Sentences with phrase «of school reform leaders»

Excel in Ed Conference & School Visits (Nashville, TN) Sonia and Elsa attended the Excel In Ed conference, a convening of school reform leaders from across the nation and around the world to -LSB-...]

Not exact matches

Boosted Fuel Efficiency Standards Coordinated International Response to Financial Crisis Passed Mini Stimuli Began Asia «Pivot Increased Support for Veterans Tightened Sanctions on Iran Created Conditions to Begin Closing Dirtiest Power Plants Passed Credit Card Reforms Eliminated Catch - 22 in Pay Equality Laws Improved Food Safety System Expanded National Service Expanded Wilderness and Watershed Protection Gave the FDA Power to Regulate Tobacco Pushed Federal Agencies to Be Green Leaders Let Space Shuttle Die and Killed Planned Moon Mission Improved School Nutrition Expanded Hate Crimes Protections Brokered Agreement for Speedy Compensation to Victims of Gulf Oil Spill Pushed Broadband Coverage Expanded Health Coverage for Children Helped South Sudan Declare Independence Killed the F - 22

That Msgr. Shea and his colleagues in Bismarck have welcomed him to the University of Mary, giving him a platform from which to extend his work into the Latino worlds of U.S. Catholicism while continuing to be the go - to consultant for Catholic Studies programs across the country, testifies to that young school's bright future as one of the leaders of Catholic higher education reform.

Now, one of the leaders in school food reform, Chef Ann Cooper, is taking the concept further.

Learn directly from Chef Ann Cooper, a leader in school food reform and childhood nutrition, and from a broad range of topic experts who are featured throughout the coursework.

By: Sunny Young, thelunchbox.org bloggerIn addition to acting as one of the leaders in reforming school meals across the country, Chef Ann Cooper also serves as Nutrition Services director of the Boulder Valley School District (BVSD) in Boulder, Colschool meals across the country, Chef Ann Cooper also serves as Nutrition Services director of the Boulder Valley School District (BVSD) in Boulder, ColSchool District (BVSD) in Boulder, Colorado.

The Conservatives have positioned themselves as the natural heirs to Tony Blair, pledging to continue the Labour leader's reforms of hospitals and schools.

House Majority Leader Eric Cantor, a strong school choice proponent, laced into de Blasio and hinted he'd use his office to try to discourage a rollback of New York City's education reforms.

«I am running to build a real Democratic State Senate majority that finally fully funds our public schools, protects tenants from being thrown out of their homes and strengthens our loophole ridden rent laws, passes badly needed ethics reforms, election reforms and real criminal justice reforms and makes Andrea Stewart - Cousins the first woman Senate Majority Leader, breaking up the so - called «three men in a room.»

Democrats for Education Reform President Shavar Jeffries, one of the charter school sector's most prominent black leaders, resigned from the Success Academy Charter Schools» board of directors earlier this summer after criticizing U.S. Education Secretary Betsy DeVos.

The prime minister will understand the dangers of relying on opposition support for a flagship measure after he personally ensured that Tony Blair's schools reforms survived with Tory support in 2006 three months after he became leader.

Thousands of parents, union leaders and teachers rallied at almost 200 NYC schools yesterday against Cuomo's proposed education reforms.

Geoff Barton, general secretary of the Association of School and College Leaders, responded to the Queen's Speech: «Schools and colleges will be relieved that there are no immediate plans to introduce further reforms in a sector which has had more than its fair share of change and badly needs a breathing space.»

The Newtown massacre has generated so much proposed legislation — to expand the state's assault - weapons ban, make gun permit holders» names available publicly, reform the mental health system, and increase school security — that leaders of the General Assembly have decided they need to step in and direct traffic.

«Despite all these shortcomings in way in which GCSEs have been reformed, teachers and school leaders have continued, as ever, to ensure that pupils receive high quality learning experiences and can secure the best possible chance of exam success tomorrow.

«Ofsted must now take this opportunity to engage with teachers and school leaders to ensure that inspection can be reformed further so that it accurately reflects the full value that schools add to the quality of children and young people's lives and their future prospects.»

In other districts informal civic groups will organize a slate of «reform» candidates for school board, and in at least one exurban Colorado school district, a bunch of people who were also leaders in the county Republican party where the school district was located put together a slate of unofficially Republican school board candidates to square off against a teacher's union slate of candidates.

All of the progressive things that California's doing and Oregon and Washington — campaign finance reform and voting reform and fully funding our schools and being a leader in renewable energy and enacting real criminal justice reform... this is the kind of stuff we want to be doing in New York.

On Thursday, John Sampson, the Senate Democratic Conference leader, reiterated that his members would return to Albany once agreements had been made on three issues: a new tuition plan for SUNY and CUNY schools; property tax reform; and a contingency plan to address the possible loss of $ 1 billion in federal Medicaid funds.

Thousands of parents, union leaders and teachers rallied at almost 200 city schools Thursday against Gov. Cuomo's proposed education reforms.

This gap and the challenges it poses for American consumers, policymakers, and business leaders was a major impetus for healthcare reform in the U.S., including delivery reforms implemented as part of the Affordable Care Act,» said senior author Ashish Jha, K.T. Li Professor of Global Health at Harvard Chan School and Director of the Harvard Global Health Institute (HGHI).

