Sentences with phrase «of effective principals for»

This is hardly news; much evidence has indicated the importance of effective principals for decades.

Recognizing the importance of effective principals for improved student outcomes, TEA identified the need for a principal evaluation system informed by research to provide specific feedback and support for school leaders.

Not exact matches

«By hiring effective, highly motivated salespeople, we have a long track record of exceptional sales results for our principals.»

Objective — To make an effective elected second chamber, composed of mature experienced individuals with collective experience of all aspects of British life, whose principal task is to improve legislative bills during their passage through parliament into law, and whose secondary task is to scrutinize the actions of the government and act as a watchdog for the rights of the British people, should the Government or lower house appear to act in such a way as to undermine these rights.

Dr Sian Clarke from the London School of Hygiene & Tropical Medicine, also a principal investigator in the research, said: «This study shows that rapid diagnostic tests can improve the use of artemisinin - based combination therapies — the most effective treatment for malaria — in drug shops, but it's not without its challenges.

«These findings provide strong support for Family Based Interpersonal Psychotherapy as an effective treatment for depression in children between the ages of 7 - 12,» said Laura J. Dietz, Ph.D., assistant professor of psychology and psychiatry at the University of Pittsburgh School of Medicine and principal investigator of the study.

«These significant findings demonstrate that the online curriculum was effective in improving science knowledge for students who struggle with science,» said Dr Fatima Terrazas Arellanes of the University of Oregon, Principal Investigator of the project.

Besides ensuring that all students have compassionate, effective teachers creating classroom conditions and opportunities for these things to occur, a school principal's primary responsibility is to allocate the scarce resources of time, space, and funding to maximize children's positive and productive experiences of school.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

As it compiles information on «effective» leader and teacher practices from its third cohort of low - income schools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - friendly.

For the best principals, the rate of teacher turnover is highest in grades in which teachers are least effective, supporting the belief that improvement in teacher effectiveness provides an important channel through which principals can raise the quality of education.

Although better principals may also attract and hire more - effective teachers, the absence of reliable quality measures for new teachers and the fact that many principals have little control over new hires lead us to focus specifically on turnover.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

Steven R. Covey, best - selling author of The 7 Habits of Highly Effective People, wrote this book to promote the efforts of principals around the globe who are preparing children for the 21st century by organizing their schools around Covey's «7 Habits,» a sort of accidental comprehensive school - reform model created by fans.

«Research has made it very clear that effective leadership is a key success factor for any school, said Mary Grassa O'Neill, director of The Principals» Center and former superintendent of the Milton Public Schools.

For instance, one study of the 345,000 - student Miami - Dade County, Fla., school system finds that the most effective principals appear to be particularly adept at weeding out weak teachers and keeping strong ones.

However, for policymakers there are three major questions to answer with the adoption of any change or new program: how effective will the change be; how much will it cost; and what are the problems of implementation, including the support or opposition of the stakeholders — in this case principals, teachers and parents — and those who implement it.

For principals and other school administrators, this list of videos, blogs, and articles includes advice and tips on effective leadership strategies, partnering with teachers, and cultivating and retaining strong leaders.

18 - 19 — Professional development: «The Seven Habits of Highly Effective People: The «Principle - Centered» Approach to Quality Schools,» conference, sponsored by the American Association of School Administrators — National Academy for School Executives, for superintendents, central - office administrators, board members, principals, teachers, and parents, to be held at the Mills House Hotel in Charleston, S.C. Contact: A.A.S.A. - N.A.S.E., 1801 North Moore St., Arlington, Va. 22209 - 9988; [phone]; fax: [phone].

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

Drawing on data from two national pilot programs — Principals as Literacy Leaders (PALL) and Leading Aligned Numeracy Development (LAND)-- this book looks at effective strategies for implementing system improvement and presents approaches for capitalising on successes, and overcoming the shortcomings of initiative - based reforms.

The school's principal, Kevin Mackay, says mentoring is the main focus for the development of early career teachers into effective educators.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

Research shows that an effective principal accounts for 25 percent of student performance gains and can accelerate student learning by 2 to 7 months.

Principals use a range of data management methods and technologies to ensure that the school's resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money.

Xu is a coauthor of Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance and West Meets East: Best Practices from Expert Teachers in the U.S. and China.

The lawsuit alleges SED's failure to appropriately compensate for student poverty when calculating student growth scores resulted in about 35 percent of Syracuse teachers receiving overall ratings of «developing» or «ineffective» in 2012 - 13, even though 98 percent were rated «highly effective» or «effective» by their principals on the 60 points tied to their instructional classroom practices.

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.

If headed by effective principals, schools stand a better chance of providing each and every student with the high - quality education essential for success in the 21st century.

For educators and policymakers across the country struggling to implement effective education reforms in the context of increased accountability, the lesson of Chicago is that accountability can and does encourage teachers and principals to pay greater attention to the lowest - performing students in their classrooms.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Alexandria, Va. (Oct. 18, 2016)-- The National School Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagement.

This information will help your program to deepen its understanding of exemplary / effective principal preparation and things to «look for» when completing a self - assessment of your program.

School superintendents are intimately aware of the union - inspired obstacles which prevent school principals from hiring an effective teacher for every classroom.

The professional development of principals should match the same expectations of classrooms: increased rigor and interaction among peers for more effective learning.

Dr. Paul Manna, a recognized scholar of education and author of the new Wallace Foundation Report, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, joins the conversation to discuss policy levers available to states to promote effective pPrincipals to Advance Teaching and Learning: Considerations for State Policy, joins the conversation to discuss policy levers available to states to promote effective principalsprincipals.

During interviews, teachers and / or principals in three of the four most effective schools cited a yearlong staff development effort related to their early intervention program as responsible for their success, indicating that it helped them «stay in a learner mode,» and «all be of one accord.»

For example, principals are increasingly concerned with addressing student - related issues such as student behavior, student mental health issues, absenteeism, lack of effective adult supervision at home, and student poverty.

The Illinois Story is part of a major effort at Wallace to improve university principal preparation programs and builds on 15 years of Wallace - supported research and experience about what makes for effective school leaders.

It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher ePrincipal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher eprincipal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Solid methods of quality assurance for principals must be put in place in order to assure effective leadership for all of the nation's schools.

She founded and was principal of a school for children with special needs in Singapore, and later founded and served as Executive Director of Live and Learn, the largest educational consulting firm in Singapore, an organization dedicated to training and supporting teachers to provide effective inclusion services.

Developed according to the Standards for Principals through the Colorado Department of Education and State Board of Education, our Principal Licensure program is designed to graduate effective administrators and instructional leaders.

For example, a principal might want to retain an effective teacher, but an assistant superintendent of personnel might have a policy that no further teachers may accede to permanent («tenured») status.

Yet, the notion of a principal leading in isolation is outdated, and the need for effective leaders has never been more pressing.

An effective principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning improvement agenda that focuses on goals for student progress.7 One middle school teacher described what adopting the vision meant for her.

Through all this work, we have learned a great deal about the nature of the school principal's role, what makes for an effective principal and how to tie principal effectiveness to improved student achievement.