Sentences with phrase «learning leaders rather»

Not exact matches

Simply looking for the traits you think a leader should have isn't enough, according to Furnham, you also need to worry if a candidate has a trait in excess and provide structures that make sure would - be leaders learn how to express those traits for good rather than ill.

In a world where most would rather be known as a leader than a manager, there's a lesson to be learned from Ma's philosophy.

This is something that leaders must learn to deal with rather than hoping that millennials will «grow out of it,» says Kopp: «They communicate differently, and if we don't adapt to that, we will lose them.»

I still believe in the model of leadership I learned at West Point, which is about values, which is about choosing the harder right rather than the easier wrong, about homogeneity of character, about a leader's character is their identity.

It has been my experience that those church leaders who are more into control and performance will get very uncomfortable and irritable when someone joins the group who actually want to talk with God in order to learn from Him, rather than talk (or yell) at Him in the hopes of sounding super-spiritual and maybe even manipulating something out of Him.

At a time when their colleagues who spoke for the church were conspicuously incapable of giving the faith a good account in the eyes of the learned, the Vanderbilt academics preferred to dissociate themselves from their religious leaders rather than take up their cause as allies and persuade them that sound scholarship was God's good servant too.

In Parenting the Hurt Child, Gregory Keck, PhD and Regina Kupecky, LSW explain that it is even more important for the hurt child to learn to follow their parent leader, rather than to rely on themselves.

Heaven forbid that children who have developed a love of learning rather than be told what to know and when, have been encouraged to use their curiosity rather than been told that it's not relevant to what they are learning, have been given the opportunity to try a variety of different experiences and skills rather than be told that there is no time / money / resources to do that, have been able to use and foster their talents rather than be told to sit still, be quiet and listen to something else instead and who are able to be independent thinkers, confident self - starters and able leaders rather than to «do as the curriculum says» to end up being employable!

«We therefore call on Nigerians, including all our leaders across board, to come together to rebuild our nation on PDP's consolidated base rather than traversing on another learning curve.»

Rather, school leaders who are tasked with developing professional development for a school should see themselves as facilitators of learning rather than top - down manRather, school leaders who are tasked with developing professional development for a school should see themselves as facilitators of learning rather than top - down manrather than top - down managers.

As a school leader, how are you supporting staff to access subject - specific learning that may be an individual rather than a whole staff need or whole school priority?

The most critical supports, we're learning, come not from generic consultants with technical expertise, but rather from outsiders who can help leaders think through key decisions and a sound game plan.

The centre aims to work with educational leaders and teachers to ensure that any integration of ICTs into the teaching program is considered from a learning and outcomes perspective rather than from a teacher - centered perspective.

However, how we acknowledge this leadership and learning connection in terms of language remains a difficulty because who counts as this type of leader is always a tension when highlighting the collective rather than individual space in which teachers lead.

intends, above all, to show education leaders how to achieve «an intense focus on improving practice» — not on the details of budgets, legislation, or placating city councils and parent - teacher organizations, but rather on ways to enhance teachers» learning and their classroom effectiveness.

Rather than constructing preparation efforts as individual activities, carried out by teacher leaders who have little in common with one another, experienced practitioners recommended that designers emphasize the learning that goes on within a community of teacher leaders.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

«Rather, public school leaders should look to their successful programs — charters, magnet, and neighborhood schools alike — and apply the lessons learned to other schools so that the choices parents and students have will all be good ones.»

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

The kind that focuses in on those areas they need most like technology integration, understanding innovation can be part of learning and how to be a coach and instructional leader rather than a manager.

With Mursion's highly interactive technology, school leaders can learn and practice conversational strategies, and receive coaching to improve their approach in a structured, safe setting that allows them to practice on digital characters rather than real people.

Rather, leaders should strategically invest in their central offices to strengthen supports for classroom teaching and learning.

Where governance is weak, it is unlikely to improve if senior leaders do not know what «good» looks like, or simply do not accept its importance, viewing it as a distraction from the task of improving teaching and learning, rather than central to sustained school improvement.

Managing Learning Instead of Buildings The Marzano School Leader Evaluation Model promotes the management of student learning rather than the management of buLearning Instead of Buildings The Marzano School Leader Evaluation Model promotes the management of student learning rather than the management of bulearning rather than the management of buildings.

This imperative should create a sense of urgency on the part of principals, District leaders and teachers rather than the current relaxed pursuit of all manner of «culturally sensitive» approaches to language learning within the suffocating fog of English Learner education.

Linked Learning is not a program or a curriculum, but rather an integrated, systemic approach involving collaboration between high school and postsecondary educators, employers and community leaders.

Rather than focusing on firing teachers, it has one of the strongest initial teacher education systems in the world, and leaders credit that system with having produced nationwide improvements in student learning.4 There is relatively little emphasis in Finland on formal on - the - job evaluation, and much more emphasis on collaboration among professionals to promote student learning.

Rather than further disempowering teachers in the assessment of learning, school and district leaders should find ways to help teachers realize the amazing power we have by virtue of our relationships with students and their communities.

As an organization that doesn't represent any part of the system (school leaders, teachers, or program providers), rather just what's best, based on research, for kids, we are happy to see that more and more leaders and organizations are finally focusing on personalized learning, student - centered learning, individualized learning, and youth development approaches that consider the needs of each individual youth.

One key cluster of leader moves in teacher collaborative spaces centers on the teacher leader's creation of a climate where their teacher colleagues experience looking together at student work data as a learning opportunity about what students know and how students think rather than as a critique of their teaching ability.

Gives you great fodder for when you speak with peers and industry leaders by helping you share what you've learned (rather than boasting about all that you've accomplished).

Being able to get that advice and support from Learning and Development and my Team Leaders is really great for helping me grow as a consultant in real - life situations rather than hypotheticals.

Through experiential learning rather than lecture, FAST teaches parents to become effective family leaders equipped to help their children thrive.

Though there may be therapeutic things that happen in a training group, the intention is for the goal of learning rather than personal change and the leader will function with this in mind.