Indiana, for example, which has sponsored a state -
level leadership academy for principals since 1985, has begun hosting study councils for superintendents.
Not exact matches
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.
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 training.
Wilshaw wrote: «Given these worrying findings about the performance of disadvantaged pupils and the lack of
leadership capacity and strategic oversight by trustees, salary
levels for the chief executives of some of these MATs do not appear to be commensurate with the
level of performance of their trusts or constituent
academies.
Academy level committees can have an extremely important role in ensuring that the voices of parents, pupils, staff and the wider community are heard by the executive
leadership and the board of trustees, and that reports are made to them.
We started a
leadership institute a few years ago to accomplish this at The Classical
Academies and to help take all of our charter schools to the next
level of success.
Our case study on the key distributed
leadership practices of one middle school in the Bronx, Creston
Academy for Responsibility and Excellence, presents a guide intended to help other New York City principals reflect on their own approaches to meeting district -
level expectations.
A graduate of the
Leadership Academy's second cohort of Aspiring Principals, Shannon will design curriculum and facilitate the learning of school - and system -
level leaders, leveraging her deep knowledge in adult learning, systems - thinking, data - driven
leadership, and turnaround
leadership.
We provide Instructional Coaches for each building, and district
level leadership that organizes and delivers training through our
leadership development course «tLead», our New Teacher
Academy, and our Innovation
Academy.
Upon successful completion of a TASL
academy, a leader will understand how to use multiple data sources to develop an integrated, self - reflective culture of learning and growth, supported by a clear mission / vision, that integrates shared instructional
leadership at all
levels.
«I have used Book Creator at all
levels in education, with EYFS, KS1 & 2,
Academies, FE and HE and with school
leadership.»
Lindsey also is a developer of SRC's Early Childhood
Leadership Academy, which is being used on both program - and system -
levels to grow instructional
leadership in early learning programs and in elementary schools.