Sentences with phrase «leaders of high achievement»

The leaders of High Achievement New York, a Manhattan - based advocacy group of civil rights and business organizations, said this week's boycott showed «no measurable increase in opt - outs this year.»

Not exact matches

But a bit of swagger, self - confidence and a clear vision of its past achievements — and future aims — could pull it through, according to the continent's most high - profile business, economic and political leaders.

The Hall of Achievement Award, GMA's highest honor, recognizes the extraordinary service and contributions of the food, beverage and consumer packaged goods industry's most distinguished leaders.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Students who are not engaged in school are at a higher risk of poor academic achievement, but leaders of after - school programs may not have a good understanding of how to captivate those they serve.

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).

The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in High School Students, Reduce Achievement Pressure, and Create Greater Equity for Economically Diverse Students New York, NY — Today, admissions deans and other leaders from the nation's top colleges and universities joined together to announce the launch of Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a report with concrete recommendations to reshape the college admissions process and promote greater ethical engagement among...

The report we produced, Putting Learning First: Governing and Managing the Schools for High Achievement, was the CED's fifth education study and the product of more than 10 years of ongoing research and vigorous debate by a committed group of business leaders on the most effective strategies for improving student aAchievement, was the CED's fifth education study and the product of more than 10 years of ongoing research and vigorous debate by a committed group of business leaders on the most effective strategies for improving student achievementachievement.

A handful of high - profile current and former urban superintendents have joined a start - up education consulting firm to peddle their expertise on raising student achievement to district leaders and state education officials.

A thought - leader in higher education, she has spent more than two decades at prominent national educational institutions and at the highest levels of government, working to implement effective strategies to raise academic achievement and opportunity for low - income and minority students.

Achieve serves as a significant national voice for quality in standards - based reform and regularly convenes governors, CEOs and other influential leaders at National Education Summits and other gatherings to sustain support for higher standards and achievement for all of America's schoolchildren.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

Mobilizing employers and business leaders to insist that states align high school standards, assessments and graduation requirements with the demands of postsecondary education and work and show graduates that achievement matters by using high school transcripts and exit test results in making hiring decisions.

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.

High Achievement New York, a statewide coalition of parents, teachers, administrators as well as community and business leaders in support of Common Core, is promoting the tests statewide, including statements from Brenda McDuffie, president and CEO of the Buffalo Urban League, and Samuel Radford, president of the District Parent Coordinating Council of Buffalo.

* From Great Teachers and Great Leaders Pictured above is the 2015 - 16 Cohort of Achievement Coaches during the Summer Institute held at Princeton High School.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

If school leaders believe that teachers» and students» understanding of feedback's role in instruction and learning can have a high impact on student achievement, they need to identify how their leadership influences feedback.

To: Speaker Carl Heastie Assembly Majority Leader Joseph Morelle Assembly Minority Leader Brian Kolb Assembly Education Committee Chairwoman Catherine Nolan Majority Leader John Flanagan Senate Democratic Leader Andrea Stewart - Cousins Senate Education Committee Chair Carl L. Marcellino Governor Andrew Cuomo Educators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality educators.

Real reform can only begin when we deepen the conversation of teacher and leader practice from a focus on evaluation checklists and labels to what is needed to affect change: time and resources to focus on what truly matters higher levels of student achievement.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

In each of the four schools, leaders took chances, questioned norms, and led their schools to high achievement because they thought outside the usual parameters.

The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher - leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.

The Office of School Administration provides oversight and operational support, supervision, intervention strategies and accountability systems to schools and school leaders to ensure that students in all MPS schools receive effective instruction and have a safe, supportive learning environment that supports high student achievement.

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

We can point to many places where innovation at high - quality charter schools has produced demonstrable success in closing achievement gaps; creating academically successful, racially and socioeconomically diverse school communities; and developing diverse pipelines of teachers and school leaders.

Entrepreneurial educators and leaders who have the talent, energy, and capacity to found a new high - performing charter school — ideally, fellows have a proven track record of generating top - tier academic achievement for low - income students.

In 2016, the Kauffman School was named Missouri Charter School of the Year and Ms. Lofthus received the Ryan Award which is awarded to high - impact leaders who accelerate student achievement.

