Sentences with phrase «leaders on student achievement»

According to Dr. Michael Fullan from Ontario, Canada, and one of the world's leaders on student achievement and change, our graduates need to go beyond the basics.

Considering the impact of school leaders on student achievement, principal preparation programs have a huge responsibility to best prepare individuals to lead our nation's schools.

Not exact matches

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

«It is unfortunate that DOE is trying to stifle the autonomy of charter schools when their time would be better spent on evaluating what great teachers and leaders in the very best charter schools, traditional district schools and nonprofit providers are doing to make pre-kindergarten an investment that pays off in increased student achievement,» Merriman said.

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.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

Join your fellow district leaders this fall at the Education Week Leadership Forum Ed Tech 2013: Powering Up Success — an interactive day focused on how to use digital tools to raise student achievement.

Teachers / leaders believe that their fundamental task is to evaluate the effect of their teaching on students learning and achievement.

In a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reforms.

As the experiences of these three schools make clear, the use of data can help teachers and leaders stay focused on student achievement.

The key to this new emphasis on achievement was the TRIAND data - management system, developed in partnership with a local software vendor to capture, analyze, and share specific student achievement data among administrators, school leaders, teachers, and even parents.

Effects of Teacher Professional Development on Gains in Student Achievement: How Meta - Analysis Provides Scientific Evidence Useful to Education Leaders (PDF).

Critics worry that the policy undermines school leaders and compromises school safety, while proponents consider it a long - overdue reset on discriminatory practices that hamper achievement among students of color.

«SDP offers districts and states a terrific opportunity to catalyze their analytical talent,» said Glover, «We look forward to working closely with SDP partners to develop and expand methods of identifying, collecting, and analyzing data to help education leaders make policy decisions that are likely to have significant impact on raising student achievement.»

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).

Urban school leaders are on the front line of this work, and research points to the important role they play in creating the conditions to improve student achievement.

Likewise, if a teacher is performing well on the classroom observations and student surveys but had lower - than - expected student - achievement gains, a school leader might give the teacher the benefit of the doubt for another year and hope that student achievement gains will rise.

But today's school leaders understand that a strong home - school connection can have a direct impact on student achievement, so they have created many new and fun ways to forge a strong relationship between parents and teachers during the opening weeks of the new school year.

New school leaders must work on many fronts to improve and sustain student achievement.

If we want local leaders to make decisions on the basis of evidence — and be rewarded for it — we need to provide them with evidence denominated in their local currency — their own students» achievement.

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.

School leaders will be able to make retention decisions based on valid measures such as student - achievement growth and classroom observations and student evaluations.

As a result of extensive meta - analytic work, Marzano, Waters and McNulty concluded: «A highly effective school leader can have a dramatic influence on the overall academic achievement of students... Leadership has long been perceived to be important to the effective functioning of organisations in general and, more recently, of schools in particular.

She has also served as a consultant for the Institute for Student Achievement (ISA) in the Atlanta Public Schools, where she focused on assisting school leaders and teachers in implementing small school reform model in select high schools.

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.

The program improves the skills of school leaders often assessed on evaluations, and also has been shown to positively impact portions of evaluations that measure the achievement of students in their schools.

Branding is a way for leaders to make students» learning visible to the entire education community in order to share best practices, celebrate achievements, and make sure that the education community is focused on the most important person: the student.

Our Education Week Leadership Forums are interactive, intimate one - day events that draw together forward - thinking superintendents and other senior district leaders for an in - depth, interactive day focused on smart strategies that can be deployed to raise student achievement while managing costs.

NISL was built on $ 11 million of R&D and has been proven to empower leaders to raise student achievement.

Visible Learningplus takes the theory of Hattie's research and puts it into a practical inquiry model for teachers and school leaders to ask questions of themselves about the impact they are having on student achievement.

Students would be much better off if policymakers and education leaders were to focus on student achievement results as a way to assess teacher quality overall, and to assess the quality of teacher preparation programs supported by federal and state dollars.

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.

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.

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

Studies in this set provided evidence of teacher leaders who provided demonstration lessons or modeling as one of their support strategies had positive impact on teachers» classroom instruction and student achievement.

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

The model is the only district leader evaluation framework designed to correspond to both a teacher evaluation and school leader evaluation framework to maximize impact on raising student achievement.

In sum, the analysis suggests that investment in the professional development of school leaders will have limited effects on efficacy and student achievement unless districts also develop clear goals for improvement.

Having CT3's work at my school has helped me as a leader to hone in on my skills of diagnosing the root problem that a teacher may be facing, coaching in the moment to increase student participation, and follow - up with deliverables that influence classroom achievement.

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.

Now that a judge has ruled that teachers» performance evaluations in the Los Angeles Unified School District are inadequate and violate state law, the teachers union will finally have to work with district leaders on devising a reasonable method for using student achievement to measure teachers» work.

CSDC has a special focus on new schools, and helps charter school entrepreneurs and leaders finance, build, expand and replicate their school models, turning educational visions into reality, with the goal of ultimately improving student achievement by increasing school choice and catalyzing competition within the American K - 12 public education system.

We distributed school leadership between specialists and grade - level team leaders; and we discussed increasing students» achievement in a collaborative team setting where teachers internally focused on what actions they could take to make improvements.

«We will continue to advocate on behalf of America's 90,000 school board members for final legislation that allows local education leaders to stimulate innovation and creative thinking to improve student achievement versus imposing a one - size - fits - all approach,» said Gentzel.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

Driven by the belief that all Arizona students should have access to a high quality public school, the Association is focused on creating and sharing innovative programs designed to support leaders and teachers as they work to improve student achievement.

Using TalentEd's K - 12 talent management solutions, district leaders overcome this challenge by increasing candidate pools, and the speed and accuracy with which they identify who will have the greatest impact on student achievement.