Sentences with phrase «meaningful changes in school»

Two crucial misconceptions have framed recent efforts to improve the quality of U.S. schools: (1) the conflation of achievement with learning accompanied by the misuse of achievement data, and (2) the erroneous belief that meaningful changes in school quality can be coerced through a national regimen of testing and accountability.

The jury is still out on whether the Race to the Top competitions will have the ability to help districts to make meaningful changes in school operations.

But this strategy, if well executed, could probably effect meaningful change in some schools, and that would be a real win for children at very little cost.

Engage and connect with world - class education leaders who will share their experience implementing meaningful change in their schools and districts through innovative assessment and mastery learning practices.

The program enhances the skills, knowledge, and confidence of parents necessary to create meaningful change in their schools and community.

Not exact matches

A self - deprecating NCAA is a welcome switch from the previously smug organization that has only been moved to meaningful action in the recent past by federal court decisions (the ban on cost - of - attendance stipends became illegal once the NCAA got whipped in O'Bannon vs. NCAA) and terrible PR (Connecticut guard Shabazz Napier made the schools look silly with their food rules by speaking out during a tournament that makes $ 770 million a year for the NCAA in television revenue, hence the unlimited meals rule change).

From Challenge Success, her team learned how to use strategies, grounded in university - based research, that would change the pace at school and allow kids to work in ways that felt meaningful.

But, those advocates who have been in the trenches and know what the obstacles are to better school food, those are the folks who can really get a motivated parent on the path to meaningful change in how schools (the gov really) feed kids.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Looking back at 2013, while the food movement made progress in certain areas (such as school food and GMO labeling), when it comes to exploitative food marketing to children meaningful change remains elusive.

As an ardent supporter of charter schools and education as a means to create upward mobility, Lavine is prepared to make a meaningful change in Syracuse.

«As the world faces monumental health challenges related to climate change, there is a growing need for health professionals with the knowledge and skills to respond in a meaningful way,» says Jeffrey Shaman, director of GCCHE and associate professor of Environmental Health Sciences at Columbia University's Mailman School of Public Health.

In the world of schooling, the majority of highly successful turnaround cases seem to be those where an individual educator had not only the right idea about instruction, but also the tenacity to bend or break those rules that would have prevented meaningful changes at the school level.

Overall, principals and coaches emphasized the importance of trust in the process of meaningful school change.

In the absence of a compelling reason to retain control centrally, school leaders, as the primary agents of change, should have freedom and flexibility over how best to use their resources (time, people, and money) to create meaningful changes that directly impact students.

Either Common Core will be «tight» in trying to compel teachers and schools through a system of aligned assessments and meaningful consequences to change their practice.

Preceding him are the likes of Jean Anyon, for example, who writes in the Teachers College Record, «The structural basis for failure in inner - city schools is political, economic, and cultural, and must be changed before meaningful school improvement projects can be successfully implemented.

The London - based Child - to - Child Trust promotes meaningful child participation in health, school - readiness, Disaster Risk Reduction, HIV / AIDS, climate change, inclusive education, and other issues affecting children.

«The public perception,» says Stanford professor Tom Dee who has researched the law, «seems to be that No Child Left Behind has failed, but the available research evidence suggests it led to meaningful — but not transformational — changes in school performance.»

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

This manifested in new systems — from School Grades to new College - and - Career Ready assessments, to meaningful teacher evaluation — things that we can say changed the landscape by telling the truth and putting students and families at the center of all decision - making.

NCRPP aims to change that by focusing on three areas: studying current research use in districts and schools, identifying what conditions affect when research is used, and determining ways that research could be made more meaningful for educational leaders through long - term partnerships between researchers and practitioners.

Her class solidified many thoughts I had had with regard to incorporating parents and community members to the school environment in meaningful ways for real substantial community change.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

However, most of these will never achieve meaningful scale unless America takes a fundamentally different approach to how it brings about change in its schools.

Parent engagement in addressing challenging behavior across a variety of settings (e.g., school settings, community settings, in the home) is a critical component of meaningful, lasting, positive behavior change for learners.

Utilizing sophisticated technology to analyze feedback against a robust library of aggregate data, YouthTruth also consults with schools to make meaningful changes grounded in data.

Oakland Kids First partners with schools and the district to ensure hundreds of students have meaningful roles and responsibilities in school change efforts.

Meaningful student involvement can support school change many ways, especially in creating supportive learning environments.

