Sentences with phrase «leadership at their schools an in the district»

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The city school District issued a statement saying leadership at the school «alerted police to a rumor» of a gun in the building.

«An ideal situation in five years may be in a leadership role at a large urban school district, charter school network, or nonprofit organization that serves underrepresented students, especially those living in poverty,» she says.

The NSBA selects districts with strong school board leadership and collaboration practices that support extended - day programs and profiles them in its upcoming publications, at the 2005 annual conference, and online.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool districts, began the Case Competition where teams of Harvard University students present recommendations for a school district to a panel of faculty jschool district to a panel of faculty judges.

At the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systemAt the same time, participating faculty will conduct research aimed at measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systemat measuring the effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systems.

At HGSE, Payzant will focus his time with students and faculty interested in urban school district reform; leadership; and ways to connect research, policy, and practice in urban school districts.

In 2000 the foundation committed $ 150 million over five years to improving leadership at the school and district level and is now underwriting in 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent traininIn 2000 the foundation committed $ 150 million over five years to improving leadership at the school and district level and is now underwriting in 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent traininin 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent traininin what it takes to become certified as a principal, and superintendent training.

Urban school leaders who join me at the program will learn more about their personal leadership style and how they can use it most effectively to improve teaching and learning in their schools and districts.

We anticipate that in the 2015 — 16 school year, all 336 school districts in Iowa will have a local TLC plan that elevates at least 25 percent of the teaching staff in each school to formal leadership roles with additional responsibilities and compensation.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

We are failing to leverage the immense knowledge of our content experts in schools, districts and state initiatives, and at the same time, failing to continuously develop those content experts so they may move into meaningful leadership roles in which they expand the scope of their impact by supporting and developing others.

Two years ago, PELP, a collaborative project between faculty at Harvard Business School and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool and Harvard Graduate School of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presSchool of Education that focuses on developing effective leadership and management practices to support large - scale organizational change in urban school districts, began the Case Competition where teams of Harvard University students presschool districts, began the Case Competition where teams of Harvard University students present...

Palo Alto School District Launches Special - Education Review Palo Alto Weekly, 10/7/15 «The school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structure.&School District Launches Special - Education Review Palo Alto Weekly, 10/7/15 «The school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structureDistrict Launches Special - Education Review Palo Alto Weekly, 10/7/15 «The school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structure.&school district has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structuredistrict has brought in Dr. Thomas Hehir, a professor of practice in learning differences, to evaluate its historically embattled special - education department, which is at a point of transition with new leadership and structure.»

Most states still expect principals to possess a traditional administrative certificate, at least for those running district schools, and most of those certificates are still awarded primarily through completion of traditional «ed leadership» programs via graduate degrees in conventional education schools.

The president - elect of the American Association of School Administrators is under scrutiny for spending up to $ 20,000 in local school district funds for promotional materials highlighting himself and his district at a time when he was seeking that leadership posSchool Administrators is under scrutiny for spending up to $ 20,000 in local school district funds for promotional materials highlighting himself and his district at a time when he was seeking that leadership posschool district funds for promotional materials highlighting himself and his district at a time when he was seeking that leadership position.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Suzanne Bond, an associate professor in educational leadership at Seattle Pacific University in Seattle, Washington, has helped to facilitate the development of mission statements at both the school and district level.

«Research clearly shows that no school improvement effort can succeed without effective leadership, and such leadership is needed at all levels - federal, state, district, and school - in our current systems and in the systems we will create in the future,» said M. Christine DeVita, president of The Wallace Foundation, which provided a $ 10 - million grant to support the effort.

At that time, and under his leadership, the school was the only middle school in the district to have earned an A grade and make Adequate Yearly Progress every year since the inception of No Child Left Behind.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

The Rendell Center for Civics and Civics Engagement leveraged strategies and concepts from the fields of civic education, student voice, and distributed leadership to build a youth - adult school governance system and schoolwide civic literacy curriculum at Edwin M. Stanton Elementary School in the School District of Philadeschool governance system and schoolwide civic literacy curriculum at Edwin M. Stanton Elementary School in the School District of PhiladeSchool in the School District of PhiladeSchool District of Philadelphia.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

In addition we examined the degree to which leadership is exercised to promote a focus on improved curriculum and instruction, both at the school and district level.

In addition, district support for shared leadership at the school level enhances the sense of efficacy among principals.

This prestigious award recognizes and honors an NSELA member, who, through their professional work, has demonstrated outstanding leadership in science education at the school, district, county, regional, and / or national level.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

She previously managed data and analytics at San Jose Unified School District, ran service - learning programs at Chicago Public Schools, and launched a high school - university leadership program in GuatSchool District, ran service - learning programs at Chicago Public Schools, and launched a high school - university leadership program in Guatschool - university leadership program in Guatemala.

What to watch: As indicated by state stakeholders, Illinois plans to develop a competitive grant program in which a district, school, or portion of faculty can propose a problem of practice important to teacher leadership at the school and / or district; develop a plan in which the problem of practice is investigated; and report findings.

