Sentences with phrase «leader education preparation programs»

Going forward, we can make better use of technology in schools by building on existing frameworks and expanding to achieve greater reach and scale in our schools and in our teacher / leader education preparation programs.

Not exact matches

One of the institute's first education initiatives was the Alliance to Reform Education Leadership (AREL), a nationwide network of principal preparation programs with a mandate, as a 2010 press release put it, «to transform the way school districts identify, recruit, prepare, empower, and evaluate their leadereducation initiatives was the Alliance to Reform Education Leadership (AREL), a nationwide network of principal preparation programs with a mandate, as a 2010 press release put it, «to transform the way school districts identify, recruit, prepare, empower, and evaluate their leaderEducation Leadership (AREL), a nationwide network of principal preparation programs with a mandate, as a 2010 press release put it, «to transform the way school districts identify, recruit, prepare, empower, and evaluate their leaders.»

College and university presidents can play an integral role in improving teacher - preparation programs by investing in them philosophically and asking their faculties to do the same, Secretary of Education Richard W. Riley told higher education leaders lEducation Richard W. Riley told higher education leaders leducation leaders last week.

A new member of the faculty in the Higher Education Program, his research and teaching focus on the preparation of forward - thinking leaders in college and university settings.

«The new Doctor of Education Leadership Program draws on what we've learned about effective leader preparation over the past decade.

The kind of preparation and thinking she envisions for education leaders is «what's taken for granted at Harvard Business School and Harvard Kennedy School,» which is why the Wallace Foundation originally underwrote the ExEL program to bring teams of superintendents and state education officials together.

Students would be much better off if policymakers and education leaders were to focus on student achievement results as a way to assess teacher quality overall, and to assess the quality of teacher preparation programs supported by federal and state dollars.

For example, Maine recommends that districts adopt «longevity pay incentives» and create teacher leader programs in high - poverty schools.54 The plan also states that the Maine Department of Education will work with teacher preparation programs to assess the type and level of preparation afforded to aspiring teachers wishing to teach in high - poverty schools, isolated schools, and high - risk school settings with the goal of offering more supports, including housing, loan forgiveness, and housing for teachers in these types of schools.55

Professional and policy organizations such as the University Council for Education Administration, the Council of the Great City Schools, and the Bush Institute's Alliance to Reform Education Leadership have all recognized Illinois for exemplary partnerships between school districts and school leader preparation programs.

A new resource developed by the Education Commission of the States (ECS) offers a 50 - state comparison of school leader certification and preparation programs, along with individual state profiles.

Mónica Byrne - Jiménez is an Associate Professor of Educational and Policy Leadership in the School of Education at Hofstra University.Her research focuses on Latina / o identity and school leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparationEducation at Hofstra University.Her research focuses on Latina / o identity and school leadership, the role of faculty diversity on doctoral student experiences, and effectiveness of a special education leader preparationeducation leader preparation program.

States should develop standards and curricula for family engagement in education for teacher and principal preparation programs and should ensure that teachers, principals, and other school leaders receive professional development on improving family engagement in education.

Margaret Terry Orr (PhD, Columbia) is a faculty member of Bank Street College of Education (NY) and directs its Future School Leaders Academy, a two - year school and district leadership preparation program in partnership with 30 + suburban and small city districts.

The Sustainable Funding Project (SFP) at Bank Street College of Education (NY) seeks educator preparation leaders to participate in a study of clinically rich preparation programs.

These graphics highlight the reasons principals matter, what education leaders can accomplish, and what constitutes effective preparation and professional development programs.

More rigorous preparation programs based on the National Educational Leadership Preparation (NELP) standards, which are being developed to align with the recently - revised Professional Standards for Education Leaders (PSEL), are essential for the preparation of beginning - level school building and district lLeaders (PSEL), are essential for the preparation of beginning - level school building and district leadersleaders.

Professors in education, public policy, design, and business schools, as well as instructors in other teacher and leader preparation programs, will find the scenarios and discussion questions helpful.

Future challenges include ensuring that the state maintains the necessary capacity for the regular feedback and support that education quality and feedback specialists provide preparation program leaders with, especially as additional programs enter the state.

Fully fund Title II, Part A of the Elementary and Secondary Education Act, which provides resources for states and districts to strengthen teacher and principal preparation programs; reform educator certification and licensure requirements; develop career advancement initiatives for teachers; and offer professional learning opportunities for teacher leaders and principals.

Nationally, leaders from a variety of sectors — state and national government, school districts, universities, nonprofits, and teacher education programs — are pointing towards teacher residencies as a model for strengthening the preparation of all teachers.

The New York Department of Education will explore devoting a portion of its Title IIA funding to expand preparation programs that provide greater opportunities for candidates (both teachers and school leaders) to apply the knowledge and skills acquired in authentic settings.

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can -LSB-...]

As a leader with more than 25 years» experience working in education and government, she currently oversees public policy related to teacher preparation and licensing and directs an agency that awards over 250,000 credentials per year and accredits more than 250 colleges, universities, and local education agencies offering educator preparation programs.

The Fellows were selected based on their leadership and demonstrated effectiveness in improving student achievement, communication skills, experience implementing federal programs and initiatives, and commitment to strengthening federal education policies to improve the recruitment, preparation, development, and support of great school leaders.

Deans for Impact: Deans for Impact is a national organization composed of leaders of colleges of education and other programs who are committed to improving student - learning outcomes by transforming the field of educator preparation and ensuring their preparation programs graduate candidates who are ready to teach and lead in ways that measurably improve student learning.

A unique partnership was formed between Teaching Trust, an AREL principal preparation program, and Southern Methodist University's Simmons School of Education and Human Development that develops aspiring educationEducation and Human Development that develops aspiring educationeducation leaders.

Using data from surveys, focus groups and program observations in the summer of 2013, the reports listed below are intended to help education leaders and program providers understand specific strategies to meet time - sensitive priorities around Common Core preparation, students» social and emotional growth, and teacher and staff development.

The UIC Ed.D Program in Urban Education Leadership is a university - based school leader preparation pProgram in Urban Education Leadership is a university - based school leader preparation programprogram.

It is a charter - style network of independent teacher preparation programs created by the leaders of three prominent charter school chains (Uncommon Schools, KIPP, and Achievement First), primarily as a means to bypass traditional teacher education.

The CoSN group met with leaders from multiple sectors of the Singapore education system, including a leadership team from the Ministry of Education and the National Institute of Education, Singapore's only teacher preparationeducation system, including a leadership team from the Ministry of Education and the National Institute of Education, Singapore's only teacher preparationEducation and the National Institute of Education, Singapore's only teacher preparationEducation, Singapore's only teacher preparation program.

«The Department of Education and Congress must create clear roadmaps to inform state education agencies how to develop a system that allows potential teacher candidates and school leaders to identify high - quality teacher preparation programs,» the grouEducation and Congress must create clear roadmaps to inform state education agencies how to develop a system that allows potential teacher candidates and school leaders to identify high - quality teacher preparation programs,» the groueducation agencies how to develop a system that allows potential teacher candidates and school leaders to identify high - quality teacher preparation programs,» the groups write.

W. Gary Martin, a leader in the mathematics education community, and Howard Gobstein, an executive vice president at the American Association of Public and Land - Grant Universities (APLU), are working to catalyze a NIC focused on the redesign of secondary mathematics teacher preparation programs (Martin & Gobstein, 2015).

We partner with K - 12 schools, education organizations, and educator preparation programs to develop teachers and school leaders into secure attachment figures so that every adult in schools is emotionally intelligent, healthy, and attuned to build secure relationships that drive learning and development.