Sentences with phrase «more public education leaders»

Not exact matches

Additionally, business leaders must be more involved with public education to ensure that it is properly training the next generation to become «life - long» learners who are willing to adapt as technology continuously advances.

Brooke and more than 30 leaders from the realms of medicine, education, academia, media, the military, and the football industry, will look at when children should begin playing tackle football, public health concerns, and the role of the National Football League and its players» association.

Republican Senate Majority Leader John Flanagan nudged New York City Mayor Bill de Blasio to provide more information on how the city spends $ 9 billion in state funding for education as a precursor to considering an extension of mayoral control of public schools.

«Reforming how our state measures student performance and evaluates educators will help ensure a fairer and more successful public education system,» said Senate Minority Leader Andrea Stewart - Cousins, D.

New York education leaders urged government officials to build more flexibility into the state's new «free tuition» program, which launched this summer and is currently serving more than 23,000 public college students statewide.

David Bloomfield, a professor of education at CUNY's Graduate Center and Brooklyn College, also said Success» likely expansion could create more of a wedge between Success and the city's other charters, since the network will serve by far the most students and require the most public dollars, a sentiment echoed by some independent charter leaders.

Labor leaders and some public - education advocacy groups, on the other hand, are hoping for a majority of exclusively mainstream Democrats which would be more inclined beat back pro-charter legislation and a controversial tax credit proposal.

With schools and other public services threatened with more budget cuts this year, UFT President Michael Mulgrew joined fellow labor leaders and representatives from community and education advocacy groups at a «99 New York» rally on Oct. 17 on the City Hall steps demanding that the state millionaire's tax be extended.

«The agreement worked out among the governor, Speaker Silver and Majority Leader Skelos — a stark contrast with the political deadlock in Washington — will bring more fairness to the state tax code and help ensure that children in our public schools will begin to see restorations from the devastating education cuts of recent years,» he said.

Faced with an apparent record turnover among New York City principals, the city's public schools have joined with Bank Street College of Education to establish a center for training more than 200 novice school leaders.

Education Next polling data from a representative sample in Florida showed the public more supportive than opposed and ready to be led by a popular leader.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

Likewise, many of the ideas we regard today as education reform's conventional wisdom - linked standards and assessments, consequences for poor performance, testing new teachers, paying some teachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of Teachers.

NEA Leader Stresses Goal of Great Public Schools for All Kids National Education Association president Dennis Van Roekel wants to give all students access to a quality education in part by working to close the achievement gap, seeking more funding for public schools, and increasing parent and community involvPublic Schools for All Kids National Education Association president Dennis Van Roekel wants to give all students access to a quality education in part by working to close the achievement gap, seeking more funding for public schools, and increasing parent and community invEducation Association president Dennis Van Roekel wants to give all students access to a quality education in part by working to close the achievement gap, seeking more funding for public schools, and increasing parent and community inveducation in part by working to close the achievement gap, seeking more funding for public schools, and increasing parent and community involvpublic schools, and increasing parent and community involvement.

In more than a dozen cities, charter schools educate 30 % of or more of all public school students, and are creating a ripple effect uplifting entire education systems, and seating supportive education leaders who helped create alternative opportunities in positions of authority at local and state levels.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

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.

Join other parents and community members for an evening of learning how education leaders created excellent public charter schools in Los Angeles and how more can be done to bring more hope through public education.

Whitney Grubbs, a leader with more than a decade of experience in education, public policy and cross-sector collaboration, has been named the...

«Today was a good day for more than 50 million students, public education leaders and the nation.

An experienced STEM education leader with more than 15 years in urban, public K - 12 education, Camsie McAdams brings vast experience to her role at Discovery Eeducation leader with more than 15 years in urban, public K - 12 education, Camsie McAdams brings vast experience to her role at Discovery Eeducation, Camsie McAdams brings vast experience to her role at Discovery EducationEducation.

A highly respected industry leader with more than 20 years of media, marketing, partnership strategy, and business development expertise, Lori McFarling oversees Discovery Education's global marketing initiatives, including public - private partnerships, events, and public affairs activities worldwide.

POLITICS Chalkbeat: Walton memo recommends charter advocates do more to persuade Democrats Daily Signal: Latest NAEP Scores Show DeVos Was Right About Public Schools Sacramento Bee: Charter school backers spend millions to support Villaraigosa for governor Chalkbeat: Candidates backed by powerful coalition sweep Newark's historic school board election LA Times: The power game behind the search for a new L.A. schools leader Chalkbeat: CO Democrats overwhelmingly reject Democrats for Education Reform at state assembly

NYC Collaborates has partnered with Coro New York Leadership Center to launch the Education Leadership Collaborative, a yearlong, part - time program for New York City public school educators who want to become stronger leaders and more effectively drive change in their schools.

The Association of California School Administrators, representing more than 17,000 California education leaders, announces today its endorsement of Marshall Tuck in the 2018 statewide election for the position of Superintendent of Public Instruction.

About Advance Illinois Leaders from more than a dozen civic, philanthropic, business and education organizations from across the state came together to found Advance Illinois in 2008 to serve as an independent, objective and nonpartisan voice promoting a healthy public education system that prepares all students for success in college, career and civic life.

Over the next two and a half years, the Leading Educators grew to serve more than 45 Teacher Leaders in 24 public and charter schools with the support of the Memphis Education Fund, the Fleetwood Foundation, and the Walton Family Foundation.

