Sentences with phrase «leaders reflect on their practice»

The Harvard Institute for Superintendents and District Leaders brings together experts in the field to help district leaders reflect on their practice, develop new capacities, and explore approaches to building leadership in others.

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for training, practice and reference, December 2007 IBFAN Training Courses on the Code ICAP, 2010 Improving Retention, Adherence, and Psychosocial Support within PMTCT Services: Implementation Workshop for Health Workers IYCN Project, The roles of grandmothers and men: evidence supporting a familyfocused approach to optimal infant and young child nutrition IYCN Project Mother - to - Mother Support Groups Trainer's Manual - Facilitator's Manual with Discussion Guide IYCN Project, 2010, Infant Feeding and HIV: Trainer's guide and participant's manual for training community - based workers and volunteers IYCN Project 2010, Infant Feeding and HIV: Participant's manual for community - based workers and volunteers IYCN Project, Infant and Young Child Feeding and Gender: A Training Manual for Male Group Leaders and Participant Manual for Male Group Leaders IYCN Project 2012, Helping an HIV - positive breastfeeding mother decide how to feed her child at 12 months: A checklist for health care providers IYCN Project 2012, Community interventions to promote optimal breastfeeding; evidence on early initiation, any breastfeeding, exclusive breastfeeding and continued breastfeeding; literature review, January 2012 UNICEF 2011, Community IYCF Counselling Package - The technical content of this package reflects the Guidelines on HIV and Infant Feeding 2010: Principles and Recommendations for Infant Feeding in the Context of HIV and a Summary of Evidence related to IYCF in the context of HIV.

This two - day on campus program will be guided by the continuous improvement cycle — a practice that supports early education leaders to notice, reflect, build knowledge, plan, and try.

As the summer drew to a close, Senior Lecturer James Honan, one of many HGSE faculty members who devote their time to guiding these administrators through the many challenges in their work, reflected on how the Ed School is making a difference in the professional practice of scores of higher education leaders from across the country and around the world.

«In its twenty - five year tenure, The Principals» Center has grown to be a central part of a large global community of educators, including those who convene each year at HGSE and bring the experience back to their colleagues, and those who have started other principals» centers throughout the world to provide a place for education leaders to gather together and reflect on their practice,» she said.

All our qualifications and modules are based on a set of key principles which take account of the needs of leaders and the education system; draw on the very best international research and evaluation evidence; ensure both academic rigour and leadership practice; involve leaders in the creation of materials; and provide opportunities for modules to be adapted to reflect different contexts.

The School Leader Self - Assessment Tool (School Leader SAT) is an online questionnaire that allows principals, school leaders and those aspiring to the role to reflect on their practice in relation to the Leadership Profiles (the Profiles).

Though thoughtful integration of learning technologies requires reflecting on pedagogy, curriculum, and teacher practice (Someday), many teachers need small chunks or stepping stones (Mondays) to gain experience and confidence, and leaders leverage Monday - Someday connections.

In conjunction with your fellowship, members of this cohort receive ongoing network - wide professional development and the support of other fellows and leaders where you're able to reflect on what you've learned and share best practices.

Throughout the four rounds, they reflected on statements about teacher leader selection, preparation, or practice; reflected on conditions elicited from their responses to these statements; and reflected on a summary of these conditions in the form of advice to the field.

The second practitioner panel featured two rounds, where panelists reflected and built on ideas elicited during the first practitioner panel and offered new insights around the relationships between teacher leader selection, preparation and practice and combinations of strategies used to support instructional improvement.

For instance, a cycle of learning might be implemented in which teacher leaders learn about and plan for a skill, implement it at their schools, reflect on the results with teacher leader colleagues, and apply what was learned in subsequent practice.

Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.