The hard work and dedication of educators and school leaders at Oak Hill Elementary School in High Point, N.C. received much - deserved recognition for closing its achievement gaps between students by significant margins.

The watchdog said academy leaders had not set sufficiently high expectations of students» behaviour, attendance or achievement.

«These school leaders have been at the forefront of efforts in their communities around the country to raise student achievement and provide urban schoolchildren the high - quality education they deserve,» added CUBE Chair Micah Ali, who serves on California's Compton Unified School District Board of Trustees.

More K - 12 education leaders understand the critical effects of children's early years on their future success and growth, and appreciate the potential for high - quality early learning experiences to help close achievement gaps.

According to an editorial published in today's Daily News by the leaders of Achievement First, Uncommon Schools, KIPP, Public Prep, and Coney Island Prep, NYC students are best served by expanding access public charter schools «so that every family looking for a high - quality school can, in fact, attend one.»

Partners» monitoring and evaluation work is grounded in our Theory of Impact which states that with consistent, high - quality delivery of our approach, we will build the capacity of teachers and leaders to transform low - performing public schools and districts, driving breakthrough student achievement results.

Domain One — Element Three of the School Leader Evaluation Model In our last entry, Establishing and Monitoring Overall Student Achievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of tAchievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of tachievement goals with members of the faculty.

YPI Charter Schools will empower our Citizen Scholars, California's future leaders, to succeed in the global community by setting high expectations of academic achievement, technological collaboration, information gathering skills, and social competence.

Achievement — Recognizing and honoring high academic achievement Character — Preparing young people for life and empowering them to be successful Leadership — Developing the leaders of tomorrow Service — Demonstrating our motto: Let Us Lead by SerAchievement — Recognizing and honoring high academic achievement Character — Preparing young people for life and empowering them to be successful Leadership — Developing the leaders of tomorrow Service — Demonstrating our motto: Let Us Lead by Serachievement Character — Preparing young people for life and empowering them to be successful Leadership — Developing the leaders of tomorrow Service — Demonstrating our motto: Let Us Lead by Serving Others

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

In our last entry, Establishing and Monitoring Overall Student Achievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of tAchievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of tachievement goals with members of the faculty.

«We would like to congratulate Sanger Academy Charter (Sanger Unified) and Gertz - Ressler High School (L.A. Unified) for this tremendous achievement, and honor the commitment to excellence from the students, teachers, parents, and leaders of these charter schools that truly embody what the charter movement is all about.»

>> Job posted by Achievement First — March 28 Office Coordinator, Bridgeport, CT; Hartford, CT; and New Haven, CT Office Coordinator, Team: Operations Location: Bridgeport, CT; Hartford, CT; and New Haven, CT About Achievement First: Achievement First is a charter school management organization started in July 2003 by the leaders of Amistad Academy, a high performing charter school...

As chief of California's public school system and leader of the California Department of Education, Superintendent O'Connell has focused on closing the achievement gap and preparing students for a rapidly changing global economy by holding high standards for all students.

The school leaders emphasized that the proposed $ 93 million cut to the Geographic Cost of Education Index — the component of the state's funding formula that gives more money to school districts where the cost of educating students is higher — would disproportionaly impact their students, and thwart their efforts to close the achievement gap for their poorest and academically challenged students.

>> Job posted by On - Ramps — March 26, 2012, New Haven, CT, US Associate Director of External Relations at Achievement First Achievement First is a charter school management organization started in July 2003 by the leaders of AmistadAcademy, a high performing charter school in New Haven, CT..

In what will prove a major overhaul of the state's system for evaluating the performance of schools, SB 1458 by Senate leader Darrell Steinberg provides that achievement test results can not constitute more than 60 percent of the value of the Academic Performance Index for high schools and at least 60 percent of the value of the API for primary and middle schools.

By helping BIE teachers achieve the highest professional standard and become leaders in the classroom, we are able raise the quality of teaching in BIE schools and enhance student learning and achievement.»

We need to do more to boost the supply of high - quality principals to ensure that every school is led by a highly prepared leader who can drive student achievement.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree