Sentences with phrase «meaningful teacher leadership»

The continuum culminates in meaningful teacher leadership roles for those who wish to seek them.

Not exact matches

Schools need strong leadership for setting appropriate goals and fostering meaningful professional development for teachers.

We created STEP (Supporting Teachers as Empowered Professionals), a teacher - generated policy toolkit that focuses on creating meaningful leadership pathways for tTeachers as Empowered Professionals), a teacher - generated policy toolkit that focuses on creating meaningful leadership pathways for teachersteachers.

• A deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education for teachers and their students; • A passionate commitment to improving teaching and learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and learning.

Participants conclude the series with the confidence and the tools to take their leadership to the next level, support and develop teachers in meaningful and intentional ways and ultimately move the needle on student growth.

In the Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leTeacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leteacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional leteacher - to - teacher professional leteacher professional learning.

This calendar is an organizational tool for the leadership team and staff, captures the work that supports student achievement efforts and teacher growth, and highlights meaningful connections to keep the focus on teaching and learning.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

«The desire for principals to focus and work with teacher and students on the quality of teaching and learning is really spot on to what the research says should provide meaningful improvements in student achievement,» says Ellen Goldring, a professor of educational policy and leadership at Vanderbilt University's Peabody College in Nashville, Tennessee.

She will be continuing her teacher - leadership in the fellows program by reaching out to create meaningful relationships with Black teachers in Oakland to support and uplift one another.

They say that «a meaningful career lattice» should allow «great teachers to expand their reach to more students and colleagues through coaching and other leadership opportunities.»

New Leaders believes — and a meaningful, growing evidence base confirms — that when it comes to supporting teachers to grow and improve their practice, and, ultimately, accelerate student achievement, leadership changes everything.

If teachers shared in administering the school, however, administrators could focus on more substantive issues of leadership, such as cultivating meaningful school - community relationships, supporting teacher initiatives, connecting their schools with the world, and cultivating partnerships with businesses and arts - related venues.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching sTeachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching steachers through a variety of leadership roles, which would allow them to continue teaching students.

Each of our services — educator coaching, teacher / leadership groups, social emotional learning lessons and counseling — all focus on strengthening resilience, social competencies, emotional regulation, empathy and meaningful relationships.

Teachers today have few meaningful opportunities to assume leadership roles while remaining in the classroom.

This bill will provide both teachers and school leaders with meaningful professional development and leadership opportunities over the course of their careers.

These working meetings will bring together educators from multiple states to spur meaningful commitments to teacher leadership.

As teacher educators and researchers, we have had many opportunities to look closely at schools and districts that are implementing meaningful supports for ELL instruction, and we've found that effective teacher leadership in this area tends to involve two strategies in particular, which we illustrate with a pair of examples below.

This year, the U.S. delegation introduced Teach to Lead, an initiative that seeks to advance student outcomes by expanding opportunities for teacher leadership both in and out of the classroom, to the global stage sparking international interest in this teacher - led and designed initiative to promote meaningful opportunities for teacher leadership that improve student outcomes.

The PS 321 Testing Task Force is a parent - led group that works in partnership with teachers and school leadership to educate our community about the effects of NYS and NYC testing policies and to advocate for meaningful, developmentally appropriate, educator - developed student assessments.

It seems clear that ESSA has provided the committee with an opportunity to design and develop an «authentic assessment», based on evidence - based classroom performance indicators, that will establish a new era of meaningful, student - centered testing that CT teachers, parents, students, and citizens have proudly come to expect from educational leadership.

The other two are: Leadership for Learning Improvement in Urban Schools reports on how urban school leaders help improve student learning by setting high expectations for their schools, provide meaningful staff training, and organize teachers to share leadership for carrying out improvement agendas.

In too many school districts, systems do not exist to allow teachers to access meaningful opportunities for leadership that draw on their success in the classroom, and that give them more autonomy and ownership over things like induction, mentorship, and entrepreneurship.

Professional Experience William H. Maxwell Career and Technical Education High School (Brooklyn, NY) 8/2003 — Present Assistant Principal • Oversaw daily school operations including finances, legal compliance, and curriculum development • Provided instructional leadership to teachers of Science, Physical Education, and Health Careers • Developed and executed meaningful professional development courses for faculty and staff • Observed classroom activities ensuring effective and professional instruction practices

Due to this, a teacher without proper support from leadership can burn out, lose that initial passion and show up to work simply for their «job» rather than for a meaningful career.