Sentences with phrase «leaders and teachers ensure»

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 depriveteachers 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 depriveTeachers 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 fTeacher EPI ® — that helps leaders identify top teacher candidates based on qualifications, teaching skills, cognitive ability and attitudinal fteacher 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.