Sentences with phrase «middle level school leaders»

The Missouri Association of Elementary School Administrators (MAESP) represents elementary and middle level school leaders across the state.

Not exact matches

The Summer Leadership Seminar is limited to middle school, high school, and district level leaders; it is not intended for classroom educators.

The role of leader at the elementary school and middle school levels could be assigned to a teacher at each grade level for reading, writing, social studies, and so on.

At the secondary level, this often requires supplanting an elective in a student's schedule to provide explicit reading instruction, which can present a dilemma for middle and high school leaders and teachers.

Solid Leadership Key to Good Middle Schools A multi-year, national study of leadership in middle schools led by professor Jerry Valentine of the University of Missouri - Columbia's Middle Level Leadership Center showed in part that successful schools had good leaders with positive attiMiddle Schools A multi-year, national study of leadership in middle schools led by professor Jerry Valentine of the University of Missouri - Columbia's Middle Level Leadership Center showed in part that successful schools had good leaders with positive attSchools A multi-year, national study of leadership in middle schools led by professor Jerry Valentine of the University of Missouri - Columbia's Middle Level Leadership Center showed in part that successful schools had good leaders with positive attimiddle schools led by professor Jerry Valentine of the University of Missouri - Columbia's Middle Level Leadership Center showed in part that successful schools had good leaders with positive attschools led by professor Jerry Valentine of the University of Missouri - Columbia's Middle Level Leadership Center showed in part that successful schools had good leaders with positive attiMiddle Level Leadership Center showed in part that successful schools had good leaders with positive attschools had good leaders with positive attitudes.

He previously served as Assistant School Leader at KIPP Columbus Elementary and as 5th Grade Math teacher and Grade Level Chair at KIPP Impact Middle School in Jacksonville, Florida.

The goal of Game Change is to implement long - term anti-violence and healthy relationship education in Massachusetts schools, with a focus on developing peer leaders at the high school level who can provide trainings to their middle school counterparts.

While an increasing number of schools have begun to adopt some of the changes promoted by the emerging middle - level - school reform movement — such as hands - on, experiential curricula and increased parental involvement — many have not yet embraced such changes, NMSA leaders said.

About NASSP: The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the school principals, assistant principals, and school leaders from across the United States and 35 countries around the school leaders from across the United States and 35 countries around the world.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

In a comparison of highly successful middle schools (as measured by student achievement scores) to a national sample, Petzko (2004) found that the highly successful schools were more likely to have grade - level or content - area teams that were led by designated teacher leaders.

Alexandria, VA — March 15, 2018 — Nearly 200 elementary and middle - level principal leaders from across the country will gather in the nation's capital to attend the National Association of Elementary School Principals» (NAESP) National Leaders Conference (NLC) to sharpen their leadership skills and advocate for a stronger investment in students and public sleaders from across the country will gather in the nation's capital to attend the National Association of Elementary School Principals» (NAESP) National Leaders Conference (NLC) to sharpen their leadership skills and advocate for a stronger investment in students and public sLeaders Conference (NLC) to sharpen their leadership skills and advocate for a stronger investment in students and public schools.

Changing Role of the Middle Level and High School Leader: Learning from the Past — Preparing for the Future.

District leaders (e.g. director of instruction, district level coaches, director of new teacher induction, etc.) school leaders, classroom teachers working in middle and high schools (new teachers will find this institute particularly beneficial), instructional coaches, department heads, special education coordinators, and other educators.

These typically included promoting distributed leadership among all staff (where the task of leading a particular aspect is undertaken by a range of members of staff across a school's workforce), developing middle leaders, and holding strategic - level discussions to diagnose issues and plan improvements.

He has conducted a wide range of research projects (77 funded) in the areas of educational leadership and change, effective pedagogy / quality teaching, student achievement, postgraduate supervision, professional teaching standards, teachers» professional development, middle - level leaders in schools, and teacher satisfaction, motivation and health.

Micki M. Caskey Professor and Associate Dean for Academic Affairs Graduate School of Education Portland State University Dr. Micki Caskey is a highly respected leader in the field of middle level education.

