Sentences with phrase «leader designs strategies»

Experienced sales professional and leader designs strategies and establishes goals to meet organization objectives.

Not exact matches

Over 300 attendees from 33 countries convened to learn from designers from Wallpaper *'s Design Power 200 list as well as business leaders from Fortune 500 companies on how design thinking can be implemented into 21st century business strDesign Power 200 list as well as business leaders from Fortune 500 companies on how design thinking can be implemented into 21st century business strdesign thinking can be implemented into 21st century business strategy.

The leader of Samsung's award - winning design team shares a rare glimpse into the creative strategy behind some of their most recent innovations and how the company's unique design philosophy guides all aspects of the business.

The 2018 Edison Awards is designed for industry leaders, innovators and entrepreneurs who are responsible for information, technology, strategy, and marketing, who are charged with driving innovation and new product development — across various industries.

The Brand Mapping Strategy: Design, Build and Accelerate Your Brand (Entrepreneur Press, June 2016) helps entrepreneurs, business owners, CEOs and executives create a brand (business or personal) by design instead of default, gain greater influence in their industries and companies and become thought / industry leaders in their Design, Build and Accelerate Your Brand (Entrepreneur Press, June 2016) helps entrepreneurs, business owners, CEOs and executives create a brand (business or personal) by design instead of default, gain greater influence in their industries and companies and become thought / industry leaders in their design instead of default, gain greater influence in their industries and companies and become thought / industry leaders in their field.

This concluding statement will suggest some key aspects of such strategies, designed for leaders of local congregations, denominational and ecumenical leaders, those in the mental health field, and seminary teachers and administrators.

Any strategy is better than the path we're on now designed by the Socialist Democrat Party and our dear leader, Barack Obama.

Some key aspects of such strategies, designed for leaders of local congregations, denominational and ecumenical leaders, those in the mental health field, and seminary teachers and administrators are here presented.

At 9 a.m., City & State hosts the Sustainable New York Summit, which will offer industry executives, public sector leaders and academics the opportunity to share ideas about how to connect, design, and implement innovative sustainability strategies in New York, National Geographic Encounter, 226 W. 44th St., Manhattan.

An analysis of survey data from participants in the Massachusetts General Hospital (MGH)- based Disparities Leadership Program — a yearlong executive education initiative designed to help health care leaders address racial and ethnic disparities in health care services — has identified five important strategies that helped participants implement successful projects for their institutions.

Designed for all independent school leaders, the program covers topics such as diversity, access, equity, innovative instructional design strategies, online learning, financial sustainability, and the role of independent schools in the context of their communities.

The Transformative Power of Teacher Teams — a program especially designed for teacher teams, coaches, and school leaders — provides concrete strategies for leading more meaningful, impactful teams.

In addition to creating new content that's designed for customers and partners, training leaders must create a comprehensive strategy for launching, delivering, and engaging their intended audience.

Beyond its contribution to the design of more effective teaching strategies, science can help policymakers and civic leaders understand how adverse, early childhood experiences disrupt brain architecture, and how effective interventions can shift the odds toward more favorable outcomes.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Specifically, the Harvard Center will, with CSSP: • Help prepare materials to share with potential funders for this initiative, and participate in meetings with funders; • Help plan a «design day» to be held with local leaders in Detroit to further develop the desired results, format and content of the Fellowship initiative; • Set forth a longer range plan for the Fellowship program and a financing strategy to accompany the plan; and Specify the roles that the Harvard Center and CSSP will play and how these will be staffed.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

The proposal being designed by the panel's Republican leaders would share a central feature of the Clinton Administration's Goals 2000 strategy — a requirement that states and school districts adopt challenging academic - performance standards and assessments with which to measure students» progress toward meeting them.

Specifically, this project has two key elements: (1) a one - day convening (12/12/14) that forges relationships among stakeholders in Hampden County's early education field with influential leaders and experts from across the nation, where they engage in mutual learning and dialogue around the goal of strengthening individual and organization capacities to advance early learning for all; and (2) a multi-pronged communication strategy, rooted in the convening and designed to provide guidance around the field's most pressing needs, with a particular focus on strengthening the quality of Pre-K for at - risk children, like many of those growing up Hampden County.

Whatever the inadequacies of the engagement efforts, shouldn't we focus our criticism first and foremost on those elected officials, union leaders, and activists who were pursuing a strategy of deception and vitriol — who woke up every day seeking to thwart positive change for kids, seeking to prevent the expansion of schools that were getting outsized success for children, seeking to undermine policies designed to increase equitable access to the district's better schools, seeking to gum up efforts to empower parents with choice, and seeking to thwart all efforts aimed at fostering an honest conversation about which educators were truly superlative and which were badly underserving children?

We pursue interlocking strategies for impact: conducting research to drive policy and practice, designing and spreading high - quality professional learning, and pioneering a fellows program to build a pipeline of new leaders.

Of the forty nine studies that were identified in the review of the literature that examined teacher leader preparation programs, few of these studies were designed to investigate the relationship between the specific knowledge and skills developed in a preparation program and the strategies employed by teacher leaders in their practice.

The Creative Leadership Team, in collaboration with the School Design Team, will develop strategies to empower their entire learning community to become creative leaders and creative producers.

Designed as a companion piece to Assembly Required, the Implementation Guide, with its hands - on activities and exercises, many with copyable forms and worksheets, will help busy leaders effectively and efficiently plan and implement improvement strategies in their schools & districts.

