Sentences with phrase «of effective school improvement»

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakehol

The following resources were designed to assist states in delivering on the Principles of Effective School Improvement Systems:

The Council for of Chief State School Officers (CCSSO) developed Principles of Effective School Improvement, a set of principles to inform how states design effective systems to improve low - performing schools and provide an equitable education for all students.

The resulting system of support aligns with the ideas presented in CCSSO Principles of Effective School Improvement Systems which are based on current research, evidence, and experience in building effective systems to address low performing schools (CCSSO, 2017)

From this beginning, our approach brings together what we believe to be the three essential principles of effective school improvement — tools and resources designed to inspire and facilitate new and better ways of working, implemented with the support of expert and experienced advisers through a proven and quality assured implementation process that provides leaders and governors with clarity around impact, sustainability and value for money.

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning processes.

Students will learn elements of effective school improvement and professional development in literacy.

Not exact matches

Effective food policy actions are part of a comprehensive approach to improving nutrition environments, defined as those factors that influence food access.1 Improvements in the nutritional quality of all foods and beverages served and sold in schools have been recommended to protect the nutritional health of children, especially children who live in low - resource communities.2 As legislated by the US Congress, the 2010 Healthy Hunger - Free Kids Act (HHFKA) updated the meal patterns and nutrition standards for the National School Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetschool year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetables.

Forty percent of teachers in the Syracuse school district will have to develop improvement plans because they scored below «effective» on their state - mandated performance evaluations, according to preliminary results released by the district.

We coordinate efforts with others within the University, the Perelman School of Medicine, Penn Medicine and the School of Nursing to optimize the development and meaningful engagement of healthcare professionals in effective learning and improvement experiences.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

An evaluation of A-Plus can reveal whether the prospect of competition, in the form of vouchers offered to students at chronically failing schools, represents an effective incentive for improvement.

Further research has also shown that the potential benefits of the programme go wider than pupil health, with FFL schools «consistently reporting that FFL had contributed to their school improvement agendas, helping improve attainment, behaviour and school environments» and that the experiential learning resulting from Food for Life activity «appears to have been particularly effective at helping engage or re-engage pupils with learning issues and challenges.»

Under NCLB, districts were required to inform parents when their children were attending schools in need of improvement, but the communication between districts and parents was rarely clear or effective.

Despite the changing role of NCTL, the government's commitment to ensuring that the role of school business managers remains as a critical element of effective school leadership and school improvement has been signalled by the launch of the school business management national scholarship scheme.

While planning for the effective implementation of a greater focus on computer science is essential, of equal importance to schools is the preparation for the effective and appropriate use of technology to support school improvement.

Effective professional development is often seen as vital to school success and teacher satisfaction, but it has also been criticized for its cost, often vaguely determined goals, and for the lack of data on resulting teacher and school improvement that characterizes many efforts.

Reacting to the concerns of local school districts, the Alaska State Board of Education has endorsed a concept that will recognize «local diversity» in the implementation of a plan for a statewide school - improvement proposed by the Governor's Task Force on Effective Schooling.

During this six - day institute, you will have an opportunity to step back, evaluate your efforts, explore successful school improvement models, and practice research - based techniques that will make you a more effective manager of innovation and change.

The goal of Leading 21st Century High Schools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high sSchools — being held on campus June 23 — 27 — is to help leaders cultivate effective teaching practices, enhance social dynamics, and implement innovative leadership approaches as key levers in the overall improvement of contemporary high schoolsschools.

Helen Ladd seems to agree that sanctions are effective at inspiring school improvement, suggesting that we agree on my fundamental point about the crucial role of incentives in school reform.

Headteacher, Chris Hill explains their path to implementing a successful learning platform: «Eastfield is a part of Northampton's Area Improvement Partnership (AIP), which was established to promote effective collaboration between schools in the area to raise educational standards.

In their report, «Successful School Restructuring,» the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inSchool Restructuring,» the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inschool improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry.

«It's proving to be a versatile and extremely cost effective online resource, enabling us to easily set - up our personalised accounts and allocate whole swathes of self - assessment reporting and improvement planning to individuals in school.»

