Sentences with phrase «leaders in the school choice»

An Arizona Republic editorial recognized Arizona's emergence as a national leader in school choice while explaining the benefits of providing options to parents and students.

She currently serves as Chairman of the American Federation for Children, a national leader in the school choice movement.

The District also is a national leader in school choice, with 44 percent of students enrolled in public charter schools and a lottery system that allows students to enroll in traditional schools throughout the city.

A 2006 poll of leaders in the school choice movement, conducted by myself and the Mackinac Center, showed that they prefer tax credits as well; although still low, their opposition to vouchers is more than double their opposition to tax credits.

Not exact matches

With a clear four - step methodology to help readers move from idea to action, templates for readers to map out their problems and the opposing ideas for solving them, and with practical and memorable stories, from music mogul Jay - Z, to the founder of Vanguard Group, Creating Great Choices was written with MBA students, business managers, non-profit and government agency leaders, teachers, and even elementary school students in mind.

And when it comes down to it, if given the choice, my kids would rather have a (relatively) rested, calm, relaxed and PRESENT mom to come home to after school and to tuck them in at night than one who is their class mom and girl scout troop leader and baseball team mom and who runs the school store organizes the school fundraiser and is on every board there is to be on in town (I don't do all that stuff, but you get the point) and who is also a complete and total stressed out and spread thin raging lunatic from the moment they get home until the moment they are in bed.

But it would at least give your food service leaders a chance to control the food choices Aramark is making, since the school district would be paying for all of the meal components by invoice, in addition to whatever management fees and per meal fees it has agreed to pay Aramark.

«Elected leaders, community members and grassroots supporters know that John Liu is the only choice to stand up to the Republican status quo and fight for good jobs, affordable housing and better schools for every community in the 11th District.»

A former councilwoman from Manhattan, Ms. Moskowitz could have been a natural choice for a hodgepodge of communities frustrated by Mr. de Blasio, including white voters in Manhattan who have soured on the mayor, business leaders who have long viewed Mr. de Blasio with hostility and a diverse set of charter - school parents across the city.

Several school leaders said if a private school choice program with strong funding existed in their states, more families who already desire their school would be able to afford tuition — increasing enrollment and resources to serve them while maintaining their Catholic identity.

The Key's report also shows that the pressure for primary schools doesn't end with the application figures — almost half (45 %) of primary school leaders have had to respond to upset parents whose children didn't get their first - choice placement at the school, compared to one in five (20 %) leaders in secondary schools.

Brian Lightman, the Association of School and College Leaders general secretary, said: «Schools have no choice but to focus more of their resources in this direction, while balancing this demand against the need to give 11 - to 14 - year - olds a good foundation at secondary level.»

Also in these ranks: leaders like former Massachusetts governor Deval Patrick (Milton Academy and Harvard), former Tennessee congressman Harold Ford, Jr. (St. Albans and UPenn) and, of course, U.S. Senator Cory Booker, the lone public school graduate among these (Northern Valley Regional in affluent Bergen County and Stanford), who has also been the most vocal supporter of school choice.

House Majority Leader Eric Cantor will deliver a keynote address on the future of school choice in the U.S.

As a new Administration takes shape in Washington, with an education leader who has long been an advocate of parental choice, the charter school movement needs to redouble its efforts to turn happy parents into active warriors for charter schools and school choice.

I've met inspiring regional leaders like New Mexico State Representative Monica Youngblood and New York Assemblyman Marcos Crespo, who are on the front lines in their communities supporting school choice.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

Engage Detroit city leaders, like the mayor and local developers, in addressing safety, transit, and social - service support to help families and schools develop a strong choice infrastructure.

It starts with young leaders prompting others in the school to make donations to a cause of their choice, but it often evolves into community service projects.

Cleveland's leaders understood that when school choice breaks down in the real world, government and its partners have a role to play to make it work better for families and cities.

Instead of promoting choice and letting the chips fall where they may, thoughtful leaders in cities across the country know that governments and their partners and choice advocates have important, challenging work to do if they want school choice to truly benefit families in the real world.

Geoff Barton, general secretary of the Association of School and College Leaders, said: «There is a serious shortage of teachers in many subjects and schools have no choice other than to ask teachers to teach subjects in which they do not have a degree.

