Their recommendations set out a range of useful principles to help school
leaders and teachers ensure that working practices are productive, expectations reasonable and workload for teachers manageable.
Not exact matches
«Despite all these shortcomings in way in which GCSEs have been reformed,
teachers and school
leaders have continued, as ever, to
ensure that pupils receive high quality learning experiences
and can secure the best possible chance of exam success tomorrow.
«Ofsted must now take this opportunity to engage with
teachers and school
leaders to
ensure that inspection can be reformed further so that it accurately reflects the full value that schools add to the quality of children
and young people's lives
and their future prospects.»
Union
leaders often invoke norms of justice when seeking to
ensure that veteran
teachers continue to enjoy the same perks
and protections they were implicitly promised when they entered the profession a quarter century ago — despite intervening changes in the larger world, in the needs of students,
and in management
and organizational practice.
How can I
ensure that my role as a TIS should be a
leader of integration
and not just a
teacher assistant?
In addition, Russell Quaglia, president
and founder of the Quaglia Institute for Student Aspirations,
and Lisa Lande, executive director of the
Teacher Voice and Aspirations International Center, have recently proposed three steps that school and district leaders can take to ensure teacher voice is represented in decision -
Teacher Voice
and Aspirations International Center, have recently proposed three steps that school
and district
leaders can take to
ensure teacher voice is represented in decision -
teacher voice is represented in decision - making:
«However, the government must now use the space it has created with today's announcement on assessment to
ensure that the outcome delivers real progress in reducing, not increasing, the already intense workload burdens on
teachers and school
leaders, whilst also
ensuring that schools are judged on the right things in the right way.»
«Lisa brings to the role the requisite skills, experience
and expertise to lead AITSL as it continues to deliver on its key priority of
ensuring teachers and school
leaders have the maximum impact on student learning in all Australian Schools.»
One of the challenges facing school
leaders right now is striking the right balance between pragmatism to make sure that every class has a
teacher,
and ensuring the bar continues to be set as a high as it should be in terms of teaching quality.»
In her synthesis of research on effective
teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing
teachers with opportunities to drive their own professional development, allowing
teachers to work collaboratively to learn
and apply evidence based practices, establishing a professional learning culture that provides a safe
and authentic environment for professional enquiry
and ensuring school
leaders take an active role in developing professional learning,
and maintaining momentum within schools.
Association of School
and College
Leaders, the National Association of Head
Teachers and the National Governors» Association would work with the Teaching Schools Council, employers
and leading universities to create the Foundation, which also plans to work with organisations providing courses to
ensure high standards.
What then follows is creative thinking about what education
leaders, schools,
teachers, parents
and students themselves can do to support policy actions that
ensure every student is equipped with the skills necessary to achieve their full potential
and participate in an increasingly interconnected global economy.
As a school
leader, when implementing an educational approach, how do you
ensure teachers receive ongoing PD
and supervision?
The goal is to provide great resources for
teachers and school
leaders,
ensuring outstanding value for money
and quality.
School
leaders need such metrics to help them
ensure that the technologies they purchase are actually helping
teachers to be more productive
and flexible, rather than merely providing instructional bells
and whistles.
They need to either give on - the - ground educators the authority
and resources to make technology adoption
and implementation decisions, or they need to work very closely with students,
teachers,
and school
leaders to
ensure that top - down efforts will effectively address educators» day - to - day challenges.
These include: reforming National Professional Qualifications to equip school
leaders with skills on how to deal with bad behaviour; encouraging providers to bid for funding from a pot of # 75 million from the Teaching
and Leadership Innovation Fund;
and revising existing advice for schools including the mental health
and behaviour guidance to
ensure they support
teachers and school
leaders.
Our White Paper reforms will
ensure we continue to spread excellence everywhere by putting control in the hands of the
teachers and school
leaders who know their pupils best, alongside new measures to more swiftly tackle failing
and coasting schools.
