Sentences with phrase «kind of school principal»

Not exact matches

Our elementary schools have a great amount of autonomy, so each principal decides what kind of breakfast they will have at their school.

«We're going to hold every one of the principals to the same kind of standards that our precinct commanders are held to via CompStat,» Mr. de Blasio said today at Richmond Hill High School.

It also describes more «traditional» educators like Mary Laurie, a high school principal who eschews data on students for relationships with them and «no - excuses» for a kind of personalized tough love.

«It's about time educators started getting the kind of pay that athletes do,» said Nancy Ondrasik, assistant principal at Beatty Warren Middle School in Warren, Pennsylvania.

Once identified as plausible candidates, how should inexperienced people be prepared for the responsibilities of public school principals — and how can people with solid experience in one kind of setting get the additional training they may need to do a first - rate job in another setting?

It may well be that the schools that Governor Warner wants to help most will solve their dysfunction only with significant and simultaneous infusions of new staff as well as the kinds of turnaround principals that Warner so aptly observes are needed.

«We're a larger school, we have a large number of expert teachers — not many schools in regional areas have that kind of capacity,» Michael Rosenbrock, assistant principal at the college and director of the Regional STEM Centre, explains.

I'd never worked with sixth graders before and so I kind of have a unique experience where I'm a principal of a school with 500 sixth graders and there also has not been quite the same commitment in terms of the extra-curricular activities so it allows me a little bit more time with my own family.

It was the kind of defiant act that most school principals probably have contemplated wistfully at one time or another.

When considering hiring a coach, principals often ask the following kinds of questions about the impact of coaching: What does the research say about how coaching can transform a school?

But there's also evidence, and we've reported this in a report of a survey we did of school principals around Australia [What the Principals Say], but jurisdictions are also finding the same thing when they commission reports on what might be blocking the kind of improvement they'd liprincipals around Australia [What the Principals Say], but jurisdictions are also finding the same thing when they commission reports on what might be blocking the kind of improvement they'd liPrincipals Say], but jurisdictions are also finding the same thing when they commission reports on what might be blocking the kind of improvement they'd like to see.

For instance, schools can administer one of two kinds of suspensions, the «principal's suspension» and the more serious «superintendent's suspension.»

The principals chose the earliest grades in their schools, sixth and ninth, because students in those grades would more likely be open - minded about a new kind of learning.

The principal begins by having people articulate in very specific terms the kinds of behaviors and commitments they think are necessary to move their school forward.

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.»

«There's a realization and understanding on the clients» side that the factory model school that most of us went to — where you've got similarly sized classrooms marching down either side of the hallway — is not going to support the kind of teaching and learning that they're after,» says Steve Turckes, principal and K — 12 education global practice leader for Perkins + Will.

Ras Baraka, now mayor of Newark but at the time a school principal and leader of the opposition to the new strategies, was an unusual kind of opponent to the reform movement:

Principal Gretchen Schlie, of the International Christian School in Seoul, Korea, has seen those same kinds of benefits.

To start making a dent in a supply problem that plagues schools nationwide, Bloomberg and Klein turned their backs on old - school education administration programs at universities and instead opted to create a nonprofit leadership academy to train school leaders to be the kind of principals who can transform struggling schools.

There is a new contract, a new evaluation system, new principals, a much better rubric for principals to guide teachers in the classroom — the kinds of internal things that change the way schools are run.

These kinds of interactions between teacher leaders» and principals» practice help shape the overall direction of leadership and instructional improvement in schools.

If I was a principal of a school with a lot of kids who were in danger of not meeting proficiency levels on high - stakes math tests, I'd be seriously considering whether these kinds of adaptive systems might lead to improvements.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

It's «not a gotcha kind of system,» says Associate Superintendent for School Leadership Steven W. Flynt, who supervises the five area superintendents who work with the principals of the district's 132 schools.

Indeed, other school principals - the kinds who instinctively champion instruction over paperwork - have been a source of inspiration for her.

To change this kind of climate - and begin to combat teacher isolation, closed doors, negativism, defeatism and teacher resistance - the most effective principals focus on building a sense of school community, with the attendant characteristics.

Diversity and Equity in Today's Schools Judith Richardson, NASSP director of diversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasingly dSchools Judith Richardson, NASSP director of diversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasingly dschools and the kinds of tools principals need in schools that are increasingly dschools that are increasingly diverse.

