Sentences with phrase «leadership on student learning»

Claims about the effects of school leadership on student learning are justified by three different kinds of research.

Evidence of this type, as reported and reviewed since about 1980,4 suggests that the direct and indirect effects of school leadership on student learning are small but significant.

Evaluating principal preparation programs helps us understand the impact of leadership on student learning.

None of these studies examined the direct impact of teacher leadership on student learning, and instead investigated how teacher leadership affected the conditions for student learning at the school level.

However, additional research is needed to isolate the effect of teacher leadership on student learning and to understand its role in a broader set of school reform strategies.

Not exact matches

Most schools have, Red Cross Clubs are available in middle and high schools, allowing students to learn leadership skills while participating at local American Red Cross chapter events and on related projects.

They are built on the ISTE (iste.org) student standards which are in place to ensure the following... - Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity - Demonstrate personal responsibility for lifelong learning - Exhibit leadership for digital citizenship They are an essential resource for a computer lab or any classroom to prompt a discussion around technology, ethics and respect.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

As Chris describes on his blog, passing around his iPad suddenly created a student - driven learning experience where more of his students had opportunities to explore, hypothesize and take a leadership position in the class.

Have students practice skills they've learned or topics they've come to understand in service learning, debates, leadership / volunteerism / community service, or by having opinions on «real» issues like education reform or the 2012 election (shriek!

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 manLearning — 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 manlearning 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.

«We know that great teaching has the biggest impact on the learning lives of students, after that it's the school principal and their leadership teams.»

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

The project will focus on contexts of interest to both ISV and PZ: settings of organizational development, organizational and school leadership, and student learning for action.

The skills this student learned - creativity, leadership, persistence, initiative - may not be easily assessed on a test, but will last with him through life, and I believe contribute to his success.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

All 25 students in the cohort take the same classes in four core areas: learning and teaching, leadership and organizational change, politics and policy, and personal mastery (including one - on - one executive coaching).

In my thirty years of working on Maine economic issues, no idea has had as much potential for leapfrogging the other states and putting Maine in a position of national leadership as this one — giving our students portable, Internet - ready computers as a basic tool for learning.»

Stephen Dinham: We know from international research that instructional leadership has a larger effect on student learning than other sorts of leadership, particularly some of the more managerial / administration types.

The evolution of school libraries into flexible, dynamic, high - tech learning centres designed to prepare students as responsible digital citizens to function effectively in a complex information landscape is dependent on visionary leadership and strategic planning to reach this level of functionality.

The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».

Positive outcomes from technology investments require three things: visionary leadership, ongoing support for teacher training, and valid tools for assessing the impact of technology on student learning.

The first session is an interview in which the student focuses on learning about the leader's background, their reasons for entering the profession, and the qualities that he or she feels are their strongest leadership qualities.

The framework covers five key domains: professional culture; leadership; a focus on student learning, wellbeing and engagement; a focus on improving professional knowledge and practice; and teachers who think systematically about their practice and learn from experience.

Her leadership and impact on improved student outcomes, staff professional development and cooperative and effective learning models has to be seen.

In his latest Teacher video, Greg Whitby speaks to Melanie Brown from Our Lady of Nativity Primary School about the new approach to student leadership and learning that's been implemented at her New South Wales school, where all Year 6 students have the opportunity to take on a leadership role.

This system is employed to fuel an innovative change movement around instruction, which is intentionally designed to drive system transformation, build a culture of continuous improvement, support a shared leadership model, and maximize teachers» impact on student learning.

See how Fort Wayne Community Schools established a core leadership team of principals and district leaders who are key to ensuring all schools are grounded in adult learning designs that result in a positive impact on students.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabLearning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disablearning & visual disabilities.

Cheri Sterman, Crayola's director of education, will explore a range of professional learning options and launching pads to leverage art - integration and creative leadership on the journey to student agency and achievement.

The principal, working collaboratively with a leadership team, focuses on building a learning community that involves all teachers and places top priority on the education and healthy development of every student, teacher, and staff member.

The Lab recently asked leadership from several By All Means» partner cities to reflect on how their work incorporates the needs of students with learning differences.

Our new guidebook is for K — 12 educators and school leadership teams who are ready to drive what goes on in their building and harness the power of curiosity to advance student learning and teacher effectiveness.

The module gives actionable recommendations for fostering change and enabling leadership teams to move the bar on student learning.

We also offer facilitator training and a leadership academy to help you strengthen your skills around leading an ELL - focused learning community, facilitate training on ELL strategies, and increase your school or district's capacity to address the unique needs of ELL students.

Drawing on ACER's work at the forefront of international educational research and assessment, the Graduate Certificate of Education: Assessment of Student Learning gives you everything you need to excel in educational leadership.

It is this on - the - ground experience that allows CEI to provide valuable support to public schools that choose to partner with us on everything from improving curriculum and instruction, developing strong leadership, and designing student - centered learning environments to providing after - school programs that bring the wealth of New York City's cultural life to their students.

The theory of action shaping this investigation is based on the belief that high quality instructional leadership and high quality classroom instruction are linked, and together they impact students «learning.

While public policy and community opinion increasingly put pressure on principals to improve student performance, it is equally important to expect that principals also take actions that support instructional and shared leadership which lead to improved student learning.

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.

More complex and coordinated patterns of distributed leadership appear when school improvement initiatives focus directly on student learning goals, as distinct from the implementation of specific programs.

Opinion that the program had strong leadership which helped its successful implementation; Focus on meeting social, emotional, physical, and intellectual needs through the program; Details of the program, including its grouping of students from various age groups and use of hands - on experiences; Discussion of the impact the program had in various areas, such as students» self - esteem and attitudes about school and learning.

Section 1.1 of our report describes influence arising from various sources of leadership as that influence comes to bear on school decisions, teachers «work, and student learning.

Given the significant influence of principal turnover on student achievement, mediated primarily by school culture, we developed four case studies to examine this dynamic in greater detail and to learn what part patterns of distributed leadership play in the relationships.

«One of the responsibilities of school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at results.

Three studies reported on the effects of comprehensive school reform efforts, which included a teacher leadership component, on student learning outcomes.

No general claims about the relationship between student learning and school leadership distribution can be made on the basis of evidence derived from qualitative research at five schools.

Schools as learning organizations - effects on teacher leadership and student outcomes.

Having surveyed the available evidence about community schools» outcomes — as well as evidence on component parts of the model, such as integrated student supports, expanded learning time, family and community engagement, and collaborative leadership — the authors argue that community schools are an evidence - based strategy that education leaders and policy makers should support.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.