It advised the government to draw up a clear plan for
teacher supply covering the next three years, detailing how targets will be met
and based on better data; to set out how it will talk to school
leaders about the recruitment challenges they face; to report back on the extent of
teachers taking lessons in which they are not qualified;
and to
ensure there is clearer information on where applicants may train to become a
teacher and how much it costs.
«Every day, my goal is to
ensure that our students, future principals
and teacher leaders, understand that there are inequities in the education system that can block students from reaching their full potential», Hermanns says.
The measures announced by Hinds included a commitment to working with Ofsted, regional schools commissioners, the Education
and Skills Funding Agency
and multi-academy trusts — to clarify their roles,
and ensure teachers and school
leaders have a clear understanding of who they are accountable to,
and for what.
We feel it is a true privilege to serve the education community
and work hard to
ensure that we are providing
teachers and leaders with relevant
and timely professional learning.
Yet on close reading, de Blasio's nine - page education plan offers mostly bromides
and impossible dreams: «
ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve
and engage parents
and families,»
and «place great
leaders to lead great
teachers in every school.»
The centre aims to work with educational
leaders and teachers to
ensure that any integration of ICTs into the teaching program is considered from a learning
and outcomes perspective rather than from a
teacher - centered perspective.
Matt Rogers, ICT subject
leader and teacher, offers some insight into life at Snowsfields: «Over the course of the past two years we have worked extremely hard to
ensure that our pupils are given access to,
and allowed to explore a range of different software
and hardware to help scaffold their own learning.
Head
teachers and senior
leaders are all feeling the pinch, caught up in a never - ending battle to get
teachers in to fill vacancies,
and often having to compromise on the right skills, qualifications
and cultural fit, simply to
ensure they have enough bodies to keep the lights on.
Liberal Democrat
leader Nick Clegg is also expected to announce four other measures concerning educational policy, including the protection of spending per - pupil, a guarantee
ensuring all
teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in deprive
teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of
Teachers and a National Leadership Institute to promote high quality leadership in schools in deprive
Teachers and a National Leadership Institute to promote high quality leadership in schools in deprived areas.
The 4,000
teachers, social entrepreneurs, policy makers
and business
leaders attending the Impact Conference will debate
and discuss how to the new government can work with
teachers, charities
and business to
ensure no child falls through the gaps between education, employment or training.
As the
leader of the largest group of
teachers in the nation, Weingarten is well - positioned to effect change in the education space,
and she consistently
ensures that key issues remain at the forefront of American public discourse.
Topics of discussion include: • Creating, executing,
and evaluating measureable goals
and benchmarks to
ensure TRUE college
and career readiness • Scaling implementation of programs to assess student growth
and close math learning gaps • Building
teacher capacity through TRUE professional learning communities
and collaborative internal support systems • Leading a district - wide mindset shift toward
ensuring lifelong learning for both adults
and students All school
and district - based
leaders,
and K - 12 educators are invited to attend.
revising our existing advice for schools including the mental health
and behaviour guidance to
ensure they support
teachers and school
leaders as best as they possibly can
Smarick found they are able to leverage economies of scale
and back - office support, recruit
and groom talented
teachers, build external partnerships with such groups as Teach For America
and TNTP,
and invest in their own staff to build future school
leaders,
ensuring long - term stability for schools.
Ellen Sherratt is deputy director of the Center on Great
Teachers and Leaders where she led the support of 22 states» plans to
ensure equitable access to excellent educators.
These grants are an unprecedented opportunity to follow the example of a bold group of district
leaders and teachers,
and work together to
ensure that all students are taught by effective
teachers, in our cities
and beyond,» said Gene Wilhoit, Executive Director of the Council of Chief State School Officers.
The SDSU College of Education is committed to preparing
teachers, school administrators, counselors, community college faculty
and leaders, performance improvement / technology professionals,
and community service professionals to provide the highest quality learning environments to
ensure student
and client success
and achievement through our teaching, research,
and service.
