Sentences with phrase «office leaders improve»

In their work with schools and districts, CEL engages the instructional and leadership expertise of their faculty, staff and consultants to help teachers, coaches, school and central office leaders improve their instructional and leadership practice.

The Summer Leadership Institute focused on helping principals, superintendents and other central office leaders improve their instructional leadership practice and learn new ways to inspire growth in others, while offering new ideas and insights for transforming traditional professional learning with the ultimate goal of providing equity for all students.

Not exact matches

President Ma, who is scheduled to step down in March 2016 after serving two terms, apparently wants to leave office as the only Taiwanese leader who has made the most progress in improving ties with the mainland.

But why not consider the following notion: Leaders can redirect the passionate feelings gossip generates to improve everyday office communication on important subjects.

Tory spirits improved significantly and Miliband was reduced to defending Labour's period in office in the same dull manner that leaders always use when stumped for a response.

Peace offerings being discussed include allowing Labour MPs to elect several members of the shadow cabinet, and appointing staffers to the leader's office who are respected by rebel MPs in an effort to improve relations.

The incoming leaders of the civil rights office will have a chance to improve its regulations, but only if they willing to be everything our President is not.

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

Improving schools or districts requires remarkably talented teachers, principals, and central office leaders.

Indeed, leaders with DPI's Office of District and School Transformation told lawmakers earlier this year, of the schools served since 2010, all have improved their dropout rates.

We believe that the degree to which central office leaders understand and practice this level of joint work is the extent to which they can seize on these important reciprocal relationships to improve instructional practice and student learning.

In this blog post for the Chalkboard Project, Sharon Williams shares some of her own experience as a principal, the foundations of CEL's work with central office leaders and superintendents and how it will help establish a culture in which every school leader is supported to improve teaching effectiveness for every student in every classroom across Oregon.

You will see how central office leaders who are committed to improving learning for all students can transform their own practices in a way that develops and deepens the teaching and leading expertise across their school system.

Tanya St. Julien currently serves as chief of staff at Leadership for Educational Equity (LEE), a national leadership development organization that works with teachers to become civic leaders in advocacy, community organizing, policy, and elected office to improve education for all kids.

It was important, I thought, for leaders to share the specific things that they were doing to improve their schools and offices.

States and districts should establish performance appraisal frameworks that recognize improved teaching as the collective responsibility of principals, assistant principals, teacher leaders, teachers, and district office personnel utilizing subject - area and grade - level specialists to enrich the appraisals and more effectively guide subsequent professional development.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

It is a tool for leaders in school districts and county offices of education to use as they work with schools, families and communities to plan, implement, and evaluate family engagement practices that directly impact improved student achievement.

The tools — Readiness Assessment, Creating Your Theory of Action, and Principal Instructional Leadership — are based on Dr. Honig's research and CEL's experience helping districts across the country improve how their central office leaders support better instructional leadership.

Instead of adding new responsibilities to an assistant superintendent's workload, central office leaders need to create roles that emphasize working side - by - side with principals to improve their effectiveness.

«Instead, central office transformation demands that leaders take a deep look at the current work of each and every central office staff person and ask: Does this matter to improving teaching and learning districtwide?»

Fortunately, many central office leaders are realizing that empowering people to take charge of improving instruction is a smart strategy.

Stewardship included central - office leaders» clear communication with various stakeholders about what the reforms involved, why those reforms were so important to improving teaching and learning, and whether their central - office investments were leading to demonstrable improvements in schools over time.

The University of Washington Center for Educational Leadership (CEL) has released a set of three tools designed for school district central office leaders, especially principal supervisors, to help principals improve teaching and learning in every school across the district.

At a business leader breakfast at EnergySolutions» office, Vice-chair of Prosperity 2020 Keith Buswell, shared the group's 2016 legislative priorities that support goals to improve math and reading scores in 4th and 8th grades, to enable more students to graduate high school, and to support increased numbers of post-high school degrees and certifications.

We work with public education stakeholders at every level: state legislatures, governors» offices, state education agencies and boards of education, business leaders, foundations, school district superintendents and business officers, county - level leaders, teacher associations, and numerous other groups interested in improving our country's education system.

Our approach to coaching gives principals and central office leaders multiple «at bats» to practice new skills and receive targeted feedback to not only shift perspective — but also improve performance.

Yet, if schools are going to adapt and improve in meaningful ways, then central office leaders must be facilitators, funders, advisers, evaluators, and quality assurance agents.

The Portfolio Network is a group of district superintendents, new school office directors, mayor's staff, school board members, community leaders, and charter school leaders who are interested in implementing the portfolio strategy to improve their community's public school system.

In three professional development webinars, CEL experts and school district practitioners will share strategies for principals, coaches and central office leaders involved in instructional leadership training to keep students at the center of instructional leaders» work while improving their skill at giving feedback and planning professional development.

Anacortes chose to work with CEL on their evaluation design because they find that the 5D framework is improving not only their teachers» classroom practices, but also their principals» and district office leaders» ability to help teachers improve.

He works specifically with leaders, practice chairs, department heads, office heads, and business professionals to dramatically improve their financial results and gain a sustained, competitive advantage.

• Worked with clients and partners in planning strategic information that improved employee involvement • Analyzed data regarding climate, bench strength and trends for upper management and department leaders • Presented proposals, creating training material for partners and client companies • Created streamlined processes to improve efficiency • Planned events and meetings for office staff and client gatherings

Experienced Project Management Office Leader and MBA Graduate with demonstrated success in achieving operational excellence improving processes building partnerships with Business Unit Leaders along with C - level executives and delivering above results combined with strong ethics.

Innovative and creative business leader with a proven track record in managing business and office operations on a large scale while driving brand growth and improving sales.

Professional Duties & Responsibilities Directed professional installation of advanced residential and commercial satellite television and internet Oversaw, trained, and reviewed customer service, sales, and installation staff ensuring effective operations Directly responsible for approximately 50 technicians at 5 offices throughout the region Designed and implemented training workshops for certification in Satellite Internet System installation Successfully reduced staff turnover while improving team skill sets and morale Responsible for multimillion dollar company inventory, tools, and vehicles Generated significant sales through cold calling, networking, and other sales tactics Consistently exceeded service goals through effective scheduling, routing, and relationship management Authored company sales and service reports and presented to senior leadership Delivered exceptional customer service resulting in client satisfaction, repeat business, and referrals Resolved customer service inquiries in a timely, positive, and professional manner Built and strengthened relationships with key clients, partners, and industry leaders Consistently promoted and awarded for excellence in sales, customer service, and leadership

In South America, Mexico City has become the unlikely leader in growth due to recently adopted business - friendly legislation and improved economic conditions, while Brazil has seen a slowdown in office fundamentals, along with a weakening economy and political uncertainty.