Drawing from such pedagogues as Dewey, Myles Horton, and Paulo Freire, I have defined meaningful student involvement as «the process of engaging students as partners in every facet of school change for the purpose of strengthening their commitment to education, community, and democracy» (Fletcher, 2005, p. 5).

The largest iPad training company in the UK, iTeach is staffed by experienced teachers, working with over 2500 schools, colleges, local authorities, curriculum bodies and non profit organisations to ensure real and meaningful change with iPad as the tool.

In exchange for relief, the administration is requiring a quid pro quo: States must adopt changes that include meaningful teacher and principal evaluation systems, make sure all students are ready for college or careers, upgrade academic standards and lift up their lowest - performing schools.

So, while we discovered an abundance of research emphasizing the impact of a positive school climate, the challenge for our group was to listen to each other - and to the broader community of educators and stakeholders - and identify recommendations that would create meaningful change in our district.

This is especially important to meaningful student involvement in school change, and the concept is deeply indebted to this particular article.

Another project highlighted the way meaningful student involvement actually transformed U.K. schools by tracking the changes in policy and practice that reflected students» comments.

Absent strong leadership and a commitment to improving the performance of low - performing schools and districts, more resources or legislative victories are unlikely to result in meaningful change.

Meaningful Student Involvement in education research turns the microphone around, making the student the examiner as well as the examined, and turns the feedback loop an engine for school change.

Our testing practices themselves have changed very little since our inception as a school, but we've begun to use the data in a more meaningful way, restructuring our grade teams to become inquiry teams focused on the growth of students across all subject areas.

28 Duval County District Public Schools celebrate the hard work, commitment, and results realized from their involvement in an IES - funded study focused on using data for meaningful change.

In fact, the pilot study showed that the role of the principal was the most critical piece of the puzzle in implementing meaningful school change and school improvemenIn fact, the pilot study showed that the role of the principal was the most critical piece of the puzzle in implementing meaningful school change and school improvemenin implementing meaningful school change and school improvement.

• learners construct meaning; • learners see the connection between what they learn and the real world; • learners are actively engaged in purposeful tasks; • activities are integrated and meaningful; • learners work individually and as members of a group; • learners are expected and encouraged to learn; • learners internalize that what they learn and do in school makes a positive change in the community; • learners are supported by passionate, engaged coaches, mentors, and advocates; • all learners have advanced learning opportunities; and • learners see themselves as part of the community and find ways to serve the community.

The path to meaningful and lasting change in our public schools system is often difficult, driven by successes and slowed by setbacks along the way.

The education system needs to consider several changes in order to advance this type of integrated STEM program or any other that aims to integrate STEM in a meaningful way in K - 12 schools (i.e., in a way that will help promote retention of students in the STEM pipeline to fill the pending need in the STEM workforce).

Our model of education is ready and available to be used in any state, for any interested school or congressional leader seeking meaningful change in they way they use taxpayer education dollars.

However, without encouraging the engagement of students as meaningful actors in school change efforts, Listening misses the glaring potential of being a rallying call for meaningful student involvement.

Youth envision schools that believe in the potential of all students, that have a culture of connections — building healthy and meaningful relationships between youth and staff and that empower youth and staff to lead change

Our mission is to provide opportunities for self - transformation, leadership, and community building to educators in order to affect meaningful change in the classroom, school, community and society.

IDRA's Quality Schools Action Framework focuses change on what research and experience say matters: parents as partners involved in consistent and meaningful ways, engaged students who know they belong in schools and are supported by caring adults, competent caring educators who are well - paid and supported in their work, and high - quality curriculum that prepares students for 21st Century opportuSchools Action Framework focuses change on what research and experience say matters: parents as partners involved in consistent and meaningful ways, engaged students who know they belong in schools and are supported by caring adults, competent caring educators who are well - paid and supported in their work, and high - quality curriculum that prepares students for 21st Century opportuschools and are supported by caring adults, competent caring educators who are well - paid and supported in their work, and high - quality curriculum that prepares students for 21st Century opportunities.

School «reforms» in New Jersey, funded by Facebook founder Mark Zuckerberg, failed at providing meaningful change for students, a new review shows.

Sabattus Primary School and Libby Tozier Primary School Principal Kathy Martin shared her schools» journey and success in utilizing local student data to make meaningful and targeted instructional changes for students in order to close achievement gaps.