Sentences with phrase «more school autonomy»

Sanchez calls for more school autonomy — beginning with a strong and inclusive turnaround plan generated by teachers, principals and parents — with clear accountability for results.

The doctrine said governments could only «mandate adequacy», they couldn't make schools «great» — that had to come through more school autonomy over pedagogy.

While more school autonomy has its merits, there is no evidence to suggest it will lift a school's performance.

Not exact matches

But it was just the opposite; grant maintained schools had far more autonomy than schools under the thumb of the local education authority.

Since the autonomy structure is not really autonomy — just more streamlined collusion — and still does not permit schools to give athletes monetary benefits, it will have no effect on the lawsuits.

When children run into trouble in school, either academically or in the realm of behavior, most schools respond by imposing more control on them, not less, further diminishing their fragile sense of autonomy.

Research confirms that all kinds of positive outcomes result from autonomy - supportive parenting: Teens learn better and do better in school, they are more engaged, and they persist harder if the face of difficulty.

What a securely attached child - OR ADULT - looks like: competent, self - confident, resilient, cheerful much of the time, anticipating people's needs (not from a co-dependent place), empathic, humorous, playful, tries harder in the face of adversity; not vulnerable to approach by strangers because won't go to strangers (as adult, out - going without being foolhardy), good self - esteem, achieving, able to use all mental, physical, emotional resources fully, responsive, affectionate, able to make deep commitments as appropriate, able to be self - disclosing as appropriate, able to be available emotionally as appropriate, able to interact well with others at school and in jobs / careers, likely to be more physically healthy throughout life, self - responsible, giving from a «good heart» place of compassion, has true autonomy, no co-dependent self, because of well developed internal modulation system, less likely to turn to external «devices» (addictions) to modulate affect

EL Education is a research - based program that helps schools work with emotionally or behaviorally challenged students in therapeutic ways, then provides curriculum allowing students more autonomy and challenge.

As a tween, though, your child has more autonomy, or the ability to take charge of many of her own responsibilities, like due dates for school projects and when she needs to leave for sports practice.

Perhaps her kids waste time in front of the TV, eat processed foods, have week behavioral boundaries, attend overcrowded schools... things that are tolerated much more than giving children autonomy but potentially far more damaging.

The obvious solution is to build nutrition and sustainability into food contracts, give principals more autonomy to make smart decisions, and extend the school day so that our fine, fine teachers have enough time to give our kids what they need.

We just have to be more intentional to make time for cuddles, hand - holding, hugs, massage, and other forms of nurturing touch with our walking, talking toddlers, busy school - agers, and autonomy - seeking teenagers.

Teachers understand this, but when students run into trouble in school, Tough writes, schools often respond by imposing more control, not less, via stern discipline such as out - of school suspensions, «further diminishing their fragile sense of autonomy.»

Adonis also encouraged state schools to adopt practices of the private sector and generally believed in giving individual schools more independence and autonomy from central government and the local education authorities.

Struggling schools that were given more autonomy in the early 2000s improved GCSE results for their pupils.

Struggling schools that were given more autonomy by being converted into academies under the former Labour government have seen improved exam results compared to similar schools that did not become academies, according to our new research.

It's unclear whether academies will work in the smaller and much more numerous primary schools — of which so far around 10 % are academies; and whether primary heads and governors have the breadth of expertise and the time to take on the responsibilities of greater autonomy.

Schools could opt to offer the same schemes, but will have more autonomy over how to do so as the Department for Education (DfE) reorganises the way it funds projects to tie in with the coalition's emphasis on localism.

In fact, compared with elementary schools, middle grade schools often have more students per grade, lower levels of student autonomy, less positive teacher - student relationships, and more competition and less cooperation among students.

Lastly, if greater autonomy and decision - making were reserved for the local level, would schools be more responsive to student needs and provide more personalized learning experiences?

States could only lose up to 10 points (a eighth of the total) for impinging upon private school autonomy and only Alabama loses more than three points.

