Sentences with phrase «many school and system»

Successful efforts have been made to raise and maintain standards through the formation of the American Association of Theological Schools and its system of accreditation.

«She has a deep knowledge of schools and our system, and is on record criticizing Mayor Bloomberg's focus on high - stakes testing.

Several years ago, I was fortunate to be involved in the founding of the new department of systems biology at Harvard Medical School and the systems biology graduate program.

Her staff at Goodwyn Junior High School in Montgomery, Alabama, will have regular opportunities to participate in in - service programs at the school and system level, and they will be encouraged to attend regional workshops.

It is true, as would - be reformers often argue, that statutes, policies, rules, regulations, contracts, and case law make it tougher than it should be for school and system leaders to drive improvement and, well, lead.

We noted how often schools and systems assumed that any teacher in a supervisory position would know how to observe a class and give constructive feedback aimed at improvement.

We got away from that philosophy because we are primarily concerned to measure and compare kids, teachers, schools and systems, as if education was the Olympics or the World Cup.

«Effects of socio - economic status on educational outcomes can be mitigated, and this can be done on a whole - school and system - wide basis by the very...

Each of these programs address a particular problem of practice — using data, observing and analyzing teaching and learning in the classroom, engaging families meaningfully — and provides proven tools, protocols, and approaches for educators to practice and implement together for school and system - wide improvement efforts.

Through two courses designed and taught by Teitel — Leading for Equity and Diversity in Integrated Schools and the newer Coaching for Equity and Diversity in Schools and Systems — HGSE students partner with K — 12 schools and districts to tackle the intense and complex work of school integration.

Teacher contributor Greg Whitby caught up with three school principals at the Catholic Diocese of Parramatta's annual gathering of school and system leaders for 2015.

As much as it frustrates those enthralled by grand visions and eager to impose «system solutions,» it provides a rich array of schools and systems from which families can choose.

The theory behind ESSA is that schools and systems can be better governed from the bottom up than from the top down.

Rather, it's to recognize that policy can make schools and systems do things, but it can't make them do things well.

(I've previously noted that the Common Core could weld schools and systems ever more tightly to a one - size notion of grade - level mastery and discourage models that encourage kids to race beyond grade - level material - this is a terrific illustration of that risk.)

The text itself is confusing and sprawling, and people working in schools and systems generally have better things to do than read federal statute.

Amidst the summer lull, I've spent a bunch of time over the last month or two talking about «cage - busting» to school and system leaders in a bunch of districts, state gatherings, and university programs.

This comes up now and again when I'm talking to school and system leaders, who nod along with the main points but sometimes wonder whether empowering school or system leaders reflects an attempt to import a «business» mindset into education.

It demonstrates that effects of socio - economic status on educational outcomes can be mitigated, and this can be done on a whole - school and system - wide basis by the very people and the same schools where low performance was once the norm.

They seek to excel despite the schools and systems they inhabit.

I found the school and system to be populated by well - meaning people who spent an extraordinary amount of energy trying not to get in trouble.

But I've also met scores of practitioners who have learned to navigate bureaucracy and the shoals of policy in order to make schools and systems more supportive of their work.

A big challenge on this score is that there just isn't much material or training out there on how to make schools and systems work for teachers.

But they're doing it on their own, because most see their schools and systems as, at best, harmless, and, at worst, as obstacles that drain their time and energy.

And school and system leaders use data to evaluate the impact of school - wide and system - wide programs and initiatives to raise achievement levels and close equity gaps.

«Effects of socio - economic status on educational outcomes can be mitigated, and this can be done on a whole - school and system - wide basis by the very people and the same schools where low performance was once the norm.

Corwin partners with schools and systems to deliver training and tools that build capacity, have positive change on instructional practices, and put students at the heart of all we do.

With any luck, it may also start to wean more than a few would - be reformers from their affection for weak brews like mayoral control and merit pay and towards more muscular efforts to dismantle, rethink, or bypass familiar schools and systems.

Two studies published this month in Australia and the UK shed further light on the issue, providing some interesting insights and recommendations at both a school and systems level.

We will sponsor design projects aimed at conceiving of new schools and systems.

Learning to develop and sustain standards of excellence with genuinely inclusive, equity - focused schools and systems requires leaders to understand the intersection of race, identity, power, and privilege in society and, as a result, in schools.

It is true that teachers lack the ready access to organizational authority that school and system leaders can use to bust free.

They ask hard questions about what teachers do and how schools and systems can help them do it better.

In Cage - Busting Leadership, I argued that K — 12 leaders have much more power than they think to create great schools and systems.

The mark of the cage - buster is not a particular stance on things like career ladders or differentiated pay but the belief that educators should have much more leeway to create great schools and systems.

Linking up with teachers from other schools and systems through online networks like SAIL can unlock a wealth of new ideas, activities, strategies and support, with students reaping the benefits.»

They know how to support students» wellbeing and safety, working within school and system curriculum and legislative requirements.

In other words, school discipline disparities by race are a good indicator of racism in schools and systems.

To be sure, it's because dysfunctional schools and systems are implementing discipline reform poorly, just like they implement so many other initiatives poorly.

Standardized testing is still considered the most effective way of holding schools and systems accountable.

Implementing Performance Assessments: A Guide to Classroom, School and System Reform by FairTest staff (FairTest, 1995: 56 pp.)

Nonetheless, even though the state did not fully exploit the opportunity for comprehensive change, the schools and the system itself unquestionably are better today than at the time of the takeover.

As I argue in Cage - Busting Leadership, it is tempting for most school and system leaders to emphasize culture, coaching, and consensus above all else.

One of the most shocking examples of corruption and incompetence in the city's recent school history is the mind - boggling cost of building new schools and the system's inability to do anything about overcrowding that was predicted years ago.

Once they get a meeting, Hess offers up guidelines for creating the schools and systems they seek.

This post originally appeared on Abeo School Change's blog, an education design and implementation group that partners with schools and systems to make powerful learning a reality for every student.

The new reviews mark a different approach with the TSC, a group that represents teaching schools and system leaders, commissioned to lead the projects.

School and system leaders use data to determine if all students receive the high - quality education they deserve and to provide more support or intervention if the results show that individual students, entire classrooms, or schools are off track.

They often reminisce about and allude to a time when schools and systems worked for our communities.

He is also the former director of Transformative Inquiry Design for Effective Schools and Systems (TIDES), a nonprofit based in San Diego, CA.