In your study, what countries generally have shown the best
leadership practices in their schools?
Not exact matches
Topics included: early reporting on inaccuracies
in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence
in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the
practices of Scientology; corruption
in the
leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the
practices and values of top Democratic operative and the clients they represent when out of power
in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public
schools; an early exploration of deceptive
practices by the credit card industry; a study of ecosystem destruction
in Irian Jaya, one of the world's last substantial rain forests.
Finally, the answers made to these two types of questions will interconnect
in complex ways with answers made to the question of how the
school as community is related to church communities: Is the
school itself an ordered Christian congregation; is it an expanded version of the academic aspect of the work of ministerial
leadership in a settled congregation; is it an agency for the extension education of
practicing clergy?
Under the
leadership of Horace Mann, the Massachusetts public -
school system was thoroughly revamped, and the old
practice of denominational religious instruction was eliminated
in favor of instruction
in universal Christian principles which were to be found
in all denominations.
She has served
in several board
leadership positions, and through navigating the private, independent, and charter
school experiences of her own five children, has gained valuable insights into the diversity of
school policy and
practice.
Bullied and bludgeoned by weeks of intense public debate over a longer
school day, Chicago Teachers Union President Karen Lewis fought back Friday by filing an unfair labor
practices complaint against Chicago Public
Schools leadership and accusing Emanuel of trying to intimidate her
in a profanity - filled tirade recently at City Hall.
The nominee demonstrates exceptional performance
in practice relating to
school, nutrition programs and
leadership achievements
in nutrition - related organizations.
They'll learn and
practice leadership skills, fulfill service learning requirements for
school, and make a difference
in the life of someone that they don't even know - all while expressing their own creativity.
The award recognizes excellence
in school nursing
leadership; the winner is selected based on criteria including: clinical
practice leadership, administrative
leadership, professional development, professional advocacy activity, community involvement and research.
Approximately equal numbers of women and men enter and graduate from medical
school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the United States and United Kingdom.1 2
In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3;
in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even
in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in Japan, the nation
in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress
in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or
in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical
practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication
in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in high impact journals also provides insights into the degree to which the gender gap can be expected to close.
These challenges need to be met via regular mindfulness
practices as norms
in the following areas:
school administrators,
school union
leadership,
school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.
ATL's
leadership section AMiE produces publications on best -
practice for experienced and aspiring leaders, as well as workshops both on - line and face - to - face to help leaders and managers develop the skills they need to promote the highest standards
in their
schools and colleges.
Good
Practice However, perhaps most important in this process, is the role of the school or college leadership team as a model of good p
Practice However, perhaps most important
in this process, is the role of the
school or college
leadership team as a model of good
practicepractice.
Like successful business executives, winning coaches, and triumphant politicians, good
school leaders have traditionally been viewed as standouts — not because of their expertise
in instructional
practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «
in the heroic American tradition of charismatic
leadership,» exlains Elmore.
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.
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 j
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 j
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 j
school districts, began the Case Competition where teams of Harvard University students present recommendations for a
school district to a panel of faculty j
school district to a panel of faculty judges.
It is not unusual for even the most experienced
school and organization leaders to feel exhausted and overwhelmed at times, and so the
practice of mindful
leadership in education continues to grow.
Idea into action is of prime concern to Independent
Schools Victoria (ISV), a membership - based organization comprising 220 independent schools in Victoria, Australia, dedicated to developing and supporting good leadership and teaching pra
Schools Victoria (ISV), a membership - based organization comprising 220 independent
schools in Victoria, Australia, dedicated to developing and supporting good leadership and teaching pra
schools in Victoria, Australia, dedicated to developing and supporting good
leadership and teaching
practices.
• too much
school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory
practices; • subjects and accomplishments that aren't tested — art, creativity,
leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to
practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of
school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and
schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation
in class sizes and
school resources, and the many other services that
schools and teachers are now expected to provide their students.
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 s
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
schoolsschools.
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.
Under her
leadership, the
school launched the Doctor of Education
Leadership Program, a first - of - its - kind
practice - based education doctoral program; created a universitywide Ph.D.
in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban
schools; and significantly increased financial aid for master's and doctoral students.
Project Zero's 13 - week online, coach - facilitated course offerings — among them Creating Cultures of Thinking: Learning to Leverage the Eight Forces that Shape the Culture of Groups, Classrooms, and
Schools; Multiple Intelligences: Expanding Our Perspectives to Support All Learners; Thinking and Learning
in the Maker - Centered Classroom — are grounded
in day - to - day teaching and
leadership practice.
