Sentences with phrase «leaders of school improvement»

As the front - line leaders of school improvement efforts, the nation's principals have been among the loudest voices agitating for a long - overdue ESEA reauthorization, but the expediency of the reauthorization can not come at the expense of equity.

Who Should Attend: Principals, assistant principals, department heads, classroom teachers, and coaches, members of school networks, leaders of school improvement and turnaround efforts

But as leaders of school improvement, we are faced with the daunting challenge of making change a necessity, a known quantity, and fun.

Not exact matches

On the other hand leaders of the Bible school movement have been developing a theory of liberal arts education with the Bible at its center, and through an accrediting association have moved toward standardization and steady improvement of a program which seeks to synthesize conservative evangelical Christianity with a valid educational ideal.

The building of several basic schools, construction of the Community Secondary School, numerous health facilities, and the improvement of the road network, are some of the major projects of the NDC in the area The Volta Region would not be a comfortable zone, for the leaders and the supporters of the NPP, if government and party attempt to take for granted the peaceful nature of the NDC.

With construction of the new medical school expected to get underway soon, Rep. Brian Higgins, Mayor Byron Brown and other leaders are working to build support for the Allen Street Improvement Project.

Other schools and school systems use NAPLAN to hold teachers and school leaders accountable for improvement, including making test results part of performance reviews.

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.

And there was the discordant thud last Wednesday night, when Assembly Speaker Carl Heastie, a Democrat, and Senate Majority Leader John Flanagan, a Republican, declared they were sending their members home without doing one of the few things that actually came with a deadline: extending mayoral control for New York City's schools, a system that both houses and parties view as a vast improvement over the old system of board control.

94, state superintendent of public instruction for Montana, discussed school improvement efforts in her state and the importance of being a leader at the Askwith Forum on Friday, March 1.

It is human nature to feel defensive when being critiqued; it is our work as leaders (of districts, schools, classrooms) to move beyond defensiveness and embrace feedback as sustenance for our own ongoing learning, growth, and improvement.

Both fans and critics of San Diego's closely watched school improvement efforts are applauding the choice of Carl A. Cohn, a former superintendent of the Long Beach, Calif., schools, as the system's next leader.

For new or potentially expanding MATs, this move has a significant impact on how their senior leaders choose to oversee and monitor quality within each school under their control, says Louise Doyle, a MAT trustee and maintained school governor as well as director of self - assessment and improvement planning resources specialist, MESMA.

So the theme of well - being risks being understated and school leaders have to be persuaded that there is a direct link between well ‑ being and performance improvement.

They created the Data Wise Improvement Process, a cycle of eight specific, manageable steps designed to help school leaders organize the work of school iImprovement Process, a cycle of eight specific, manageable steps designed to help school leaders organize the work of school improvementimprovement.

This focus on outcomes has its roots in her experiences in Texas, where during the 1980s and 1990s she was chief lobbyist for the Texas Association of School Boards and worked on several education improvement efforts piloted by business leaders, including a commission headed by billionaire H. Ross Perot.

They have recruited around 75 notable business leaders willing to put their reputations forward in favor of more rigorous standards in schools (including the Kentucky Core Academic Standards, which are aligned to the Common Core) and general educational improvement in the state.

In a strongly worded letter sent this month to chief state school officers, legislators, state board of education members, representatives of the National Education Association, and publishers nationwide, the Florida leaders point to the «pervasive» influence of textbooks and other classroom materials on the educational process and say that their state's school - improvement efforts «have been impeded repeatedly by the declining...

«Unlike conventional corporate consulting, where experts create a plan for change but are rarely involved in the implementation process,» Wagner explained, «the Change Leadership Group will support the growth and development of school leaders by drawing on their knowledge and working with them on the process of improvement over time.»

The group of Harvard faculty, graduate students, and school leaders from the Boston Public Schools who designed Data Wise envisioned the process of learning to use data constructively as one that could also serve as a toe - hold for the overwhelming and amorphous task of instructional improvement.

The goal of Leading 21st Century High Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high sSchools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high schoolsschools.

At the center is the National Strategies Group for school improvement (about 300 staff members); at each of the nine regions are regional strategies group; in each of the 150 local authorities are the local authority strategies group; and then at each school there is a team made up of the headmaster, parents, teachers and local business leaders.

In a series of seminars led by Harvard Graduate School of Education faculty Richard Murnane, Kathryn Boudett, and Elizabeth City, the group developed an eight - step Data Wise cycle as a means to help school leaders organize the work of school improvement around a process that has specific, manageable School of Education faculty Richard Murnane, Kathryn Boudett, and Elizabeth City, the group developed an eight - step Data Wise cycle as a means to help school leaders organize the work of school improvement around a process that has specific, manageable school leaders organize the work of school improvement around a process that has specific, manageable school improvement around a process that has specific, manageable steps.

Yesterday's monumental buildings often bore the names of patriots, presidents, civic leaders who promoted the improvement of local schools, or educators.

Schools that achieve sustained improvements for Indigenous students recognise the key role of Indigenous parents, leaders and other community members and actively build relationships with these important people in their students» lives.

