Sentences with phrase «makes effective principals»

These yardsticks can elucidate what makes effective principals — including the characteristics and training they bring to the profession and the organization of their schools.

The video includes remarks from U.S. Congresswoman Susan Davis (D - CA) about the important perspective of the nation's principals, and takes a look at some of the work from the Wallace Foundation that identifies the five key components that make an effective principal.

Not exact matches

Regarding NVC, I also like that only one person in a communication exchange needs to be familiar with the principals to make it effective.

Objective — To make an effective elected second chamber, composed of mature experienced individuals with collective experience of all aspects of British life, whose principal task is to improve legislative bills during their passage through parliament into law, and whose secondary task is to scrutinize the actions of the government and act as a watchdog for the rights of the British people, should the Government or lower house appear to act in such a way as to undermine these rights.

Dr. Bullock is also the Founding Director and Principal Consultant of the International Science & Education Alliance, an organization devoted to exceptional research, program evaluation, assessment design, strategic planning and capacity building to support equity, programmatic diversity and scientific integrity, and promote effective leadership, decision - making and social change.

Both principal actors have a strong enough sense of their characters, even as they're pulled into increasingly harrowing places, to make the film a more successful one than Loach's last few, but it's still schematic and predictable, and it aggressively stacks the deck against Blake and Kattie in a way that makes it more effective as social activism, and less so as drama.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

Principals have the right and the responsibility to say, as Michael Fullan suggests effective leaders today should, «In this building, we are going to squeeze every bit of value we can out of our investment in digital technology, so from here on out we are all — including me — going make use of technology as an accelerator to improve our effectiveness in supporting kids in their learning.»

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

If they believe passionately that their students can achieve proficiency, if they have a clear vision of what makes a school effective, if they learn the lessons of school change, and if they take advantage of external assessments, principals should be able to lead a school staff to bring a first - rate education to every child.

As it compiles information on «effective» leader and teacher practices from its third cohort of low - income schools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - friendly.

In schools where Indigenous students are achieving well, there is generally a highly effective and committed school principal who has done «whatever it takes» to ensure Indigenous students are at school, engaged in learning and making sound progress.

For - profit schools also give their principals more decision - making powers and provide more incentives for making effective decisions, particularly with regard to personnel practices.

We need to address the shortage of teachers and principals, respond to increases in student enrollment, to build safe and modern schools, make effective educational technology accessible to all students, and prepare young people to compete internationally.

«Research has made it very clear that effective leadership is a key success factor for any school, said Mary Grassa O'Neill, director of The Principals» Center and former superintendent of the Milton Public Schools.

«Australia is investing record funding in education that will continue to grow, all targeted based on need, and the Turnbull Government is focused on improving student outcomes through measures we know are effective — teacher quality, a better curriculum, greater parental engagement and support for principals to make local decisions about their local school,» he said.

Based on the largest - ever analysis of research on effective school leaders, our school - level leadership PD guides principals in choosing the right focus for school improvement efforts; effectively leading changes in your school; and transforming your school culture into a purposeful community that believes it can make a difference.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

In The Blind Advantage — published by Harvard Education Press — author Bill Henderson describes how going blind helped him develop qualities that made him a more effective principal in the Boston Public Schools.Here, Henderson discusses his experiences, the lessons he's learned, and how including...

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

With the data made public and tied back to the preparation program, school districts would need to become smart consumers and hire from the programs that prepare the most effective principals.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

Connect with others about effective decision - making and effective support systems for principals.

The Illinois Story is part of a major effort at Wallace to improve university principal preparation programs and builds on 15 years of Wallace - supported research and experience about what makes for effective school leaders.

It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school.

Effective principals, like the best conductors, use feedback to make both short - and long - term improvements.

An effective principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning improvement agenda that focuses on goals for student progress.7 One middle school teacher described what adopting the vision meant for her.

Through all this work, we have learned a great deal about the nature of the school principal's role, what makes for an effective principal and how to tie principal effectiveness to improved student achievement.

Cuomo officials note that the governor secured some reform wins in 2015, including deals that made it more difficult for teachers to be rated «highly effective,» a requirement that outside evaluators assess teachers along with their principals, and a stricter timeline for failing schools to improve.

Dr. Todd Whitaker Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

A highly effective principal might improve the school's value - added so that it is more effective than it was in the past, but it is likely to take several years before the combination of staff development, improvements in school environment, and replacement of ineffective teachers can make the school a high - value - added school.1

Although the series is now over a decade old, many of the recommendations made by the task forces are still relevant today, such as providing effective professional development for teachers and principals, professionalizing teaching, political and policy challenges like bipartisanship, and dispelling myths about the challenges of leading urban districts.

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

Discover what the most effective superintendents, principals and administrators do differently than their colleagues, and why what you do each day makes a difference in so many lives.

Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

despite states» efforts to make evaluations tougher, principals continue to rate nearly all teachers as «effective,»

Collectively, the studies show that despite states» efforts to make evaluations tougher, principals continue to rate nearly all teachers as «effective,» and when principals are asked their opinions of teachers in confidence, with no stakes attached, they are much more likely to give harsh ratings.

Effective programs provide principals an opportunity to learn by practicing aspects of the daily tasks of the principalship, such as learning to listen to and include teachers in school - site decision - making.

Programs and strategies designed to improve principals» ability to include teachers in decision making, foster positive school cultures, and create learning communities are particularly effective.

In sum, the developmental approach followed here has yielded a questionnaire which synthesizes what the knowledge base indicates makes principals effective and what star urban principals themselves identify as explanations for their success.

«So all the things that principals do in terms of setting that culture at the school is essential for making sure that teachers want to be there and that they can actually really be effective in terms of teaching the students.

Race to the Top funding will be used across the four required areas — adopting standards and assessments to prepare students to succeed in college and the workplace, using data systems that measure student performance and assist educators in using data to make instructional decisions, ensuring effective teachers and principals, and turning around the lowest performing schools.

The Foundation has issued numerous research reports, articles and videos about the nature of the school principal's role, what makes for an effective principal and how to tie principal effectiveness to improved student achievement.

We are proud to be able to offer an affordable classroom observation tool — developed by Principals for Principals — that will make the daunting task of observing all teachers more manageable and effective.

She provides dynamic professional development in the areas of Organizational Leadership Development, The Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability Planning and System Development, Power Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Leadership Coaching and Development, Principal and Leaders Evaluation Frameworks, and Common Core.

These videos ask, «What makes for an effective principal?»

Whether it's a new principal making a mark or a veteran principal leaving a legacy, effective school leaders have the gift of transforming entire schools.

An important step in developing a system for ongoing improvement is for principals to engage the most effective teachers in instructional decision - making, and leverage the talents of the most effective teacher leaders to improve the practice of other teachers.

In a grades 5 — 8 middle school with only two English teachers, a principal can make the decision to have her more effective teacher loop with groups of high - need students throughout middle school.