An independent evaluation of a three - year pilot of the effective - schools concept throughout the state found that the greatest improvements occurred among students in the primary, elementary, and middle schools, rather than in the high schools, participating in the project.

Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.

Even with just 8,600 schools in need of improvement, it is not possible for state education agencies to develop and implement effective turnaround strategies, no matter how much money is available.

Their analysis of 13 federal, state, and local improvement efforts in rural schools suggests that a longstanding «urban bias» in education policymaking has resulted in programs that do not take the variety and special characteristics of rural communities into account — and thus are less effective than they could be.

In the end I think I agree with Ashley Jochim who argued: «It may be that government will be more effective at establishing performance floors — much like they do in the arena of auto safety — rather than driving continuous improvement in school quality.»

The Australian Council for Educational Research, in its publication, Partnering for School Improvement, has identified a number of schools that have established effective partnerships that have led to improved student outcomes.

The NSIT was built on research into the practices of highly effective schools, defined as schools that make rapid improvements in student performance over time or that perform unusually well given the socioeconomic backgrounds of their student intakes.

Effective professional development should be seen as a key driver not only of staff development, but also of recruitment, retention, well - being, and school improvement.

Examples of these modules include change for improvement, leading staff and teams, school self - evaluation, effective partnership working and leading professional development.

A characteristic of high performing schools is strong and effective leadership; but, what is it about leadership (at all levels in a school) that can move a school towards improvement and transformation?

Our work and the work of other scientists has found that interventions to cultivate mindfulness and kindness in middle school children can be very effective and can lead to improvements on measures of attention, self - regulation, and prosocial behavior.

«Research clearly shows that no school improvement effort can succeed without effective leadership, and such leadership is needed at all levels - federal, state, district, and school - in our current systems and in the systems we will create in the future,» said M. Christine DeVita, president of The Wallace Foundation, which provided a $ 10 - million grant to support the effort.

Assessing the Quality of Common Core State Standards for Mathematics Educational Researcher, May 2011 Commenting on «Common Core Standards: The New U.S. Intended Curriculum,» the authors whether the CCSS are an improvement over most state mathematics standards and question whether schools and districts have the capacity to support effective implementation.

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resSchool Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence anImprovement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool improvement objectives with a solid base of evidence animprovement objectives with a solid base of evidence and research.

Previously, Ben worked alongside K - 12 educators in schools, providing both professional development and analytical support related to the effective use of data to enhance instructional practice and support school improvement.

Based on the largest - ever analysis of research on effective school leaders, our school - level leadership PD guides principals in choosing the right focus for school improvement efforts; effectively leading changes in your school; and transforming your school culture into a purposeful community that believes it can make a difference.

With the support of a dynamic school board, Mr. Runcie developed a strategic plan for the district focusing on three key areas: high - quality instruction, continuous improvement, and more effective communications.

The state of Texas has been making a concerted effort to raise the quality of its public charter schools through sound policy reform, effective implementation, and resources to help practitioners zero in on improvement.

Whether the measure is graduation rates, improved instructional quality, last year's improvement in the lowest - performing schools targeted for special intervention, a nation - leading new collective - bargaining agreement, the addition of many new high - quality public schools, increased parental choice, or a material increase in the proportion of effective teachers, the arrow is pointed decidedly up in Newark.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

Community schools as an effective school improvement strategy: A review of the evidence.

The data presented analyzes and compares the 2013 - 14 school discipline data for every district in the state that helped uncover promising practices and examples of effective educational accountability while at the same time highlighting the numerous areas for improvement and the deeper systemic issues that still need to be addressed.

The article discusses the use of data - driven decision making in education and school improvement programs, focusing on how its effective implementation can improve student outcomes.

We developed the 4 Dimensions of Instructional Leadership ™ to help principals, principal supervisors and other school leaders to become more effective in the improvement of instruction.

Dr. Cruz believed the path to improvement in student learning would require strengthening compliance with new state - level expectations, better vertical alignment of curriculum across the schools, and more effective collaboration within the district.

We Curate: CO ASCD curates resources that illustrate classroom scenes of effective, P - 20 research - based teaching practices in every subject to help you bring school improvement ideas and strategies to life.