Sentences with phrase «leader in school turnarounds»

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The education department, abiding by legislation passed in 2015, identified 144 schools (which became 145 after one split) as «struggling» or «persistently struggling» — 124 were listed as struggling, which had two years to turnaround, and 21 schools were identified as persistently struggling, which have one year to improve or face being taken over by an independent receiver chosen by local leaders but approved by the state.

As co-author Julie Kowal and I detail in our just - released paper Importing Leaders for School Turnarounds (sponsored by the University of Virginia's Partnership for Leaders in Education), imports are most likely essential to meet our nation's need.

But evidence suggests that the traditional principal pool is already stretched thin, and many of these leaders who are successful in schools that are already good wouldn't fare well in the white - knuckled process of leading a turnaround.

In what's being pitched as a national model, state officials last week picked the University of Virginia to run a training program that will let an experienced school leader earn a credential as a «turnaround specialist.»

And in districts where superintendents know which principals they should move into the turnaround schools, there are concerns about what happens to the progress achieved in those leaders» former schools once they are moved.

Leaders in the schools that we studied began their remarkable turnarounds by making tough calls — and many of those decisions were about how to use resources.

Michael Sonbert, founder of Skyrocket Educator Training, trains teachers and leaders in 300 urban and turnaround schools.

It is fully aligned with the competencies articulated in the Interstate School Leaders Licensure Consortium (ISLLC) Standards (Council of Chief State School Officers, 2008) and Public Impact's competencies for turnaround leaders (Public Impact,Leaders Licensure Consortium (ISLLC) Standards (Council of Chief State School Officers, 2008) and Public Impact's competencies for turnaround leaders (Public Impact,leaders (Public Impact, 2008).

Democracy Prep's results are incomparable: 100 percent of graduates are college - bound (two college acceptances are required for graduation); 95 percent pass the Regents exams; and the schools are leaders in urban charter turnaround (with Harlem Prep skyrocketing from the third to the 96th percentile from one school year to the next).

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Michael Sonbert is the founder of Skyrocket Educator Training, which trains teachers and leaders in 300 urban and turnaround schools.

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.

It is not uncommon to find some of the state's current worst schools to have been talked about as remarkable turnarounds sometime in the last decade because of an upturn in performance, a new program or leader.

Thanks to the work of teachers and school leaders, a high - poverty K - 5 school in Fort Myers, Fla., earned its highest grade ever and made the biggest turnaround in Lee County history

How Principals Use Multi-Classroom Leadership in School Turnarounds: Vignettes profile four turnaround principals leading instructional team of teacher - leaders http://opportunityculture.org/How-principals-use-multi-classroom-leadership-in-school-turnarounds

The teachers union is looking to expand its influence on school boards in the wake of Mayor Lovely Warren's request to be named leader of a receivership district to turnaround the city's worst schools.

Tuck gained prominence as the leader of former Los Angeles Mayor Antonio Villaraigosa's turnaround of 17 low - performing urban schools beginning in 2007.

In this report, written by Julie Kowal, Jacob L. Rosch, Emily Ayscue Hassel, and Bryan C. Hassel, for the Center on Innovation and Improvement, we examine the research base on performance - based dismissals in other sectors to offer strategies for leaders in turnaround schoolIn this report, written by Julie Kowal, Jacob L. Rosch, Emily Ayscue Hassel, and Bryan C. Hassel, for the Center on Innovation and Improvement, we examine the research base on performance - based dismissals in other sectors to offer strategies for leaders in turnaround schoolin other sectors to offer strategies for leaders in turnaround schoolin turnaround schools.

The series includes a guide to help district and state leaders choose the best restructuring option for each school, updated in a 2nd edition released in 2009, and white papers identifying what we know from research about when the first four restructuring options under NCLB work: reopening as a charter school, contracting with external providers, turnarounds with new leaders and staff, and state takeovers.

Barbara W. Brown, Instructional Specialist, is a leader in supporting school turnaround initiatives.

Although these insights are written for people who often lead school turnaround efforts — principals, assistant principals, instructional coaches, and teacher leaders — other stakeholders involved in school improvement may also find them instructive.

In turnaround schools, teacher - leaders such as multi-classroom leaders are an essential component of an Instructional Team of Leaders (ILT) to improve the instructional practice of all teachers and deploy school - wide initileaders such as multi-classroom leaders are an essential component of an Instructional Team of Leaders (ILT) to improve the instructional practice of all teachers and deploy school - wide initileaders are an essential component of an Instructional Team of Leaders (ILT) to improve the instructional practice of all teachers and deploy school - wide initiLeaders (ILT) to improve the instructional practice of all teachers and deploy school - wide initiatives.

Leaders in schools like Granger and Dayton's Bluff began their remarkable turnarounds by making tough calls — and many of those decisions were about how to use resources.

Public Impact produced some of the earliest work guiding states and districts choosing among school turnaround strategies and has been the field leader in providing research, guidance and implementation support for turnarounds within schools, charter restarts and innovation zones.