Murphy goes on to identify three trends that may help — or force — schools of education to change: First, today's political climate introduces powerful external pressure for schools to perform and leaders to reform, and schools of education are under pressure to produce principals and superintendents who can ensure results.

«AISD officials had to struggle with the competing agendas of numerous outside partners such as Austin's business leaders, the «First Things First» program of the Institute for Research and Reform in Education, the University of Pittsburgh Institute for Learning's work in «Disciplined Literacy,» the Dana Center for Mathematics at the University of Texas, the Gates and Dell Foundations, and other organizations... As one upset veteran high school teacher put it: «We're getting this academy, and then... we're going to do this and that....

She was chief program officer for New Leaders for New Schools (2002 05), overseeing the training of new, reform - minded principals.

One of the institute's first education initiatives was the Alliance to Reform Education Leadership (AREL), a nationwide network of principal preparation programs with a mandate, as a 2010 press release put it, «to transform the way school districts identify, recruit, prepare, empower, and evaluate their leaders.»

Lisa Graham Keegan is the chief executive officer of Education Leaders Council, a member - based organization for reform - minded chief state school officers.

A series of proposals for reforming the practice of leadership and for strengthening schools of education that prepare future leaders

Recent research shows that social trust among teachers, parents, and school leaders improves much of the routine work of schools and is a key resource for reform.

The institute is an offshoot of the 13 - year - old Teachers Union Reform Network of NEA and AFT Locals, or TURN, which brings together like - minded union leaders to exchange ideas on improving schools.

While Cohen says closure is a key reform tool («carrots alone will not get you there»), because of the divergent ways in which educators and families views schools, he says that how leaders engage the community matters — a lot.

In a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reforms.

Prior to starting Envision Schools, I taught social studies, served as a student - activities director, and was a mentor teacher, a reform leader, and the head of a school within a school, Academy X, at Sir Francis Drake High School in San Anselmo, Califschool within a school, Academy X, at Sir Francis Drake High School in San Anselmo, Califschool, Academy X, at Sir Francis Drake High School in San Anselmo, CalifSchool in San Anselmo, California.

How are we possibly going to succeed at school reform if we try to go around the leaders of our schools?

The OECD folks offer some explanations, terming Shanghai a «leader in reform» and citing in particular its near - universal education system, its competitiveness (including admission both to universities and to the best secondary schools), a very high level of student engagement, a modernized assessment system, an ambitious new curriculum, and a program of intervention into weak schools.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

In the New York Times, Trip Gabriel looks at how former Florida Governor Jeb Bush is helping state leaders embrace «the Florida formula» of bold school reforms.

In 2010, leaders on Beacon Hill crafted the Achievement Gap Act of 2010, the most ambitious school reform legislation since the historic Massachusetts Education Reform Act ofreform legislation since the historic Massachusetts Education Reform Act ofReform Act of 1993.

An article by Bruce Fuller in the Summer 2010 issue of Ed Next provides background on political tensions in LA Unified and battles over reform plans that took place when then - Mayor Anthony Villaraigosa «united working - class Latino parents, civil rights leaders, and big - money Democrats to challenge union leaders» in his quest to turn around the schools.

These include: reforming National Professional Qualifications to equip school leaders with skills on how to deal with bad behaviour; encouraging providers to bid for funding from a pot of # 75 million from the Teaching and Leadership Innovation Fund; and revising existing advice for schools including the mental health and behaviour guidance to ensure they support teachers and school leaders.

Business leaders «can not support higher taxes if this is not a part of the package» of costly school reforms, said Ms. Bugg, South Central Bell's educational - relations...

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

Our White Paper reforms will ensure we continue to spread excellence everywhere by putting control in the hands of the teachers and school leaders who know their pupils best, alongside new measures to more swiftly tackle failing and coasting schools.

Diane Ravitch recently reported in the Education Gadfly (June 7, 2007) on the disappointing achievement scores from New York City, whose much - heralded schools leader, Joel Klein, has implemented some of the nation's most aggressive reforms.

Within a month after the program was announced, community leaders and reform - minded educators drew up a plan for a network of charter schools on the West Bank under the umbrella of the Algiers Charter Schools Assocschools on the West Bank under the umbrella of the Algiers Charter Schools AssocSchools Association.

Their earlier work on this topic includes School Turnarounds: A Review of Cross-Sector Evidence on Dramatic Organizational Improvement (Center on Innovation and Improvement, 2007), and Julie Kowal and Emily Ayscue Hassel, Turnarounds with New Leaders and Staff (Center for Comprehensive School Reform and Improvement, 2005).

Moving swiftly to name a leader to carry on the district's path - breaking school - reform program, the Rochester, N.Y., board of education announced last week that it would appoint one of the system's top administrators, Manuel J. Rivera, to succeed Peter McWalters as superintendent.

On Monday, December 9, leading education strategist Sir Michael Barber led a discussion for nearly 150 policymakers, researchers, educators, and business leaders at the Harvard Graduate School of Education about the education reform agenda in Massachusetts.

This class offered a realistic case study of a school in the midst of literacy reform and walked through the thought process any leader could use to determine what to do next to support that school's progress.

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

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.