«ASCD's mission and positions on teaching and learning reflect my own values and beliefs, so I see the opportunity to join the Emerging Leaders program as a way not only to articulate the shared best practices, but also build leadership skills through working with ASCD leaders and outreach initiatives,» said Brad Cawn, senior manager of school performance for Chicago Public Schools and a 2011 Emerging Leaders program as a way not only to articulate the shared best practices, but also build leadership skills through working with ASCD leaders and outreach initiatives,» said Brad Cawn, senior manager of school performance for Chicago Public Schools and a 2011 Emerging leaders and outreach initiatives,» said Brad Cawn, senior manager of school performance for Chicago Public Schools and a 2011 Emerging Leader.

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

Jonny Walker, a primary teacher in east London who has previously written for Schools Week about gender stereotypes, said: «The particular focus on this book is a timely and welcome one, which would cause many school leaders to pause and reflect on their own practices.»

This Leadership Portfolio is part of a larger Using Data Leadership Toolkit that helps school and district leaders explore best practices for effective data use and reflect on how these practices can best serve their own contexts and needs.

Strong instructional leaders are constantly reflecting on their practice, grounding their practice in research, and working to improve and streamline their practice to be more effective in their impact on student learning.

Participating superintendents have been asked to regularly reflect on their changing practices as instructional leaders in their districts.

Experienced NYCLA coach practitioners will guide participants in building their ability to foster trusting professional relationships with school leaders, help principals reflect on targeted leadership behaviors, practices and school challenges, and support principals in developing the clear action steps necessary to accelerate school transformation and student achievement.

November 2, 2018 Gleacher Center, University of Chicago Booth School of Business In early November of 2017, the Joyce Foundation and the Spencer Foundation convened a group of Chicago's civic and educational leaders to discuss research findings that reflect on the root causes of CPS improvement and to start a conversation on next steps for research, practice, and policy... Click to view more information and watch video

School - based Grade - Level Cluster Collaboratives: grade - level teams, facilitated by a Principal or school - based / network - based instructional leader meeting weekly to reflect on practice and collectively plan to address curricular, instructional, or other student challenges.

November 2, 2018 Gleacher Center, University of Chicago Booth School of Business In early November of 2017, the Joyce Foundation and the Spencer Foundation convened a group of Chicago's civic and educational leaders to discuss research findings that reflect on the root causes of CPS improvement and to start a conversation on next steps for research, practice, and policy... Click to view more

With an increasing call to address disparities of outcomes among student groups and to eliminate predictable achievement and success gaps, educational leaders will benefit by using the LEAD Tool to reflect on their practice, assess their skills, and develop their strategies for equity.

We will review and reflect on studies that show the principal as major lever in raising student achievement, and we will identify skills and best practices that effective leaders utilize to initiate strategic leadership.

The termly Network training days with other schools have encouraged leaders to discuss and reflect on the practices within our school and introduce strategies to improve teaching and learning.

In this hybrid role, I have been able to work alongside policy leaders making decisions that impact public education while reflecting on my classroom practice and representing teachers and students at the state level.

TORSH Talent is an easy to use, observation, feedback and data management platform that gives school leaders and educators an opportunity to observe teachers in action, reflect on practice, collaborate with others, measure the effectiveness of instruction and provide coaching at scale.

3 — Includes those activities listed in medium rating, as well as the following: principal or administrative staff are strong leaders who also get teachers involved in leadership, time is provided for teachers to operate as a collaborative learning community, leadership helps the school use data to reflect on where they are and where they want to be (not just student assessment data, but current research on best practices), teachers express high satisfaction with school administration.

«With more than 100 schools and 13 networks now engaged in the programme, involving schools of every character and context, Aspire is now well on its way to becoming established as a national school improvement movement, reflecting the power of research and evidence to guide in - school practice, building collaboration and trust between schools, and investing in the development of the current and prospective leaders that are so critical to the future health of our education system.»

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness / Standards and Assessment Community of Practice reflect on the work of translating college - and career - ready standards from policy adoption by States to reality in the classroom.

Through multiple rounds in an online survey format, panelists reflected on statements about teacher leader selection, preparation, or practice; reflected on conditions elicited from their responses to these statements; and reflected on a summary of these conditions in the form of advice to the field.