Sentences with phrase «leaders of professional learning communities»

Transformational Learning Communities SRI provides professional development for members and leaders of professional learning communities, supporting professionals to use multiple strategies and tools aimed at expanding the group's capacity and success.

As the leader of her professional learning community, Cline encouraged other teachers to join her in using lesson imaging.

• Leader of Professional Learning Community (PLC) and effectively assess students, analyze data and change instruction based on findings.

Not exact matches

Additional participants in the Jamaica Now Planning Initiative include: 165th Street Business Improvement District, 180th Street Business Improvement District, Jamaica Center Business Improvement District and Sutphin Boulevard Business Improvement District, A Better Jamaica, A Better Way Family & Community Center, Addisleigh Park Civic Association, Alliance of South Asian American Laborers, America Works, Antioch Baptist Church, Brinkerhoff Action Associates, Inc., Center for Integration & Advancement for New Americans, Center for New York City Neighborhoods, Chhaya Community Development Corporation, Citizens Housing & Planning Council, Community Healthcare Network of New York City, Cultural Collaborative Jamaica, Damian Family Care Center, Edge School of the Art, Exploring the Metropolis, Farmers Boulevard Community Development Corporation, First Presbyterian Church in Jamaica, Fortune Society, Goodwill Industries of Greater New York & New Northern New Jersey, Greater Allen Development Corporation, Greater Triangular Civic Association, Indo Caribbean Alliance, Jamaica Center for Arts & Learning, Jamaica Hospital, Jamaica Muslim Center; Jamaica Performing Arts Center, Jamaica YMCA, King Manor, LaGuardia Community College Adult & Continuing Education, Mutual Housing Association of New York, Neighborhood Housing Services Jamaica, New York Alliance for Careers in Healthcare, Queens College, Queens Council on the Arts, Queens Economic Development Corporation, Queens Hospital, Queens Legal Services, Queens Library; Queens Workforce1 Center, SelfHelp, Sikh Cultural Society, Sunnyside Community Services, Inc., The Jamaica Young Professionals, The Jamaica Youth Leaders, The Tate Group, Upwardly Global, Visiting Nurse Service of New York, and Y - Roads.

Together we came up with the idea of creating a professional learning community (PLC) of education leaders committed to 21st century education.

Mason chairs the New and Aspiring School Leaders Institute, a four - day professional development program at HGSE that invites new principals to come together and talk about leadership styles, how to construct a positive learning environment, and how to form a community of school lLeaders Institute, a four - day professional development program at HGSE that invites new principals to come together and talk about leadership styles, how to construct a positive learning environment, and how to form a community of school leadersleaders.

Somewhere in the midst of all this, there is a powerful, pragmatic way forward, and in a few places, Klein draws a breath and points to it: to balancing tougher entry into the teaching profession with a more professional experience once inside it; to content - rich curricula that are truly worth teaching; to technology in the service of new forms of learning; and to sophisticated partnerships between those in the schools and the families, community leaders, philanthropic institutions, administrators, and taxpayers beyond the school walls.

An individual's personal learning network can be described as an informal and personally curated community of professionals, industry thought - leaders or organizations that consistently create and / or share valuable information with the goal of educating their community.

This project will: • Catalyze a professional learning community of Innovation Leaders, educators, and administrators throughout the participant schools.

It's very important in a professional community that we see that leaders are, wherever possible, promoting professional learning in their group, they're promoting opportunities to take on leadership roles, they are models themselves of people who keep up with research, that they encourage people and expect people to themselves keep up with research in their area of practice.

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.

This paper explores to what extent central office administrators lead meetings of principal professional learning communities in ways that promise to strengthen principals» development as instructional leaders and the conditions that help or hinder administrators in the process.

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.

Ken is the Chief Executive Officer of EdLeader21, a professional learning community for education leaders committed to 21st century education.

A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The Principal as Assessment Leader, he is also coauthor of Teaching the iGeneration, Communicating and Connecting with Social Media, Building a Professional Learning Community at Work ™, and Making Teamwork Meaningful.

Collaborative Learning Educators routinely engage in collaborative learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure their Learning Educators routinely engage in collaborative learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure their learning in various settings, and SRI provides professional development for members and leaders of these learning communities, offering multiple strategies and tools to help insure their learning communities, offering multiple strategies and tools to help insure their success.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Breaking Ranks provides school leaders with a framework for improving schools through collaborative leadership and professional learning communities; creating relevance through personalizing the school environment; and addressing issues of rigor through curriculum, instruction, and assessment.

Design personalized learning opportunities for teachers that lead to effective use of digital tools and resources, and inspire teachers to become lifelong learners and leaders in their schools and professional communities.

Discovery Education is the global leader in standards - based digital content for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content that supports the implementation of the Common Core, professional development, assessment tools and the largest professional learning community of its kind.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

Discovery Education, is the global leader in standards - based digital content for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content, professional development and the largest professional learning community of its kind that empowers educators and increases students» academic achievement.

