Sentences with phrase «more teacher leadership»

E4E teachers take action in three different ways — we advocate for more teacher leadership and collaboration at our schools, push for district and state policies that include our ideas and get involved within our union and district to ensure that decisions elevate student achievement and the teaching profession.»

These include a renewed focus on student learning, greater assessment literacy, improved professional development, better use of data, and more teacher leadership.

What efforts would benefit from more teacher leadership and how might teachers take part?

In the case of Molina, a high rate of teacher turnover exacerbated the effects of rapid principal turnover, thereby muting the potential values associated with more teacher leadership.

Not exact matches

Such attacks are unlikely to be unleashed on Ms. Davids, an unemployed single mother, and the NYC Parents Union because they have been past allies of the UFT regarding parent leadership, supporting the community schools initiative, pushing charter schools to enroll more special ed students, and keeping teacher evaluations private.

The board of directors of the state's largest teachers union is backing Gov. Dannel P. Malloy.The leadership of the Connecticut Education Association, which has more than 43,000 members, is endorsing the Democratic incumbent against Republican challenger...

If our communities, education leadership and policy makers displayed more trust in our teachers, how would they respond?

The report makes four recommendations: Develop a new generation of school leaders by supporting career progression; Explore expanding the pool of candidates for non-teaching executive roles to those outside the profession; Support leaders more effectively and provide clear career pathways; Build positive perceptions of school leadership to encourage more teachers to step - up.

Predictably, incumbent union leaders who have embraced a strategy of collaboration or have simply been regarded as too cooperative have been voted out of office by teachers seeking more combative leadership.

Looking towards leadership positions can help great teachers harness their passion in ways that are more effective and rewarding on a grander scale.

In other words, as external pressures on the teacher increase, due to changes in government policy such as testing and changes in curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.»

It's a sign of the effective leadership training that independent research by the Institute for Fiscal Studies shows that teachers who train on our programme are seven times more likely to attain leadership positions in schools.

Only recently, teachers unions seemed to be riding high in the saddle, enjoying for the first time in more than a decade a government unified under the union - friendly leadership of a Democratic governor and a legislature controlled by the same party.

In the past year, more than 20 participants took part in Principals» Center leadership institutes and K — 12 teaching and learning programs such as The Transformative Power of Teacher Teams and Data Wise: Using Assessment Results to Improve Teaching and Learning.

School - based teams of four or more people, including a principal, two or more teachers, and one or more other educators in leadership roles

Team teachers can earn more on efficient teams, and teacher - leaders can earn far more for their leadership.

The three major accomplishments of Shanker's career, according to Kahlenberg, were the founding of modern teachers» unions, his leadership of education reform in the»80s and»90s, and his dedication to «tough liberalism,» which the author described as a philosophy «more politically persuasive and substantively potent than either traditional liberalism or traditional conservatism.»

In 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakers.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

Its 40 or so recommendations focused on five areas: stronger content; higher standards and expectations; more time for learning, more effectively used; better prepared, rewarded, and respected teachers; and responsible national, state, and local leadership.

Katie Jaron is TFA's vice president for leadership development, a job in which she thinks about what would make corps members more effective teachers.

Expert teachers should assume significant school leadership positions as well, training and supervising more junior teachers.

Under the leadership of head teacher Dean Coombes, the school is now rated «Good» by Ofsted and sits in the top 10 nationally for the proportion of lower ability pupils who gain five or more GCSEs at grade C and above.

The challenges of instruction, leadership, parent engagement, school culture, and professional capacity of teachers are things controlled by us, Knowles noted, pointing out that they also can lead to students 10 times more likely to make substantial improvement and 30 times less likely to stagnate.

These seven podcasts are the tip of the iceberg for hearing teachers discuss PLNs, school and teacher leadership, teaching strategies, STEM, PD, and more.

Offering examples, case studies, and more, this book offers a critical understanding of teacher leadership and how it can help in moving toward authentic school reform.

It also revealed that teachers with more than six years of experience are more likely to have information about inspection and how Ofsted works shared with them by their senior leadership, or through membership of a teaching association or union.

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 of London.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

Districts need to stop viewing principals as glorified teachers and more as executives with expertise in instruction, operations, and finance — and the ability to add others to their leadership teams who may possess the skills they don't already have.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

More teachers will be capable of engaging and motivating students with leadership from their outstanding teachers.

Mr McCoy said: «With a third of teachers tending to apply for just the one role, for schools themselves it is more important than ever to stand out from the crowd by clearly defining their vision, demonstrating their leadership and promoting their results.

Most didn't have reliable data on vacancies beyond individual schools or networks, and even in cities where charter schools accounted for half of student enrollment or more, nobody was able to provide a sector - wide view of teacher or leadership needs.

School teams of four or more people comprised of a principal, at least two teachers, and one or more other educators in leadership roles.

Pilot programs invariably benefit from enthusiastic leadership, foundation support, intense hand - holding from experts, waivers from contracts and district regulations, teachers and families excited about the program, and more.

Your development as a teacher will be guided and influenced by conversations and inquiry with colleagues studying adolescent development, language and literacy, technology in education, school leadership, and more.

The authors say that parents advocated for more teacher training in this area and were eager for teachers and school leadership staff to feel departmentally supported to enact LGBTQ - inclusive practices.

The feminist perspective troubles the system by challenging the leader to consider a move away from top down leadership to a more relational collaborative approach and therefore ask what results are most relevant to the classroom teacher.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

We're in a period of profound change in teacher - union leadership, with more combative leaders in ascendance, But what the unions really need are leaders able to craft winning platforms with a new orientation.

How this is achieved as teachers take on extended roles means that the connection between leadership and learning may become more indirect than direct.

An international review by Barber and Mourshed found: «High - performing [«top» 15 per cent] principals focus more on instructional leadership and developing teachers.

Following her presentation at ACER's Research Conference last year, Bendikson sat down with Teacher editor Jo Earp to talk more about courageous leadership, particularly when faced with the challenge of resisting a new program or idea.

In some ways, Social Justice Humanitas Academy, with its emphasis on teacher leadership, rather than on a more collaborative decision - making model involving parents, students and community partners, makes it a bit of an outlier in the movement.

«Our recent Ofsted identified that we need to use data more strategically at middle leadership and teacher level.

School leadership will receive more professional development and teams of «master» and «model» teachers, as designated in the United Federation of Teachers contract, will be deployed to the schools to help with academic imprteachers, as designated in the United Federation of Teachers contract, will be deployed to the schools to help with academic imprTeachers contract, will be deployed to the schools to help with academic improvement.

We created it after I realized how many school leaders just weren't clearing the space for teacher coaching to happen at the highest level: foundational things like creating a vision for their schools, holding adults accountable to meeting schoolwide expectations, designing and holding weekly leadership team meetings, creating and sticking to a daily calendar; and more advanced things like using data to inform the design of responsive PD.

The search for more competent executive leadership can often roil interest groups within the school system, such as teacher unions and school administrators, whose power is in part tied to having one of their own, a former teacher and administrator, running the system.

As Colvin explains, some groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratic.