Sentences with phrase «much autonomy school»

But it remains to be seen just how much autonomy school principals in the more autonomous «laboratory schools» will really have and which provisions of the teachers» contract a school can really choose to ignore.

Not exact matches

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

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.

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.

The new Every Student Succeeds Act (ESSA) returns substantial autonomy to states when it comes to school accountability, teacher evaluation, school improvement, and much else.

There is too much overzealous regulation, but as we argued in Hopes, Fears, & Reality, charter schools have really not taken full advantage of their autonomy.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

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.

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.»

• Will giving individual schools so much autonomy leave some mired in mediocrity?

Some in the charter school movement, viewing autonomy as its most important animating principle, responsible for so much of the innovation and energy in the 3,300 charter schools across the country, argue that the testing regimen at the heart of the standards movement and NCLB will leave charters hidebound, soulless, bureaucratized.

«If a government school receives a cut in funding, the blame squarely falls at the feet of Ms Jones who has complete autonomy over how much each school receives and, most importantly, how it is used.»

Much has been written about the trust and autonomy Finnish schools provide teachers, but I would like some firsthand examples of how that autonomy extends to students having freedom or involvement in the learning process.

That's much of the genius behind charter schools, which, when state laws get it right, allow school leaders true autonomy and allow teachers to choose schools that align with their personal philosophies.

Over the last 20 years, England didn't abolish its «local education authorities» — Blighty's version of school districts — but it conferred so much autonomy on individual schools and their boards of governors that it essentially marginalized those authorities.

We are doing as much of that as we can now but the autonomy we will have as an Innovation School will help us improve these efforts.

It is clear that the laws which allow charter schools so much «autonomy» (and lack of scrutiny and immunity from Freedom of Information legislation) only protects the guilty and greedy.

Experts say many of these new charters haven't changed much about their day - to - day operations after making the switch: for instance, by making use of the autonomy over calendar and curriculum that charter schools are afforded.

Some DPS board members have expressed concern about principal leadership at innovation schools, fearing what happens when a leader given so much more autonomy exits a school.

In everything from instructional and discipline strategies they use each day to how much homework students receive each night, teachers reported in the federal Schools and Staffing Survey that they feel they had less professional autonomy in 2012 than in 2003.

It's unlikely that any incoming government would remove much of the autonomy of these schools.

She later added that when traditional public schools have more autonomy they will be in a much stronger position.

The question is how much autonomy the District schools have in saying what their school needs.

So how do we create teacher support in ways that teachers and secondary schools, particularly those working in high need schools, and with traditionally underserved students, have high levels of teacher professionalism that promotes their knowledge, that provides opportunities to participate in the peer networks that we've heard so much about and also creates opportunities for them to have this autonomy?

If you have a very professional work organization in schools where there's a lot of discretion, a lot of professional autonomy in a collaborative culture, you get unions that very much reflect that kind of stance.

Daniel became principal of an elementary school in a medium - size suburban district that gives its schools much autonomy over curriculum and management.

Education Week's Alyson Klein reports that Secretary DeVos told a gathering of secondary school principals on September 25 «that she wants to cut the federal red tape that she thinks is holding them back from serving students to the best extent possible,» and that «she'll encourage state and district leaders to give them as much autonomy as possible.»

This new initiative works to fix Maryland's current restrictive and vague charter public school law by creating an independent authorizer within the state, allowing for much needed increased autonomy.

Although charter public schools are deregulated and given much more autonomy than conventional public schools, they are, in return, held to a much higher level of accountability.

When I received an email from my daughter's administrator informing parents that Fairchild Wheeler's juniors would be participating in the SBAC, I was somewhat surprised: as a science magnet school, I wasn't really sure how much autonomy they had but I had held on to hope that SBAC would be my ethical dilemma and not my daughter's.

The state has given the charter schools full autonomy over curriculum, hiring and firing and budgets, while keeping its traditional schools on a much tighter leash.

Self - determination Theory (SDT) suggests that when students feel that their psychological needs of competence, emotional connection to others, and autonomy are met, students will be much more likely to be engaged in school.

The collapse of two multi-academy trusts this year was a reminder that school autonomy can lead to bad decisions as much as it can innovation

The Christina School District in Delaware, comprised of both urban and suburban schools with a diverse group of learners, was interested in how technology could be used to improve their math instruction while still giving individual schools and teachers as much autonomy as possible.

The collapse of two multi-academy trusts this year was a reminder that school autonomy can lead to bad decisions as much as it can innovation, especially when a MAT grows too rapidly.