If minority leaders can be weaned away from traditional alliances, the underlying public support will translate into effective legislative action, especially if choice laws focus on schools in urban areas.

The Republican leaders in the executive and legislative branches, which once championed accountability, have turned to school choice as the primary strategy to produce reform (even as public opinion on choice, especially more extreme forms such as vouchers, has begun to sour).

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Finding leaders who can turn around schools full of low - income kids is usually the toughest challenge, and in Denver those making the choices have not always been on the same page.

The movement is generally supported by school leaders, who say that they must be able to have a choice in the selection of talent in their building if they are to be held accountable for achievement results.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

I want every child to have quality school choices, I want stronger (and broader) external standards, I want more open paths to becoming an educator, I want empowered school leaders (really empowered, in ways that would also break the union stranglehold) who are compensated like CEOs, I want super pay for great instructors and no pay for incompetents, and I want a complete makeover of «local control.»

More significant problems arise in schools of choice when, for example, school leaders hide open seats from certain types of students or manipulate their lotteries or waitlists — problems that are especially likely when schools manage their own enrollment processes amid significant accountability pressure.

For example, a city might desire a mix of neighborhood and citywide choice schools; if this is the case, city leaders could regulate their charter district in this manner.

While the national discourse focuses on the merits of school choice initiatives in their own right and for their own sakes, as leaders of state and local education systems, as educators of diverse regional, political, and professional backgrounds, we believe that these policies are better thought of as means to critical ends, and that the goal of these and other education policies should be, above all else, the enhancement of skills for America's youngest generation and expanded opportunity for children to thrive as adults.

While allowing for a range of NNRs to satisfy the ESA testing requirement provides information about student performance, NNRs do not drive school - level content decisions the way criterion - referenced statewide assessments can, which research suggests can dissuade private school leaders from participating in education choice programs.

BloomBoard's personalized professional learning platform has been redesigned inside and out so school and district leaders can give their educators voice and choice in their professional learning.

Leaders of participating schools identified a number of concerns they have as participants in their state's choice program.

While private schools are eager to serve disadvantaged students, private - school leaders participating in school choice programs are being asked to take on difficult - to - educate students for a fraction of the amount that public schools would receive for the same students.

At the meeting, I facilitated a session with my colleague Sarah Yatsko about the ways in which school choice can break down for families in the real world and what leaders in cities can do about it.

The foundation has monitored school - choice developments in the U.S. since 1996, and Hiner says Colorado's program is evidence of a shift in opinion among education leaders.

The Portfolio Network meeting is an annual gathering of innovative district, charter school, community, and civic leaders from across the country who are figuring out how to run and oversee autonomous schools of choice in ways that ensure all families have good options and the system operates fairly.

By contrast, the same survey found substantially lower levels of concerns about school choice regulations among school leaders in Indiana and Florida, where the regulatory burdens are considerably lower.

In Part Two we examined district leaders «choices and behaviors as they affect school leadership and student learning.

With the goal of creating 20,000 new seats in innovative schools of choice by 2024, we believe that sharing the voices of families in Idaho's many communities can help our schools, educators, and policy leaders increase access to great learning opportunities in the communities with the greatest need for better school options.

We work with leaders at all types of schools in every sector — MPS, independent charter, and private Choice — at every point along the path to high - quality.

The Louisiana Federation for Children joined with parents, grandparents and community leaders in Baton Rouge and New Orleans to celebrate National School Choice Week.

In higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultantsIn higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultantsin lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultants).

Let's take a step forward and build a system that prepares school leaders well, ensures that they are effective in their work and helps everybody involved make smart choices for their careers, schools, programs and most importantly — students.

Another worrying finding showed that 48 per cent of senior leaders in secondary schools had limited subject choices at GCSE for financial reasons, while 43 per cent had reduced the options at A-level.

Charter Schools Development Corporation, a 501 (c)(3) nonprofit corporation and Community Development Financial Institution (CDFI), promotes innovation and excellence in education by helping charter school entrepreneurs and leaders finance, build and expand their school models, with the goal of ultimately improving student achievement by increasing school choice within the American public education system.

This week the Association of American Educators joins groups of students, parents, and community leaders across the country in celebrating National School Choice Week 2015!