Sentences with phrase «of charter school leadership»

Not exact matches

She has served in several board leadership positions, and through navigating the private, independent, and charter school experiences of her own five children, has gained valuable insights into the diversity of school policy and practice.

Given the breadth and variety of practice settings of school nurses, the School Health Unit makes available the services of one state school health nurse consultant, six regional school health nurse consultants, and one charter school health program to provide leadership, training and consultation services to school nurses and school school nurses, the School Health Unit makes available the services of one state school health nurse consultant, six regional school health nurse consultants, and one charter school health program to provide leadership, training and consultation services to school nurses and school School Health Unit makes available the services of one state school health nurse consultant, six regional school health nurse consultants, and one charter school health program to provide leadership, training and consultation services to school nurses and school school health nurse consultant, six regional school health nurse consultants, and one charter school health program to provide leadership, training and consultation services to school nurses and school school health nurse consultants, and one charter school health program to provide leadership, training and consultation services to school nurses and school school health program to provide leadership, training and consultation services to school nurses and school school nurses and school school staff.

«However, despite the fact that 99 percent of this federal funding would go to traditional public schools, union leadership has tried to kill this education reform legislation because it increases the cap on public charter schools, which don't necessarily have to be unionized.»

City officials accused the school's leadership of investigating students» past history and possibly even testing them before the selection played out, a huge charter school no - no.

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 education policies coming from the leadership of both major parties in the recent state budget — from underfunding public schools and promoting charter schools to modifying but not ending the high - stakes testing regime — are pro-privatization and anti-public schools.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadCharter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadcharter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Such challenges, we were coming to discover, plagued many one - off charter schools that depended too much on the vision and leadership of a single dynamic individual.

But the path to more success takes smart leadership — a vision for building portfolios of schools that serve students well in both district and charter schools.

The foundation had nonetheless arranged for its evaluation to be conducted under the leadership of economist Thomas Kane of the Harvard Graduate School of Education, who has considerable credibility on all sides of the charter school dSchool of Education, who has considerable credibility on all sides of the charter school dschool debate.

Some of them even notified the university that they would no longer donate to their alma mater because of the leadership role it was playing with charter schools.

Arizona school districts where a significant number of children left for charter schools responded with leadership changes and other attempts to draw students back to the district.

The point is that the market incentives that vouchers and charter schools can bring to high schools will focus school leadership on the problem of motivation.

Trained as a historian under Harvard scholar Bernard Bailyn, Tyack believed that the careful sifting of past education policies could inform policymakers» debates on reforms such as desegregation, vouchers, charter schools, and leadership.

His tenure follows the controversial leadership of former superintendent Cami Anderson, who led a series of unpopular initiatives in quick succession, including a new citywide enrollment plan and lottery that allowed parents to choose any traditional or charter school in the city, closures of underenrolled or poorly performing schools, mass firings of teachers and principals, and a new merit - pay program for teachers.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

The four - day leadership development program drew on the expertise and research of Harvard faculty and leading practitioners in framing the challenges faced by charter schools and their school communities while also addressing the larger state - level policy environment.

The texts themselves were chosen by the leadership of my charter school network, Uncommon Schools, with guidance from both the Common Core text - selection criteria and the network's own curricular team The lesson plan sequence, questioning, activities, close reading passages, schema, and focuses were up to me and my co-teacher.

Diverse investments in innovative approaches to scale, such as back office and data management services, leadership training, and technology platforms for promising stand - alone charter schools, might have vastly increased the quality and number of new schools throughout the country.

The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

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.

Lesli A. Maxwell is an assistant managing editor for Education Week who oversees coverage of school district news and leadership, English - language learners, charter schools and school choice issues, and school climate, discipline, and nonacademic factors that affect students.

After spending 26 years in leadership positions at four international and American schools abroad in Norway, Japan, Switzerland, and Brazil, he has just concluded twelve years as Executive Director of Sturgis Charter Public School, a nationally and internationally recognized «IB for All» high school with two campuses in HyanniSchool, a nationally and internationally recognized «IB for All» high school with two campuses in Hyannischool with two campuses in Hyannis, MA.

An emerging crop of programs tailored to preparing charter school principals shows promise when compared with traditional leadership - training programs, but those programs «miss or treat too lightly» certain issues that many leaders of such schools struggle with most, says a new report.

At a time when Donald Trump has tempted the Republican party and conservatism towards an embrace of statism, strong central leadership, and bellicose certainty, charter schooling represents a textbook case of the opposite: how individual empowerment, an enlivened civil society, and a modest skepticism about complex, centralized solutions can change lives for the better.

Much of this diaspora is associated with a handful of ideas: the championing of public education as «the civil rights movement of our time»; executive - style leadership; charter schools; and an emphasis on data, especially test scores.