Many senior school business management professionals find themselves on call long after 5.00 pm, are now working across groups of schools, are responsible for a wider range of school functions and larger, more dispersed teams, and alongside greater autonomy and responsibility, face greater scrutiny and public accountability.

Academies were first introduced under Tony Blair's Labour government back in 2000 as a way to raise standards in schools by taking them away from the control of local authorities and offering more autonomy over finances and day to day school management.

But this proposal would remake the relationships between schools, districts, and states into a far more efficient and effective model, one that would increase agility and remove regulations that limit the autonomy of school leaders.

In addition to charter schools, students can enroll at one of 38 innovation schools, district - operated schools pioneering new school models with more autonomy than traditional district schools.

The mayor has generally distanced himself from education issues, and Boston's best - known school reform consists of «pilot» schools, which have more than usual autonomy but are still subject to the district's education - crushing collective bargaining agreement.

For the most part, the Gates early - college initiative focuses on the motivation of students, hoping that greater autonomy and more challenging material will help keep them engaged and interested in school.

The major planks of Klein's reforms are well known: breaking much of the old local district bureaucracy, empowering principals and creating a new principal training center, issuing report cards for schools, delivering autonomy and innovation zones for experimental schools, and keeping more of the city's problematic teachers out of its schools.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Katie Harrison would like to see schools becoming more autonomous: «We need to improve school autonomy by allowing teachers much greater freedom with what and how they teach, with less scrutiny.»

Singapore is similarly described: «Moving away from the centralized top - down system of control, schools were organized into geographic clusters and given more autonomy....

Although one can not copy and paste Finland's educational system (or anyone else's) here in United States, there are certain concepts we can learn to become better at infusing more school trust, teacher / leader autonomy and student - centered offerings in today's American school.

Third, innovation schools have more autonomy from district mandates than traditional DPS schools but far less than charters.

OECD that reports the findings of tri-annual PISA surveys concludes that education systems that grant more autonomy to schools to define and elaborate their curricula and assessments tend to perform better than systems that don't grant such autonomy.

Increased local autonomy, more complex operations and more rigorous direct accountability mean that all schools require highly skilled specialists to support head teachers and governors.

The pace of change in the education sector and policy reforms encouraging schools to be far more self - sufficient has required us to revisit the characteristics of our management teams in order thrive with these new levels of autonomy.

Schools are taking on markedly more autonomy under the academies programme, multi-academy trusts (MATs) are springing up around the country, and all the talk is now of a «self - improving and school - led system».

But if school autonomy means more flexibility at school level to think of and react on the needs of the community by crafting curriculum, teaching and assessment so that they benefit all children, then I think more autonomy can really enhance both quality and equity of education.

It advocates for strong standards, aligned curriculum frameworks, improved teacher preparation and certification systems, increased school - level autonomy, diverse school options, and more early - childhood programs.

The effects of granting more autonomy to schools are hard to predict.

Well, what we've found from research and detailed studies of schools that are using this additional autonomy is that just giving schools more authority may make no difference at all if schools don't have a capacity to make good decisions in the interests of their students.

There seems to be some interest in returning more control and autonomy not simply from the federal government to the states, but from states to local communities — so that communities can decide questions like when to close schools, whether to allow charter schools, and how to assign teachers.

The district had been freed from mayoral control after more than a century, and a high - energy superintendent was leading bold moves to de-emphasize central administration, give schools greater autonomy, and engage families in a revitalized portfolio of educational choice.

This reform track offered what Lamar Alexander called a «horse trade»: more autonomy for schools in return for stronger academic results.

Because charter schools have more autonomy when it comes to choosing retirement options for their teachers, they're poised to innovate and lead by example, especially in regard to teachers» retirement benefits.

Structural autonomy is just the changes in policies and procedures that give the school more authority.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

Schools were given greater autonomy in return for more accountability.

Charter schools are privately managed and typically enjoy more autonomy than their district - run counterparts.