Sentences with phrase «of effective school reform»

I am looking to be part of an effective school reform based on collegiality, a clear and shared vision.

Chicago's LSCs have proven to be a positive element of effective school reform for nearly two decades (for details, please see our fact sheet, «Research Shows that Local School Councils Help Improve Schools!»).

Chicago's LSCs have proven to be a positive element of effective school reform for nearly two decades (for details, please see the fact sheet, «Research Shows that Local School Councils Help Improve Schools!».

Further, Marzano's work points emphatically to the importance of quality leadership, which «could be considered the single most important aspect of effective school reform... [I] t influences every aspect of the model» (p. 172).

Not exact matches

Our schools send teams of educators, parents, and students to our annual fall conference at Stanford University where they hear the latest research on best practices in education and learn from each other how to create effective school reform.

Key reforms include fostering more effective charter schools, merit pay for teachers, more aid to parochial schools and the elimination of stultifying laws such as «Last in first out» for teacher layoffs.

Unlike the Liberal Democrats» broken pledge to oppose hikes in tuition fees, which has severely dented the standing of the party on the national stage and clobbered Clegg's own personal ratings, the Conservatives had a clear mandate to proceed with reforming Britain's hospitals, schools and other vital public services to drive up the quality in a more cost effective way.

Accountability has been a central theme of education reform for almost two decades, driven by the unchallenged central finding of James Coleman's seminal 1966 study: Although some interventions are demonstrably more effective than others, there's no direct link between what goes into a school by way of resources and what comes out by way of student learning.

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

With cultivated competence and earned authority, they were able to help their colleagues overcome the types of fear and resistance that so often prevent effective reforms in American high schools.

There is growing nonanecdotal evidence that the effect of the kind of tutoring that Match has pioneered can be an effective lever for school reform.

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.

Consider a hypothetical scenario in which schools instituted truly effective reform in math and science instruction at the time of the Risk report.

In this view, school districts should support standards - based reform by identifying effective methods of instruction and ensuring that all schools are delivering the material covered by the standards using the techniques approved by the district.

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.

«Clearly, there is a great need for rigorous evaluation research, which should focus both on the impact of school discipline reforms and on their potential unintended consequences,» the authors note, emphasizing that reducing suspensions is a starting point in effective school discipline reform but that changing school culture can have «spillover» effects on teachers and peers which raise important questions for further study.

Accountability systems have worked well with other reforms — such as effective choice policies, the expansion of early - childhood - education and other school - readiness programs, and efforts to improve the teaching force through evaluation and tenure reform — to improve education for children around the country.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

«Over first semester, we explored leading examples of school reform and building effective educational systems,» Elmore says.

The corporate reform narrative is based on three assertions, 1) that the collective voice of teachers is unwelcome in the discussion of the direction of education, 2) that a single metric — high stakes standardized test scores — can discern effective schooling, and 3) that the marketplace and profit motive are the best way to improve schools.

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.

In Baltimore, under schools CEO Andrés Alonso, reform's guiding principles include «Closing schools that don't work for our kids,» «Creating new options that have strong chances of success,» and «Expanding some programs that are already proving effective.»

Dr. Lynch is the author of three forthcoming books; Its Time for Change: School Reform for the Next Decade (Rowman & Littlefield 2011), A Guide to Effective School Leadership Theories (Routledge 2012), and The Call to Teach: An Introduction to Teaching (Pearson 2013).

This survey reveals a U.S. public that continues to support its public schools, but also one that wants these schools to become more effective and is willing to endorse a wide variety of reforms it thinks will bring that about.

Even the 1994 federal Title I reforms, which required states to develop the three major prongs of an effective accountability system (academic standards, tests linked to the standards, and a mixture of assistance and sanctions for low - performing schools) did little to stimulate California into action.

At the Askwith Forum, Doug Lemov, author and managing director at Uncommon Schools, will reflect on what makes for effective teaching, how teaching can and should be the centerpiece of school reform, how teaching skills can be effectively developed, and the policy implications of such topics.

«For the first time we can accurately quantify the numbers of Aboriginal and Torres Strait Islander teachers in our schools, and plan effective workforce reform strategies for our people with the confidence they are based on robust evidence,» MATSITI Director, Professor Peter Buckskin, tells Teacher.

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

Our foundation is working with a number of districts, including Hillsborough (Florida), Memphis, and Pittsburgh, to advance comprehensive teacher reforms, and we are engaged with nearly 3,000 teachers in six school districts on a project called «Measures of Effective Teaching.»

The Fellowship provides hands - on experience to enhance students» understanding of critical issues impacting education reform and expand their skill sets to prepare them to be change agents and effective leaders within the charter school sector.

Teachers» unions hated the entire premise of the reforms, which spurred states to adopt policies that gave more money to the most effective teachers and allowed schools to replace the least effective ones.

If states wanted the money, they needed to implement reforms to their education systems: build methods to assess the growth of students and the success of schools, to recruit and reward effective teachers, and to turn around the lowest - performing schools.

However, curriculum reform is both cost - effective and worthwhile and should become a more central part of the effort to improve the nation's schools.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

Our opposition is never going to believe that charter schooling is an effective reform, but I think there are a lot of people in the middle who either don't know what a charter school is or are misguided about what it is and how it functions.

«Although the school closures and other reforms were wrenching for many communities in Newark, the subsequent movement of students into more effective district and charter schools seems to be paying off for children.»

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.

All these characteristics of effective schools have been part of the fabric of post-World War II school reform.

Effective schools are characterized by explicit, agreed - upon academic goals for all children; a strong focus on academics; order and discipline in the classroom; maximum time on learning tasks; and frequent evaluations of student performance — all principles repudiated by the Disney school and also by many «new» education reforms.

Advocating for system - wide adoption of effective school - based reforms and public education policies

Unlike school reform trends that have come and gone, the Effective Schools process has withstood the test of time and has become the «gold standard» for schools seeking to improve student achieSchools process has withstood the test of time and has become the «gold standard» for schools seeking to improve student achieschools seeking to improve student achievement.

While the sample of schools in this study is limited, the data nonetheless point to reading success in the most effective schools through a combination of locally or regionally developed small - group interventions set within a homegrown school reform model.

Applying districts must demonstrate a commitment to all four of the Race to the Top core reform areas (college - and career - ready standards and assessments, robust data systems, effective educators, and school turnaround) and obtain sign off on their plans from the district superintendent or CEO, local school board president, and local teacher union or association president.

Listening to this show really helped me understand how effective, comprehensive character education can be a part of the reform so obviously needed in American schools.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

These sweeping generalizations are very effective in removing all blame from the school system and preventing education reform efforts that could ensure that EVERY child receives the same quality of schools and teachers that wealthy students enjoy.

Early advocates of school reform (see for example, Edmonds, 1979; Comer, 1997; Slavin, Karweit, & Madden, 1989) incorporated characteristics of effective schools in their programs for at - risk students.

Applying districts must demonstrate a commitment to all four of the Race to the Top core reform areas: college - and career - ready standards and assessments, robust data systems, effective educators, and school turnaround.

Conditions and Considerations for Effective Development and Implementation of Personal Opportunity Plans by the Commonwealth, Districts, and Schools contributes to the movement to shift from standards - based to supports - based reform that provides necessary resources so that every student has the opportunity to learn, succeed in school, and craft a productive future with the support of counselors, teachers, and personal advocates.

Since the mid-1990s, one increasingly employed approach for raising student achievement — school - level adoption and effective implementation of externally developed, research - based comprehensive school reform models — has been tried in more than 8,000 schools nationwide, most of which are high poverty and low performing.