In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabilitIn Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabilitin the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accounDistricts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabilitin collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accoundistricts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.

Currently based in Denver, Colorado, she has consulted with school districts and related education agencies for 17 years in 20 states and internationally, also serving 13 years in higher education as associate professor (tenured), associate dean, literacy and leadership academic program director and chair, vice president's faculty fellow, reading specialist, counseling coordinator, and director of national center for students with learning and attention challenges, having taught 132 course sections from developmental education to teacher education, counseling, and leadership at four universities (Baldwin Wallace University, the University of Arizona, Kent State University, and the University of Akron).

Insight in action At the onset of a district effort to identify teachers leaders in each school, one middle school principal dedicated half of the school year to increasing understanding of teacher leadership and its importance among the school's entire instructional staff.

The district announced in December One Newark, a controversial reorganization plan which involves relocating some school communities, expanding charter schools and changes in leadership at existing schools.

At the board's retreat in late August, Schneider moderated a panel that included Ken Parshall, principal of Salem's McKay High School; McKay High School leadership coach Kathleen Hanneman; Chris Rhines, who serves both as a district coach for Salem - Keizer, as well as leadership coach at Salem's Scott School; and Mike Garling, regional network coordinator in the Eugene areAt the board's retreat in late August, Schneider moderated a panel that included Ken Parshall, principal of Salem's McKay High School; McKay High School leadership coach Kathleen Hanneman; Chris Rhines, who serves both as a district coach for Salem - Keizer, as well as leadership coach at Salem's Scott School; and Mike Garling, regional network coordinator in the Eugene areat Salem's Scott School; and Mike Garling, regional network coordinator in the Eugene area.

At the least, districts have a responsibility to provide training and support to school staff members to assume new leadership roles.74 Some districts go a step further by allowing some transferring principals to bring in their own leadership teams to smooth the transition and speed school improvement.

Candace previously worked at Teach Plus, as founding executive director of the Washington, D.C. office, to empower teachers» voices to improve outcomes for their students through leadership opportunities in schools, districts, states, and across the nation.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

We've come from many backgrounds, worked at every level of the public education system from the classroom to administrative leadership, taught in both school district and public charters, from grassroots to national networks.

Ruopp and others say that although such a job is important, it does not replace having an advocate at the top level of leadership in the large school district.

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levelIn addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levelin Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

As both a third - grade teacher and a member of the steering committee that assembled the state report, I believe that we started out with the right approach to this work by identifying potential elements of institutional racism, emphasizing the role that district and school leadership play in hiring and retaining teachers, and looking at the role teacher preparation and induction play in teacher equity.

In the La Joya school district, for example, under the leadership of Superintendent Dr. Alda Benavides, we at IDRA have had the opportunity to help teachers create a professional learning community with mentoring and coaching in the classrooIn the La Joya school district, for example, under the leadership of Superintendent Dr. Alda Benavides, we at IDRA have had the opportunity to help teachers create a professional learning community with mentoring and coaching in the classrooin the classroom.

He has served in educational leadership or research positions in private industry, in an urban public school district, in a state department of education, and at the university level.

Lifelong Experience Kristin Falcon, assistant principal at Anderson Elementary School in Spring Independent School District, engages Great Expectations in her leadership every day.

To that end, NCEO works in collaboration with the National Association of State Directors of Special Education (NASDSE) and the Council of Chief State School Officers (CCSSO), and in partnership with other organizations to build the leadership capacity and expertise of others to improve educational outcomes for all children.We hope that you take the time to read the stories featured on this site, understanding that these districts have not «arrived» at the solution.

Here at CEL, we have firsthand experience of the many challenges school districts face in redesigning principal supervision to support instructional leadership.

It, however, required leadership engagement at the highest level — and a tremendous amount of time and energy by the school, school district officials, and advocates — to accomplish a common sense result in response to Endeavor's modest facilities request.

In her role at the department she provides leadership to 143 school districts on School Safety, Extended Learning, School Climate, Coordinated School Health, Alternative Education, and Project school districts on School Safety, Extended Learning, School Climate, Coordinated School Health, Alternative Education, and Project School Safety, Extended Learning, School Climate, Coordinated School Health, Alternative Education, and Project School Climate, Coordinated School Health, Alternative Education, and Project School Health, Alternative Education, and Project AWARE.

The Utah State Office of Education would like to recognize Principal Alex Judd, the faculty, the Provo School District leadership and members of the community for their work in supporting significant school improvement at Provo Peaks Elementary SSchool District leadership and members of the community for their work in supporting significant school improvement at Provo Peaks Elementary Sschool improvement at Provo Peaks Elementary SchoolSchool.

Some tangible changes will include the breakdown of Barringer High School into three separate schools and an almost certain turnover of staff and leadership at West Side High School, which will become the newest «renewal school» in the disSchool into three separate schools and an almost certain turnover of staff and leadership at West Side High School, which will become the newest «renewal school» in the disSchool, which will become the newest «renewal school» in the disschool» in the district.