One promising strategy to dramatically improve chronically low performing schools is known as a «turnaround» — a quick, dramatic, sustained improvement in performance brought about by a highly - capable leader.

A significant challenge to school turnaround efforts is a lack of turnaround leaders available to work in these schools.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeSchool Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effeschool leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

These events have included a teachers - only panel in school turnaround and dinners with national education leaders.

This series of How - To Modules are designed to assist state and local education agencies in recruiting, selecting, developing, and retaining school turnaround leaders.

In 2011, SEDL and the other partners (ICF, AIR, Education Northwest, and McREL) assisted with Communities of Practice addressing stakeholder engagement, school turnaround, and teacher and leader effectiveness.

A partnership of four education organizations studying issues surrounding school turnaround — The Center on School Turnaround at WestEd, the Center on Great Teachers and Leaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have made available materials that can assist state and local education agencies in recruiting, selecting, developing, and retaining school turnaround leschool turnaround — The Center on School Turnaround at WestEd, the Center on Great Teachers and Leaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have made available materials that can assist state and local education agencies in recruiting, selecting, developing, and retaining school turnaround leSchool Turnaround at WestEd, the Center on Great Teachers and Leaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have made available materials that can assist state and local education agencies in recruiting, selecting, developing, and retaining school turnaround lLeaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have made available materials that can assist state and local education agencies in recruiting, selecting, developing, and retaining school turnaround leschool turnaround leadersleaders.

This descriptive, mixed - methods analysis uses survey data from state - level turnaround leaders in all 50 states and interviews with eight intentionally selected state leaders to launch a discussion about how states support districts in school - turnaround efforts.

For turnaround school leaders, NYCLA's coaching focuses on helping them hone their skill in these critical areas that are essential to the development of a positive school climate and culture, which is in turn key to turnaround success.

Federal education officials tour successful turnaround schools in Memphis» iZone, including New Leader - led Cherokee Elementary, reports the Commercial Appeal.

A graduate of the Leadership Academy's second cohort of Aspiring Principals, Shannon will design curriculum and facilitate the learning of school - and system - level leaders, leveraging her deep knowledge in adult learning, systems - thinking, data - driven leadership, and turnaround leadership.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schLeaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schleaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schleaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schools.15

O'Hara credits this turnaround to careful cultivation of teacher leaders in his school.

That's why we invest in leadership development, coaching, and school turnaround programs that help our state's public school leaders become stronger educators, and help develop the future of Texas by giving all kids a fair shot at success in school and in life.

Previously a teacher and school leader, William has substantial experience in education evaluation ranging from small program analysis focused on improving instructional practices to large - scale data management and analysis related to state - level turnaround efforts.

And a strong school leader is a crucial ingredient in any turnaround effort.

Ms. Williams was placed with the University of Virginia's Darden - Curry Partnership for Leaders in Education in Charlottesville, Va., where she works with school districts around the country to support their school turnaround efforts.

After transitioning to instructional coaching, Nick supported teacher leaders in their implementation of a drastic rewrite of the district curriculum and assessment plan while working toward a successful school turnaround.

We also present a starting list of leading indicators and a proposed monitoring timetable for district, state, and other education leaders to use in turnaround schools.

District and school leaders should implement turnaround strategies based on evidence from rigorous studies of turnaround efforts in North Carolina and other states, or well - conceived, innovative strategies with sound theoretical foundations.

The ASD has collaborated with high - performing charter operators to conduct school turnarounds in neighborhood schools; collaborated with philanthropic leaders to build a sustainable educator talent pipeline for the bottom 5 percent of the state's schools; engaged neighborhood communities in the process of matching charter operators to schools selected into the ASD; and influenced district - led turnaround efforts.

Improve allocation of vital resources to support interventions that will attract and retain excellent teachers and school leaders in high - need schools, including 11 - month teacher contracts; extended contracts with incentives for proven turnaround principals; teacher scholarships; and opportunities for teachers to advance in their careers without leaving the classroom.

Moreover, we appreciate the many ways the regulations highlight priority actions and conditions necessary for school leaders to be most effective — such as elevating the importance of hiring turnaround leaders who are trained for or have a record of success in low - performing schools and providing principals with balanced autonomy to transform underperforming schools.

The TISS initiative builds an innovative new program on the foundation of three existing core NYCLA programs with proven results: our nationally - recognized and externally validated Aspiring Principals Program (APP), which recruits, prepares, and supports talented educators committed to leading school turnaround efforts; the Leadership Advancement Program (LAP), which prepares aspiring leaders; and our current coaching program for NYC principals, especially those early in their careers.

Raise Your Hand Texas invests in leadership development, coaching, and school turnaround programs that help our state's public school leaders become stronger educators.

In addition, we held the first of our annual summer leadership retreats, an opportunity extended to all of the faculty to spend four days developing a clear, shared vision of the school's turnaround plan, unpacking the implications for each of us as teacher leaders, and collaborating to strengthen the leadership skills we would need to make it happen.