A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The Principal as Assessment Leader, he is also coauthor of Teaching the iGeneration and Building a Professional Learning Community at Work /, Learning Forward's (formerly National Staff Development Council) 2010 Professional Development Book of the Year.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Discovery Education is the global leader in standards - based digital content and professional development for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content that supports the implementation of Common Core, professional development, assessment tools, and the largest professional learning community of its kind.

However, over the past two decades, there has been an increasingly loud call amongst educators, school leaders, and policy makers to break down the walls of classroom isolation in exchange for a more collaborative approach commonly known as professional learning communities (PLCs).

In the final installment in a series of webinars exploring issues around how central offices can best support principals as instructional leaders, Dr. Meredith Honig of the University of Washington shares her team's research on what principal supervisors do when they lead principal professional learning communities in ways that support principals» growth as instructional leaders.

Teacher leaders (1) foster a collaborative culture to support educator development and student learning; (2) use research to improve practice and student learning; (3) promote professional learning for continual improvement; (4) facilitate improvements in instruction and student learning; (5) promote the use of assessments and data for school and district improvement; (6) improve outreach and collaboration with families and community; and (7) advocate for student learning and the teaching profession.

Allowing school leaders to get to know their peers from other schools and districts, forming professional relationships and building their own personal learning communities is a critical piece of the process.

Furthermore, in order to create and sustain a professional community that flourishes with continuous learning, leaders need to be able to engage in the adaptive work of cultural change.

«Our district is proud to be a member of this professional learning community for 21st century education leaders.

New resources are available for professional learning communities of math teachers and leaders to help plan lessons with ELs in mind.

She has presented at a national Leader - in - Me conference, implemented a district - wide professional development on the adoption of Arizona College and Career Ready Standards, and facilitated data - driven, content - focused professional learning communities.

This second day of professional learning will provide strategies and tools for digital leaders to build their community through effective communication strategies to market the highly rigorous and relevant student learning.

Accomplished principals will share the latest research and analysis on evidence - based strategies to support the role of principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going professional support for principals, and share key strategies for sustaining high quality professional learning communities for principals and other school leaders.

We offer broad range of professional seminars to prepare you to be a classroom role model, an instructional leader, a mentor to a new teacher, a facilitator of learning communities, or to be a school administrator.

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

To be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design, curriculum, and coaching.

High - quality professional learning matched to capability and school and community context is important for developing the behaviour of future school leaders.

He created authentic, interdisciplinary projects, with a high level of technology integration while serving as teacher leader in a Professional Learning Community.

The Community Schools Leadership Network unites leaders of community schools and initiatives into a professional learning cCommunity Schools Leadership Network unites leaders of community schools and initiatives into a professional learning ccommunity schools and initiatives into a professional learning communitycommunity.

Rougeux helps lead The Discovery Education Community, a professional learning network that helps connect school leaders with their peers around the world to share their wealth of knowledge.

Along with a detailed explanation of each indicator area, the guide explains how the Framework can help different audiences advance the work of community organizing for school reform: for foundation program officers, through learning how to recognize and understand the accomplishments of community organizing groups; for educators, through appreciating how community organizing can complement their efforts and what it can accomplish that is outside the realm of professional educators; and for organizers and leaders, through gaining a vocabulary for describing their achievements and criteria for assessing their work.

Together we offer over 60 years of experience as professional learning leaders and educators and have built a learning community that mentors and empowers new teachers towards a successful teaching career built upon culturally responsive and inclusive teaching practices.

Lifecycles of Educators: Essential School Staff Development: This issue examines the career directions of Essential school teachers and education leaders, focusing on professional learning communities to address the challenge of developing the capacity of educators and administrators to sustain success, create improvement, and start new schools.

Discovery Education is the global leader in standards - based digital content and professional development for K — 12, transforming teaching and learning with award - winning digital textbooks, multimedia content that supports the implementation of the Common Core initiative, professional development, assessment tools, and the largest professional learning community of its kind.

In Breaking Ranks II and Breaking Ranks in the Middle, school leaders are provided with a framework for improving the performance of each student by: implementing best practices through collaborative leadership and professional learning communities, creating relevance through personalizing the environment, and addressing issues of rigor through curriculum, instruction, and assessment.

«Educators who regularly participate in effective professional learning communities are members of powerful teams that greatly influence the outcomes of their students,» said ASCD Emerging Leader Kenny McKee.

Areas of Focus for School Leadership Consulting • Purposeful and Intentional Leadership (The Attitude of the Leader) • School Brand • School Climate and Culture • Building Collegial Relationships • Instructional Leadership • Accountability and Responsibility • Planning and Organization • Professional Learning for the Leadership • Professional Development for Staff • Parental and Community Engagement