Self assessment With such increasing numbers of complex mental health issues being seen in schools, the NCB and its Partnership for Well Being and Mental Health in Schools has produced «A whole school framework for emotional well - being and mental health — A self - assessment and improvement tool for school leaders&schools, the NCB and its Partnership for Well Being and Mental Health in Schools has produced «A whole school framework for emotional well - being and mental health — A self - assessment and improvement tool for school leaders&Schools has produced «A whole school framework for emotional well - being and mental health — A self - assessment and improvement tool for school leaders».

A public statement followed by a series of activities to promote more high - quality schools could drive improvement from the ground up if state leaders continue to fail to act.

Their earlier work on this topic includes School Turnarounds: A Review of Cross-Sector Evidence on Dramatic Organizational Improvement (Center on Innovation and Improvement, 2007), and Julie Kowal and Emily Ayscue Hassel, Turnarounds with New Leaders and Staff (Center for Comprehensive School Reform and Improvement, 2005).

Bluewave SWIFT was developed by a group of education leaders who wanted to find a practical, modern day solution to managing school improvement and dealing more effectively with the processes involved.

This includes rebalancing incentives to encourage leaders to work in challenging schools, along with the introduction of an» improvement period» where schools will not be inspected by Ofsted, which aims to take the immediate pressure off of new leaders and give them the time to make improvements after taking over a leadership role.

Most school principals, for example, know they need to reconstruct their work roles from being «plant managers» to «leaders of instructional improvement,» and, in our experience, most of them want to, too.

Inspectors said trustees had «not held leaders to account for continued poor performance, nor kept sound oversight of the school's improvement and school finances».

Performance managers should not set targets against all the points of the standards, but rather take a view of the development of their own school leaders in the context of continuous improvement and identify priority areas for the next stage, informed by the standards as a whole.

Leaders in the Springfield, Missouri Public Schools have utilized process improvement strategies in their district to improve several aspects of their services, including training, graduation and nutrition.

In addition, the growth of Multi-Academy Trusts (MATs) has helped produce a new cadre of leaders who are responding to the challenge of leading large trusts, driving forward school improvement on several sites.

Formed in 2003, PELP continues its mission with the development of tools such as the PELP Coherence Framework and the book Achieving Coherence in District Improvement, and with the annual executive education summer institute which brings public school leaders from around the country to Harvard to focus...

Leaders of urban school districts are telling the Obama administration that efforts to turn around low - performing schools via the $ 5.5 billion School Improvement Grant (SIG) program are unlikely to have much impact, writes Lesli Maschool districts are telling the Obama administration that efforts to turn around low - performing schools via the $ 5.5 billion School Improvement Grant (SIG) program are unlikely to have much impact, writes Lesli MaSchool Improvement Grant (SIG) program are unlikely to have much impact, writes Lesli Maxwell.

Formed in 2003, PELP continues its mission with the development of tools such as the PELP Coherence Framework and the book Achieving Coherence in District Improvement, and with the annual executive education summer institute which brings public school leaders from around the country to Harvard to focus on their districts challenges as well as possible solutions.

Drawing on the knowledge of people within districts, the CLG will support the growth and development of school leaders and work with them on achieving improvement over time.

Responding to Wilshaw's comments, Russell Hobby, general secretary of the National Association of Head Teachers, said: «In order to guarantee that any improvements are sustainable and felt across the city, local school leaders need to be able to rely on the local authority, the DfE [Department for Education] and the Regional Schools Commissioner to back them up.

In terms of student outcomes, school leaders and teachers highlighted the benefits of learning new knowledge, skills and ways to work and learn, increased student confidence, developing an expansive mindset and an improvement in student - teacher relationships.

The Data Wise Improvement Process provides a clear, carefully tested blueprint that teachers, school leaders, and system - level leaders can use to examine a wide range of data and catalyze conversations that drive instructional iImprovement Process provides a clear, carefully tested blueprint that teachers, school leaders, and system - level leaders can use to examine a wide range of data and catalyze conversations that drive instructional improvementimprovement.

«Kemple's work examining high school reform efforts and assessing performance trends in New York City led to the design of rigorous impact evaluations, the results of which help city leaders better serve students and families by more meaningfully assessing school and student performance, effectively allocating resources, and identifying both positive trends and areas for improvement in schools.»

The campaign's message appears to run against the current, its leaders acknowledge, because many school districts are responding to recession - driven budget pressures by postponing the very types of capital - improvement projects the coalition is calling for.

Initiatives to provide better incentives for improvement have included the creation of stronger performance cultures in schools, with teachers and school leaders being held personally accountable for improving students» performances.

Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning.

Much has changed in recent times and the role and influence of school leadership has increased as our schools and school leaders have started to take up the responsibility for school improvement not just in their own schools, but right across the system.

Specifically, they must monitor and challenge schools in relation to the agreed goals of collaborative activities, whilst school leaders share responsibility for the overall management of improvement efforts.

For execution to have any chance of working it's vital that school leadership roles (from leadership team, middle leaders and classroom teachers) have designated responsibilities for the agenda and that reimagined school and middle leadership team meeting and reporting processes reflect, account and report on the improvement agenda and that the meeting processes be resourced with time and support to do it.

«Our research suggests that many senior and middle leaders have a long way to go in terms of setting goals and solving the problems that frequently occur in implementing any strategy,» Bendikson tells RD. «School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.»