According to Teaching as Leadership, before taking any action, strong leaders — be they in a board room, an operation room, or a classroom — define the ultimate result they want, make clear how they will know they have succeeded and only then choose and design strategies to that end.

KIPP School Leadership Programs: Teacher Leader http://www.kipp.org/approach/highly-effective-teachers-and-leaders/kipp-leadership/ Designed exclusively for KIPP teachers in roles such as grade - level chair, department / content chair, or Saturday school coordinator, the KIPP Teacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their colDesigned exclusively for KIPP teachers in roles such as grade - level chair, department / content chair, or Saturday school coordinator, the KIPP Teacher Leader Program is designed to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their coldesigned to help teacher - leaders hone their instructional skills while learning new strategies to bring out the best in their colleagues.

Programs that prepared teacher leaders to engage in unspecified instructional support to teachers (Fancsali, 2004; Fortner & Boyd, 1995; Frechtling & Katzenmeyer, 2006; Harris & Townsend, 2007) reported that teacher leaders designed and / or facilitated professional development as one of several strategies for supporting classroom instruction.

Designed as a companion piece to Assembly Required, this Guide will help busy leaders effectively and efficiently plan and implement improvement strategies.

The finding that content area expertise impacted teacher leaders designing and / or facilitating professional development was supported through the use of multiple data sources (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009) and the inclusion of detailed descriptions in support of the reliability of data analysis strategies and instrumentation (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009), providing additional confidence in the validity of this finding.

In her role, she is responsible for identifying, developing, and implementing school leadership strategies designed to elevate and prioritize the roles of school leaders in advancing continuous improvement in all schools.

In July, 2016, the Harvard Graduate School of Education launched the Saul Zaentz Early Education Initiative to pursue interlocking strategies for impact: conducting research to drive policy and practice, designing and spreading high - quality professional learning, and pioneering a fellows» program to build a pipeline of new early education leaders.

By serving as a source and a resource, she has helped transform leaders through sharing her expertise in student engagement strategies, disciplinary literacy, curriculum design, developing assessments and cooperative learning.

This individual will responsible for strategy design, managing a team to implementation, growing needed capacity, fundraising for the advocacy work including developing a political action committee, and liaising with the Board of Directors subcommittee on Advocacy, other coalition leaders, and high - level grass - tops partners.

This conference is designed to assist union - district collaborative teams to engage teacher leaders and community partners in developing strategies to establish school - wide communities of practice focused on developing the whole child as a learner in the 21st Century.

Inspiring Early Childhood Leadership lays out strategies designed to support program leaders in finding new ways to reduce the levels of stress on themselves and their staff, and move...

Nancy served as the executive director of advanced leadership strategy for the New York City Department of Education where she launched, designed, and facilitated a leadership institute for current and aspiring school district leaders that led to superintendent certification.

Designed to serve the global needs of the 21st century, the programs provide innovative and inspirational strategies to teachers through the Sanford Education Programs, and to nonprofit and for - profit leaders through the Institute of Philanthropy.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39

As the founder and leader of ED - Volution Education Group, a boutique K - 12 education consulting firm, she has worked with leading sector entrepreneurs and philanthropies on strategy, new initiative design, partnership creation, growth and launch, and management and the content areas of school turnaround; charter management; state, city and district redesign; and human capital with special focus on school leadership.

Date: April 2015 Purpose: RFP for teacher networks, designed to deepen the implementation of the Common Core by leveraging effective tools and strategies; teacher leaders capable of scaling them to teachers in national and local networks; and network / system partnerships Amount: $ 3,510,000 Term: 21 Topic: College - Ready Regions Served: GLOBAL NORTH AMERICA Program: United States Grantee Location: San Francisco, California Grantee Website: http://www.WestEd.org

A former middle and high school science teacher and central office administrator, she now trains, coaches, and consults with K — 12 educators and district leaders on research - based instructional strategies, vocabulary instruction, curriculum development, and assessment design.

Their insight and experience needs to inform the design and presentation of web - based education data and local capacity - building strategies in which parents, educators and community leaders inform the way.

Coaching 101 for Leaders is a six - hour training designed to assist school and district leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate Leaders is a six - hour training designed to assist school and district leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate leaders develop a shared understanding of effective coaching skills, tools and strategies, along with ways to support coaches as they facilitate change.

Today, Oakland district and charter schools are national leaders in programs designed to increase African American achievement, innovative strategies to support English language learners and use of culturally responsive instructional practices.

The League hosts workshops designed to equip school leaders with strategies for ensuring Special Education compliance.

The diagnostic process is designed using NYCLA's systems approach to change, which utilizes an analytical framework that explores the interconnections between various aspects of a complex system — in this case, a school The diagnostic process guides school leaders and their teams in uncovering what is beneath student performance and progress data and in designing an improvement strategy that addresses all of those layers.

Leaders assess the learning conditions that support deep learning and design strategies to create improved conditions.

From teacher professional development, such as curriculum design strategies, to sessions designed to support school leaders overseeing change in schools, the wide - range of tracks will support schools» processes and initiatives.

DIGITAL EDITOR ANDREW STOY: If you look at the midsize sedan landscape (it's admittedly not the best part of the job) a couple of strategies are shaping up: Ford, with the latest Fusion, aims to be a design leader.

Eve's work leading Grub Street was recently recognized by the National Arts Strategies when they selected her to join their Chief Executive Program, a two - year initiative designed to unleash the collective power of 100 of the top executive leaders in the cultural sector to re-imagine the potential of cultural institutions and to figure out how they can contribute to civil society in the 21st century.