A conversation and some time spent with the principal observing how he or she interacts with people, what kinds of questions they ask and what they value provides evidence of whether they will accept coaching support and trust me to work with them in the school.

$ 90,000 to support ongoing professional development to CPS Network Chiefs to increase their understanding of how to support the varying needs of school principals at different proficiency levels in different kinds of schools.

«The power of these kinds of activities on our kids is amazing - you can see them literally making the connection and realizing that something they've learned in math or science class really does have relevance to the world outside of school,» said Dr. Nicole Tempel Assisi, who has helped found all three of Da Vinci's current schools and serves as Principal of Da Vinci Innovation Academy, a K - 8 blended learning model.

During an opening staff meeting, the principal outlined the district's and school's priorities for the year and also explained what kind of professional development teachers would be experiencing.

After reading Dobbs, Ippolito, and Laird's book, I feel it provided the kind of step - by - step instructions that a principal finds invaluable while enacting any type of whole - school change.

Gilberto was the kind of student I saw in my office all the time when I was the assistant principal of KIPP Camino Academy, a public charter school in San Antonio.

Teachers and principals are not always trained to teach in this kind of environment; successful educators in these kinds of schools must be passionate about differentiated instruction — and have the time and supports to execute that well.

The key step in creating this kind of school is changing the way the principal, teachers and students interact with each other.

These days, with the federal Race to the Top program and state legislation loosening teacher tenure, many districts across the country are looking for a new kind of school leader — principals with an intense focus on evaluating teachers, helping them improve, rewarding those deemed «most effective,» and firing ones who are persistently substandard.

According to a recent survey of 30 principals from both RSD and OPSB schools, many feel pressure to compete for the right kind of students.

He served as a middle school teacher and union chapter leader, and spent seven years as a school principal, first at a district middle school and then as the founding principal of a charter high school serving over-age and under - credited students who were court - involved or in foster care He comes to Parent Revolution with a deep belief that all students, from all communities and in all kinds of situations, deserve excellent schools and the opportunities afforded by a high quality education.

He aspires to be the same kind of leader as his own elementary school principal — a leader who understood that a student's circumstances outside of school should not impact their ability to receive a great education.

If the idea of charter schools is to free teachers and principals from government bureaucracy, then the scandals and the lawsuits have provided ammunition for those who see the need for at least some kind of governmental oversight.

And we find that many principals can use help from HR in figuring out which kinds of expertise they should be looking for, given their specific goals for school improvement.

Fourth, successful districts and schools provide additional resources to low - performing schools and low - performing students, usually through tutoring, mentoring, or extra class sessions of some kind; often through sending educational teams of specialists into troubled schools to provide additional help in coaching teachers, working with the principal, and helping students.

According to Presonia (Lynette) Alexander, «When I was appointed as principal to Westlawn Middle School [in Huntsville, Alabama] three years ago, people wanted to tell me all kinds of stories and rumors about what it was like here, about the bullying, the fighting, the despair, but I tell our teachers and our students, «We write our own story, we get our own messages out.

There are TFA alums who are principals of regular non-charter schools who are doing fantastic jobs, even though they are not getting the kind of miraculous test scores that the big charter chains lie about getting.

We've learned that in many low - performing schools the principals are really good managers of buildings, so that you know they can make the bells ring on time, the buses come and go, the materials are in the classrooms, the school is clean, the kids are fed, it's a safe school environment, so all of those kinds of issues are taken care of, and I would never underestimate the importance of all of those issues, I mean, they need to be.

We hope that the Life School PRIMER podcast and further information that we share will be beneficial for other charter and school system leaders for developing the kinds of principals that our staff and students deSchool PRIMER podcast and further information that we share will be beneficial for other charter and school system leaders for developing the kinds of principals that our staff and students deschool system leaders for developing the kinds of principals that our staff and students deserve.

And those school districts meet kind of on the monthly basis with their building principals.

I have two kids going to ishikawa both my my kids had have bad experience with bad teachers in kinder and first grade my son in this past school year 1st grade did not pass do to very poor support from his teacher we tried to set a meeting with the principal because the teacher had been telling us in our conference we had in the beginning of the school year that she felt like our child was going to repeat first grade which is kind of odd to say in the beginning of the school year she also said she felt like we needed to go see a doctor for her son because she felt there was something wrong with his head.