The release quotes CER
leader Jeanne Allen saying, «the real fight» is not whether
teachers are paid well enough
and schools are adequately funded but how to «
ensure money follows students
and doesn't continue to get wasted on a bloated bureaucracy
and top - heavy school districts that have grown dramatically faster than enrollment.»
Regardless of the source, consistent
and adequate funding allows
leaders to maintain the technology
and infrastructure while
ensuring teachers are trained to use it to its fullest capacity for learning
and teaching.
Education Department spokeswoman Elizabeth Hill touted DeVos» visits to 12 public, charter, private, religious
and military schools — «an average of one per week» — as evidence that «the Secretary is engaging with students, parents,
teachers and leaders to deliver the President's vision of
ensuring every child in America has the equal opportunity to receive a world - class education.»
By reviewing what is in place for PD at the district
and building level, district
leaders have an opportunity to make adjustments
and add supports to
ensure that the professional development provided to
teachers results in improved instructional practices
and increased student achievement.
While
ensuring equitable geographic distribution to the extent practicable, ED shall give priority to eligible entities that concentrate proposed grant activities on
teachers and school
leaders in high - need schools.
Leaders of the American Association of Colleges for
Teacher Education said here they would support efforts to shift professional training to the graduate level to allow prospective
teachers more time to learn core subjects
and to
ensure that their professional training is more coherent
and has more relevance.
Ensuring quality
teachers in every classroom by recruiting, training, retaining,
and rewarding
teachers and school
leaders; creating career ladders
and increasing pay for effective
teachers who serve as mentors, teach in high - need subjects, such as math
and science,
and who excel in the classroom;
and by identifying ineffective
and struggling
teachers, providing them with individual help
and support,
and removing them from the classroom in a quick
and fair way if they still underperform.
NSBA looks forward to working with Congress
and the Administration in addressing the flexibility states
and local school districts need to
ensure equity
and excellence in public education; such as the development of innovative programs that address the unique needs of each school district
and respective community, programmatic flexibility
and compliance for rural districts,
and recruitment
and retention of highly effective
teachers and leaders.
To
ensure Niagara Catholic schools consistently hire the best
teachers, the school board recently implemented
Teacher EPI ® — that helps leaders identify top teacher candidates based on qualifications, teaching skills, cognitive ability and attitudinal f
Teacher EPI ® — that helps
leaders identify top
teacher candidates based on qualifications, teaching skills, cognitive ability and attitudinal f
teacher candidates based on qualifications, teaching skills, cognitive ability
and attitudinal factors.
Ensuring every kid has the opportunity to learn
and succeed requires cooperation from parents,
teachers, political
leaders, business
leaders, community
leaders,
and nonprofit organizations.
IF the IDOE collaborates with key stakeholders, including LEAs, institutions of higher education,
and educator associations, to refine existing human capital management systems that leverage evaluation
and support systems to recruit, prepare, develop, support, advance, reward,
and retain great
teachers and leaders, THEN increased educator capacity
and effectiveness will
ensure equitable access to excellent educators
and lead to improved student outcomes.50
This means planning out work far enough in advance to
ensure that there is buy - in for those efforts among
teachers and administrators,
and that the
teacher leader's work is connected to other reform strategies in use.
Well - designed preparation programs help
ensure that reform efforts are succesful by equipping
teacher leaders with the necessary knowledge
and skills to be effective in their work to improve instruction.
Over a six - month span, researchers at the Center for American Progress interviewed dozens of parents,
teachers, school
leaders, system
leaders, advocates, assessment experts,
and policy
leaders in an attempt to identify what can be done to
ensure that tests are being used in service of teaching
and learning.
As full implementation of both the
teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district
leaders,
and the DOE
ensure that principals
and teachers have a viable curriculum based on the Common Core Standards; valid
and reliable assessment tools to measure growth in every subject area (tested
and nontested);
and time to work in professional teams to set growth targets, analyze data,
and provide the appropriate instructional interventions for every student.