Los Angeles — The Association of California School Administrators, representing more than 17,000 California education leaders, announces today its endorsement of Marshall Tuck in the 2018 statewide election for the position of Superintendent of Public Instruction.

But through the support of the NEA's Public Engagement Project, the Columbus Education Association convened a community conversation attended by more than 300 people — parents, business leaders, teachers, district administrators, and local faith - based and political leaders.

Los Angeles Unified School Board Election Has Nation's Attention The race for three Los Angeles Unified school board seats has drawn more than $ 4 million in donations — as well as the attention of education leaders nationwide — as the district's powerful unions and the reform movement battle for control of public education.

Regardless of what awaits them, public education leaders in Milwaukee may be ringing in the new year with a more hopeful mindset than in 2016.

Of the more than 300 TFA alumni in Indianapolis, 85 percent work in public education as teachers, principals and assistant principals, and leaders in education - related organizations.

More than 55 public charter schools have opened within San Diego County alone, making it one of California's leaders in transforming public education.

These community professionals, business officials, public policy leaders, and leading citizens offer their time and talent to serve on the governing boards of this century's most innovative higher education institutions - community, junior, and technical colleges - and make decisions that affect more than 1,200 colleges and over 11 million students annually.

«Each time a new charter school is opened, students leave existing schools, both charter and DCPS, to attend the new charters, and our taxpayer dollars are spread thinner across a growing number of schools,» Suzanne Wells and Valerie Jablow, two D.C. Public Schools parents, wrote in an open letter to city education leaders urging more cooperative planning.

The School Ambassador Fellowship empowers leaders from our nation's public schools to contribute their knowledge and experience to the national dialogue about public education, and provides them an opportunity to... Read More

Four education organizations — The Center on School Turnaround at WestEd, the Center on Great Teachers and Leaders, Public Impact, and the University of Virginia Darden / Curry Partnership — have been studying issues of school turnaround and have Read more about Identifying, Selecting, and Retaining School Turnaround Leaders: How - To Modules -LSB-...]

One area in which Public Impact has focused on helping education leaders reallocate resources in is teacher compensation, devising policies and practical systems to pay teachers more.

Yvonne Chan, a veteran leader within the movement and public education more generally, reflects on her odyssey from immigrant to member of the State Board of Eeducation more generally, reflects on her odyssey from immigrant to member of the State Board of EducationEducation.

Today's must read — Greater Baton Rouge Business Report publisher Rolfe Mccollister's column asking why government and public education leaders resist innovation — offering more choices and conveniences to customers?

North Carolina public school leaders say a legislative mandate to decrease class sizes in the early grades may have a devastating impact on school systems across the state, forcing districts to spend millions more hiring teachers or cut scores of positions for those teaching «specialty» subjects such as arts, music and physical education.

As thought leaders debated the future of American public education during the Department of Education's «Education Drive America» 2012 Bus Tour this week, and with more news that the nation's students are falling behind, attention is once again turning to the next great hope in education reform: the Common Core State Seducation during the Department of Education's «Education Drive America» 2012 Bus Tour this week, and with more news that the nation's students are falling behind, attention is once again turning to the next great hope in education reform: the Common Core State SEducation's «Education Drive America» 2012 Bus Tour this week, and with more news that the nation's students are falling behind, attention is once again turning to the next great hope in education reform: the Common Core State SEducation Drive America» 2012 Bus Tour this week, and with more news that the nation's students are falling behind, attention is once again turning to the next great hope in education reform: the Common Core State Seducation reform: the Common Core State Standards.

Leaders of both the NEA and AFT have sought to rally the public to their side by talking up their vision for improving public education: More arts classes and fewer standardized tests, more equitable funding and fewer school closuMore arts classes and fewer standardized tests, more equitable funding and fewer school closumore equitable funding and fewer school closures.

As a leader with more than 25 years» experience working in education and government, she currently oversees public policy related to teacher preparation and licensing and directs an agency that awards over 250,000 credentials per year and accredits more than 250 colleges, universities, and local education agencies offering educator preparation programs.

We seek to design policy solutions that add more talented leaders at all levels of the education system and work to ensure that public policies recognize the crucial importance of cultivating talent and talent - ready organizations.

More than ever, the field of education requires teachers and leaders from diverse backgrounds who are culturally competent and well prepared to address the most difficult challenges in public education.

U.S. Deputy Education Secretary Tony Miller and Broad Foundation Senior Policy Director Lydia Logan announced the award at the 2012 National Charter Schools Conference in Minneapolis before a crowd of more than 3,000 public charter school leaders gathered at the Minneapolis Convention Center.

Graduates are more racially diverse than other new teachers in Boston Public Schools; they are also more likely to teach in STEM fields and to remain teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak effectiveness.27 Like the Boston Teacher Residency, the Relay Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Relay.29

Held to a higher standard of accountability than traditional public schools, but with the benefit of added autonomy that puts local school leaders and teachers in charge, Tennessee's public charter schools are empowered to create a challenging and focused learning environment for students, while giving parents even more direct and meaningful opportunities to participate in their children's education.

Hopefully more Connecticut school administrators will join education leaders like Madison, Connecticut Superintendent Thomas Scarice and stand up, step forward and speak out against the Common Core Smarter Balanced Assessment Test (SBAC), the overuse of standardized testing in Connecticut's public schools and the right of parents to opt - out their children from these unfair, unnecessary, expensive and destructive tests.