The restart model required the school to close and reopen under the leadership of a charter or education management organization.

Imagine Schools Mission Statement As a national family of public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaSchools Mission Statement As a national family of public charter school campuses, Imagine Schools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaSchools partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary chaschools that prepare students for lives of leadership, accomplishment, and exemplary character.

As an association, TCSA staff members are working diligently to provide you leadership and value in the areas of charter school advocacy and quality member services for our great charter schools across the state of Texas.

This article discusses the Minnesota Guild of Public Charter Schools, the first union - sponsored authorizer of charter schools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school eduCharter Schools, the first union - sponsored authorizer of charter schools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school eduSchools, the first union - sponsored authorizer of charter schools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school educharter schools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school eduschools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school educharter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school eduschools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school educharter school education.

«As with all studies of charter schools, you have to look at what you're comparing,» said Ellen B. Goldring, a professor of education policy and leadership at the National Center on School Choice, at Vanderbilt University in Nashville, Tenn..

Fellows will also be required to develop an Independent Learning Project (ILP) / Portfolio based on fellowship experience and directly relating to innovations in new methods of instruction, integration of educational technology and its applications, charter school management and its operations, leadership and staff development, and other project options as determined by cohort leadership.

JOSE: The Northeast Charter Schools Network prides itself on being a diverse organization with diverse leadership, specifically with leaders of color.

Fellows who successfully complete the fellowship program will be given priority consideration for administrative or educational leadership positions within the network of charter schools in California, Illinois, Tennessee, Louisiana, Arizona, Idaho as well as future charter locations we are actively pursuing nationwide.

As a national family of public charter school campuses, Imagine partners with parents and guardians in the education of their children by providing high quality schools that prepare students for lives of leadership, accomplishment, and exemplary character.

While these 21 charter schools serve a variety of locales and grade levels, the common denominator of all CSDC client schools is that they each exhibit strong leadership, a clear educational mission and vision, a compelling academic model, a close relationship with the community and demonstrated interest and demand from parents.

Prior to BVP, Ms. Anderson was part of the Office of Transformation and Charter Schools at the Rhode Island Department of Education, where her work included policy development on school accountability and college readiness, as well as direct support to district leadership teams on school reform.

Built around the use of an embedded set of connected, web - based data tools, the OIP is being used by well over half of the 612 traditional public school districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strschool districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strSchool Administrators.1 It is also a key component of the state's Race to the Top (RttT) strategy.

As we document in Public Impact's new report for the Charter School Growth Fund, Growing a High - Quality Charter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opeCharter School Growth Fund, Growing a High - Quality Charter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opeCharter Sector: Lessons from Tennessee, the state benefitted from the convergence of favorable policy conditions, political leadership, public - private grants, and an existing supply of local high - quality charter opecharter operators.

Board of Directors, the ConnCAN Board of Directors or play a leadership role in Connecticut's charter school and corporate education reform organizations.

The Association is proud to celebrate these success stories through our 2017 Charter Awards, spotlighting outstanding examples of public charter school excellence in teaching, academic leadership, business administration and school - wide sCharter Awards, spotlighting outstanding examples of public charter school excellence in teaching, academic leadership, business administration and school - wide scharter school excellence in teaching, academic leadership, business administration and school - wide success.

While parents and taxpayers should have no more concern about the religious affiliation of Gülenist charter school leadership than they do about the heavy religious presence in other charters, these latest allegations do bring a separate issue to the forefront.

While these charter school organizations serve a variety of locales and grade levels, the common denominator of all CSDC client schools is that they each exhibit strong leadership, a clear educational mission and vision, a compelling academic model, a close relationship with the community and demonstrated interest and demand from parents.

In addition to his charter schools leadership, Mr. Goenner received gubernatorial appointments from John Engler and Jennifer Granholm to serve on the Board of the Michigan Higher Education Facility Authority.

By focusing only on the problems in charter schools, the series misses the bigger picture in Detroit: a lack of quality across both district and charter schools, turf battles rather than leadership and problem - solving, and splintered government oversight.

However, the decision to suspend student by Charter School leadership follow the guidelines outlined by the Department of Education.

Imagine Andrews PCS is a member of Imagine Schools, a national family of public charter schools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and chaSchools, a national family of public charter schools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and chaschools that empowers educators in partnership with parents to prepare students for lives of leadership, accomplishment, and character.

Up next: Nina Rees, president and CEO of the National Alliance for Public Charter Schools, on coalition building and keys to success for women in leadership.

He first became a new teacher developer, then a grade team leader, and finally transitioned into leadership as Director of Teaching and Learning and later the Principal of the Renaissance Charter High School for Innovation.

One of the great things about charter schools is that public school teachers can take on a much greater role in the ownership, vision, operation, and leadership of a charter school than they can in a traditional public school.