 (which lists NAPLAN results for every school in Australia along with other informationin 2008, and with the establishment of the My School website in 2010 (which lists NAPLAN results for every school in Australia along with other informaSchool website in 2010 (which lists NAPLAN results for every school in Australia along with other informationin 2010 (which lists NAPLAN results for every school in Australia along with other informaschool in Australia along with other informationin Australia along with other information).

However, despite the enthusiasm for both school restructuring and transformational leadership, the findings from international meta - analytic work comparing the impact of various approaches to educational leadership, along with wider developments and concerns over quality teaching and student performance noted in earlier chapters, caused a re-examination of the worth of instructional leadership.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for stuInstructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for stuinstructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

This innovative collaboration between HGSE and Harvard Business School integrates best practices from both schools, combining expertise in managing teams and organizations with a commitment to school and instructional leadeSchool integrates best practices from both schools, combining expertise in managing teams and organizations with a commitment to school and instructional leadeschool and instructional leadership.

It does not address the changes we need to see in teacher compensation, the organization of the school day, the role of instructional leadership, and a range of other key factors crucial to getting the teacher - quality equation right in a workforce of 3,000,000 facing 200,000 teacher hires a year, due to high rates of turnover and mounting retirements.

If you wish to see a highly effective example of «instructional leadership» in action, contact MIchelle Granland at Fountain Gate Primary School.

The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.

Utilizing an in - depth consultation protocol, attendees will conduct a thorough analysis of the practices and accountability of teachers at their school, leaving with a plan that improves leadership among teachers, instructional practice, student and adult connections, and motivation and engagement strategies.

Her roles include: membership on the school instructional leadership team and math leadership team; serving as district - wide Unit Study Seminar Facilitator for the BPS Math Department and as a district - level Developing Mathematical Ideas facilitator for the district; and facilitating Math Professional Development Sessions for Math teachers in the district.

The school system realized that their principals often excelled in instructional leadership, but struggled when it came to developing a vision for their schools and managing the changes needed to fulfill that vision.

• School librarians have deep expertise in digital literacy skills; have well - developed instructional strategies based on thinking critically, communicating creatively in a variety of media, and solving problems creatively; and are often role models for strong leadership, initiative, and other career and life skills.

In the interviews, secondary school principals repeatedly said that there was not enough time in the day to complete all their responsibilities, and they told us directly that instructional leadership «gets placed on the back burner.&raquIn the interviews, secondary school principals repeatedly said that there was not enough time in the day to complete all their responsibilities, and they told us directly that instructional leadership «gets placed on the back burner.&raquin the day to complete all their responsibilities, and they told us directly that instructional leadership «gets placed on the back burner.»

The reverse is true for the bottom 20 % on instructional leadership, with secondary schools in significantly greater numbers at the low end.

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

In their efforts to develop strong programs of instructional and shared leadership, high school principals work at a distinct disadvantage compared with elementary school principals.

• Schools nationwide, especially those in rural areas, are wrestling with personnel and leadership changes driven by the program's requirements, along with a mandate to add extra time to the instructional day.

Secondary school principals assert that they provide instructional leadership through a structural framework of teacher leaders, in which responsibility is delegated to department heads.

As leaders of instructional teams of teachers and / or administrators, such as curriculum committees, school leadership councils, and grade level teams, teacher leaders provide leadership and thoughtful perspective that is grounded in experience and expertise as the team makes decisions that influence instruction.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

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 leadeIn 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 leadein 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.

Results also indicate that schools located in larger metropolitan areas exhibit significant disadvantages regarding the presence of leadership — from principals as instructional leaders and from shared norms among teachers (Table C1.6.5, Appendix C).

The needs and circumstances of elementary and secondary school principals may need to be differentially addressed, however the bottom line would have each principal expected to take specific steps to enact instructional leadership in his or her school.

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

The new instructional leadership: Creating data - driven instructional systems in school.