In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skill
In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants
in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skill
in exercises to put into
practice changes
in their schools, districts, and states, and to hone their leadership skill
in their
schools, districts, and states, and to hone their
leadership skills.
«With growing faculty strength, new and energetic
leadership, and significant advances
in the field over the 20 years since the program's founding, this is the right time to recognize Prevention Science and
Practice and its enhanced capacity to undertake new research on child and adolescent prevention,
in schools, and the communities around them.»
The scheme focuses on extra support to develop
leadership in maths and help
schools work together
in support of higher standards; and supporting teachers, teaching assistant, further education lecturers and others to develop improved classroom
practice.
The book gives examples of how researchers and practitioners can understand and connect more directly to
leadership practice, and how studying the day - to - day
practice of
leadership is important for those interested
in improving
schools.
TIE was ideal — it equips you to take advantage of the enormous space for innovation
in education; to engage with international leaders
in the field; to gain a deep understanding of education policy,
leadership practices,
school cultures, and student and teacher needs; to build invaluable contacts.
They have been produced by working collaboratively with
schools and settings from across Wales
in five key areas of
practice: child development, environment experiences,
leadership, pedagogy and Welsh language.
I've been
practicing educational
leadership for 16 years
in some of the highest performing
schools in the country, but only recently recognized the importance of garnering the admiration of my faculty and administration team by developing deep personal and professional relationships with everyone.
Schools across the United States are adjusting their professional cultures and workplace
practices in response, creating formal opportunities for teachers to learn from one another and work together through shared planning periods, teacher
leadership roles, and professional learning communities.
The new book, Distributed
Leadership in Practice, edited by Assistant Professor John Diamond and Northwestern University Professor James P. Spillane, explores how a distributed perspective is different from other frameworks for thinking about
leadership in schools.
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 pres
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 pres
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 pres
school 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 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 structure.»
The researchers are also analyzing hiring
practices in schools, and continuing to work on teachers» careers, professional culture, principals»
leadership, and curriculum.
Diamond recently discussed how distributed
leadership can impact teachers» instruction and
practice in schools.
To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct
leadership activity, how
leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of
school leaders, and how
leadership is
practiced differently
in different
school subjects (e.g. mathematics versus language arts).
Sergiovanni, for instance, has argued that preparation for
school leadership is unlike that for other
leadership or management roles, declaring that «corporate» models of
leadership can not work
in education and, «We [must] accept the reality that
leadership for the schoolhouse should be different, and... we [need to] begin to invent our own
practice.»
By instructional
leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching
in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and
practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems
in the
school are properly aligned; and 7) determine the quality and fitness of instructional materials.
At St Paul's
School in Queensland, the decision to adopt a collaborative staff model that encourages distributed
leadership was borne out of its vision to be a leader
in educational thinking and
practice.
Students benefit from opportunities to
practice the problem solving,
leadership and creative thinking required to participate
in a decision - making
school community.
When national resources are used to minimise student residualisation, to ensure that every
school has access to high quality teaching and
school leadership, and to promote the use of effective, evidence - based
practices in every
school, it is more likely that every student will receive a high quality education regardless of the
school they attend.
In the
School Leadership Program (SLP), you will join a dynamic and diverse cohort of experienced teachers and education professionals ready to develop and hone their
leadership knowledge,
practice, and skills.
In future posts, I'll discuss other strategies for improving educational practice, including improving the leadership pipeline, spurring «disruptive innovations,» and working to identify «what works» and make it more likely to get adopted in school
In future posts, I'll discuss other strategies for improving educational
practice, including improving the
leadership pipeline, spurring «disruptive innovations,» and working to identify «what works» and make it more likely to get adopted
in school
in schools.
And, having a research base [of]
schools in the western suburbs that actually did and achieved and what we called punched above their weight -
in other words they achieved outstanding results, low socioeconomic doesn't mean low achievement, it can mean high achievement - that allowed us, our staff and particularly our
leadership team, to see we could put
in place the
practices.
Under Bob's
leadership, Envision Education put
in practice a highly successful redesign model that has opened a path to college and college retention for underserved urban students at Envision's three Bay Area arts and technology high
schools.
The authors say that parents advocated for more teacher training
in this area and were eager for teachers and
school leadership staff to feel departmentally supported to enact LGBTQ - inclusive
practices.
A lot of
school leadership planning and development
practices are part of what is causing the inertia
in many
schools.
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.