The Multi-Classroom Leaders at Ranson IB Middle School are all trained to become Real Time Teacher Coaches so that we can improve teaching practice and learning levels across the school buiSchool are all trained to become Real Time Teacher Coaches so that we can improve teaching practice and learning levels across the school buischool building.

Reston, VA — Spearheaded by the leadership of highly effective school leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forschool leaders, 26 middle level and high schools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foschools recognized by the National Association of Secondary School Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated forSchool Principals (NASSP) as Breakthrough Schools from 2011 - 14 have been redesignated foSchools from 2011 - 14 have been redesignated for 2017.

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the school principals, assistant principals, and school leaders from across the United States and 35 countries around the school leaders from across the United States and 35 countries around the world.

About NASSP The National Association of Secondary School Principals (NASSP) is the leading organization of and national voice for middle level and high school principals, assistant principals, and all school leaders from across the United States and more than 35 countries around the School Principals (NASSP) is the leading organization of and national voice for middle level and high school principals, assistant principals, and all school leaders from across the United States and more than 35 countries around the school principals, assistant principals, and all school leaders from across the United States and more than 35 countries around the school leaders from across the United States and more than 35 countries around the world.

Influence state leaders to build the capacity of districts and schools by providing resources for students reading below grade level in middle grades and high schools.

Topic (s): Behavior, Progress Monitoring, Reading Instruction, Intervention, RTI, Middle / High School RTI Intended Audience (s): Campus Leaders, District Leaders, Teachers, Technical Assistance Providers Grade Level (s): Grades 4 - 5, Grades 6 - 8, Grades 9 - 12 Media Type (s): Online Module

Topic (s): RTI, LD Identification, Middle / High School RTI, School RTI Intended Audience (s): Administrators, Campus Leaders, District Leaders, Researchers / Faculty, State Leaders, Teachers, Technical Assistance Providers Grade Level (s): Grades K - 3, Grades 4 - 5, Grades 6 - 8, Grades 9 - 12 Media Type (s): Website

Staff from across our schools contributed to the session, including middle, senior and executive level leaders (from both primary and secondary settings).

In many ways, these outstanding school leaders reflect the diversity of the dedicated principals leading schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and high school levels, and in traditional district and charter school settings.

Topic (s): RTI, District RTI, Middle / High School RTI, School RTI Intended Audience (s): Campus Leaders, District Leaders, State Leaders Grade Level (s): Grades 9 - 12 Media Type (s): Document / Report

On January 11, six student leaders from HALS, DiLoreto and Pulaski Middle Schools attended the CAS Middle Level Leadership Conference held at Trinity College in

On January 11, six student leaders from HALS, DiLoreto and Pulaski Middle Schools attended the CAS Middle Level Leadership Conference held at Trinity College in Hartford.

Her work in the Middle School Quality Initiative (MSQI) involved helping school leaders and teacher teams to implement school wide systems of assessment in literacy, integrate vocabulary instruction across content areas, and plan, develop and teach strategic reading lessons for students reading below grade School Quality Initiative (MSQI) involved helping school leaders and teacher teams to implement school wide systems of assessment in literacy, integrate vocabulary instruction across content areas, and plan, develop and teach strategic reading lessons for students reading below grade school leaders and teacher teams to implement school wide systems of assessment in literacy, integrate vocabulary instruction across content areas, and plan, develop and teach strategic reading lessons for students reading below grade school wide systems of assessment in literacy, integrate vocabulary instruction across content areas, and plan, develop and teach strategic reading lessons for students reading below grade level.

Middle and high school level classroom teachers, school leaders, guidance staff, coaches, and teacher leaders

Carr has extensive experience working with administrators and teacher leaders in grades preK — 12 in highly interactive and engaging ways; though as a former middle school teacher, she has a special affinity for work at that level.

NASSP is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and in over 35 countries around the world.

Lakewood, NJ, May 9, 2018 — Achieve3000, the leader in differentiated instruction, and iCivics, the leader in civics education, are partnering to offer middle and high school students government and civics readings designed specifically for their grade so that students can learn the fundamentals of American democracy at their own individual reading levels.

«The reason we promoted him is because we think he's done a great job as a leader of a middle school and will be able to support his colleagues in accelerating progress at the middle school level,» Superintendent Jennifer Cheatham said.