Sentences with phrase «learning goals of the district»

Not exact matches

The Healthy Hunger - Free Kids Act recognized the need for USDA to establish education and training standards for all school nutrition personnel — including school nutrition assistants; managers; district supervisors and directors; and state agency directors as a means of helping to ensure that school nutrition programs meet the goal of healthy children ready to learn.

Since the 2012 - 13 school year (SY), districts nationwide have raised the nutritional quality of their offerings across these venues to better support children's health, readiness to learn, and lifelong eating habits.1 Multiple studies show significant progress toward these goals: Kids are selecting more nutritious meals and eating more fruits and vegetables.2 (See Figure 1.)

Considered to be one of the most significant initiatives in American education in decades, CCSI will attempt to set forth standardized math and English curriculums in every participating state, thereby providing clarity about what students are expected to learn and creating common goals across states and districts.

A district also must focus early wins on student learning to fit the turnaround formula, perhaps by adopting similar goals for one subset of struggling children or a few low - performing schools.

Another goal states that participants would implement approaches to ensure inclusion of all students; implement practices to close the achievement gap; establish means for collaboration between district departments and schools; develop a plan for sharing lessons learned with other district leaders and to complement succession planning.

NCLB has been a great success in the sense that no one disagrees with its goals: accountability for results, addressing issues of teacher quality, putting a spotlight on the learning of all students, and better targeting of funds to districts serving the most disadvantaged students.

This special report, «The Chief Academic Officer's Evolving Role: Powering Big - Picture Learning Goals,» examines the challenges CAOs are facing in school districts across the country and how they are working to improve academics in the age of common standards and digital teaching and lLearning Goals,» examines the challenges CAOs are facing in school districts across the country and how they are working to improve academics in the age of common standards and digital teaching and learninglearning.

School districts are tapping into online gaming, video instruction, and other blended learning techniques to teach math while also identifying the digital resources that pair with the goals of the Common Core State Standards.

Reaching that goal requires establishment of a curriculum that has rigor and coherence; alignment of curriculum, instruction, and assessment; incorporation of internationally benchmarked performance standards that are understood by students and teachers; a system of professional development; and a culture of continuous learning throughout the district.

This webinar is a must - see for any school or district that is considering the use of, or currently using, iPads or other Apple products to support their teaching and learning goals.

We identify learning goals and provide the right custom blend of professional development services to support your school or district.

Learning goals, funding strategies, and support for local districts are top of mind as states plot their prekindergarten course under the Every Student Succeeds Act.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

Each resource is meant to help districts achieve their LInked Learning implementation goals, whether they are at the early stages of implementation or working on improving established Linked Learning pathways.

Together, PASA, the Providence Public School District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experiences.

Goal: Provide planning expertise and support to all interested districts and charter schools across Missouri in the implementation of digital learning to move quickly toward preparing students for success in college, a career, and citizenship.

With the goal of positioning ourselves as a national resource on teacher effectiveness research, we have partnered with four school districts on the east coast to conduct rigorous research, develop tools, and share best practices and lessons learned in teacher evaluation and professional development.

In this brief, the Gardner Center uses the work of the CORE Districts as a case study to explore deeper learning and its importance to educational equity and the goal of college and career and civic readiness for all public school youth.

In the two districts referred to above, for example, district personnel also told stories of multi-year, district - wide curriculum development projects resulting in production of curriculum frameworks and materials that satisfied both state and local goals for student learning.

«By bringing together the capabilities of both PPE and WIDE World and working collaboratively with the district leaders, we are able to create the conditions to provide sustained support and to help them reach their teaching and learning goals.»

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.

Because few states have adopted comprehensive approaches to reform, state policy provides agencies and school districts with general directions for improving teaching and learning, but guidance for more specific means of achieving the goals in question is limited.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

The mission of the Syracuse Teacher Center is to ensure that all educators grow professionally and use effective skills and strategies to help students meet the New York State Learning Standards and the goals of the Syracuse City School District Plan.

Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own schools and districts into PLCs.

Although the percentage of London Elementary students performing at or above state standards in mathematics was acceptable (and high, relative to similar schools in neighboring districts), the principal «s goals emphasized the success of all students and the need to boost learning outcomes beyond those touched on by the tests.

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

This effort comes at a critical time as districts embrace college and career readiness as the goal for all students and recognize the potential of digital tools to help teachers personalize learning for each student.

DuFour and Marzano School improvement means people improvement A commitment to building a collective capacity requires environments in which professional learning of educators is: • Ongoing and sustained • Job - embedded • Aligned with school / district goals • Improved results • Collective / Collaborative endeavor

Rigorous, integrated reading, writing, speaking, and listening instruction meets the needs of districts implementing a reading collaborative, balanced approach, or workshop model, and enables all students to master rigorous learning goals with strong resources for differentiated instruction and responsive teaching based upon ongoing assessments.

Our goal is to help teachers and their schools, unions, and districts implement collaborative, job - embedded professional learning that leads to better student learning by developing and using the skills of involved teacher - leaders.

Our goal is to help teachers, their schools, unions, and districts implement collaborative, job - embedded professional learning that leads to better student learning by developing and using the skills of involved teacher - leaders.

Become a member of the Network at no cost to participate in workshops, webinars, Twitter chats, and other opportunities to help your school or district meet their goals in blended learning.

Regardless, and put simply, an SGO / SLO is an annual goal for measuring student growth / learning of the students instructed by teachers (or principals, for school - level evaluations) who are not eligible to participate in a school's or district's value - added or student growth model.

Despite this, critics say that the curricula and methods at the majority of the nation's 500 - plus university - based principal preparation programs remain subpar and out of step with district needs.10 A growing number of districts have become more assertive with universities and other training providers about improving their offerings, because district leaders want enough well - prepared leadership candidates to meet local learning goals and to lessen the expense and damage of early turnover among poorly prepared novice principals.

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

Building on the district's «Destination Excellence» vision of inspiring and preparing every student to love learning and achieve ambitious goals, Empower creates weekly opportunities for teams of teachers in a content area to lead collaborative learning and practice in rigorous standards and pedagogical best practices.

One goal of the program was to have participating teachers and administrators focus on research - based projects directly relevant for improving teaching and learning in the district.

She began as a teacher at the ground level of one of the country's most economically and demographically challenging inner city populations, the North Side of Milwaukee, Wisconsin, where she faced what so many teachers face: high class numbers, and needing to support learning, emotional and physical needs of a multilingual population of students in poverty while achieving state and district test score goals.

Administrators in the district's Center for Teaching and Learning sought a scalable professional development solution that would support efforts to better align professional development to the North Carolina Professional Teaching Standards and meet key goals of the school system's Strategic Plan 2014.

In recent years, districts have realized the importance of ensuring job - embedded professional development is in place, which means professional learning occurs during the workday, in the workplace, and is linked to the goals set for students.

When considering such changes, it is important to examine how many students in each class, grade, school, and the district are on track to meet end of year learning goals and how many are not.

So let's break down this process to a typical problem of practice that districts encounter: how to help teachers connect their instructional practice goals with student learning goals.

She added that one of the goals of field experiences is to «expose our students to a range of locales, diverse populations, and a range of philosophies among districts and curricula, and that should include the idea of online learning, teaching, and observation» (Follow - up Interview).

«Our goal is to build the stamina of Tier 2 and 3 students in order to see measurable gains in student learning throughout the year,» remarked Jessamine County Schools District RtI Coordinator Cindy Matherly.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

: Reports the percentages of students meeting the district's benchmark learning goals.

The thinking classroom Peterson personalized differentiated instructional model at Brighton School District 27J is rooted in the concepts of the thinking classroom, which includes three essential elements: goal, evidence, and learning experiences.

The administrative leadership in JCPS created «Shaping the Way We Learn, Teach and Lead» in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.