Sentences with phrase «on school improvement strategies»

In recent years, education leaders and policymakers have placed heavy emphasis on school improvement strategies for education reform.

Not exact matches

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

On February 8, Lecturer Paul Reville testified before the U.S. Senate Committee on Health, Education, Labor, and Pensions at a hearing on No Child Left Behind Act (NCLB) reauthorization and strategies that promote school improvemenOn February 8, Lecturer Paul Reville testified before the U.S. Senate Committee on Health, Education, Labor, and Pensions at a hearing on No Child Left Behind Act (NCLB) reauthorization and strategies that promote school improvemenon Health, Education, Labor, and Pensions at a hearing on No Child Left Behind Act (NCLB) reauthorization and strategies that promote school improvemenon No Child Left Behind Act (NCLB) reauthorization and strategies that promote school improvement.

In the last 30 years several school based programmes have been conducted worldwide at schools for the purpose of the improvement of the mental and emotional health as well as the improvement of the knowledge on suicide; being part of a prevention and post-vention strategy.

While we would not feel comfortable claiming, based on the analysis here, that student - based budgeting has been the cause of greater equity in Houston's school funding system, our findings do show that despite an initial increase in the coefficient of variation, Houston schools have over the longer term made modest improvements in equity since the strategy was put into place.

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

Comprehensive school reform has been identified by both Democratic and Republican administrations and Congress as a key strategy in turning around the country's lowest performing schools, but this fact does not make NAS just like any other education group in D.C. Instead, it means that after a great deal of review, comprehensive school reform emerged as one of the country's best hopes for public school improvement on a grand scale.

While we agree with Smarick that evidence is not clear on a single turnaround strategy that works, we do know that schools can accelerate improvement through strong, transformational leaders; collaborative teacher teams; and targeting expertise and resources to help students who have fallen behind.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

We have rigorous statistical evidence from Stanford's Center for Research on Education Outcomes (CREDO) that urban charter schools outperform traditional schools (the table below comes from their 2015 study of charters in 41 urban regions), and I believe this should be our nation's preferred school improvement strategy.

Incorporate restart strategy into school improvement planning options by rigorously evaluating school performance on an ongoing basis, considering restart as a potential strategy, and keeping students» interests first.

In the coming year, we plan on making a number of improvements to our Web experience, including expanded coverage of our recently launched Schools that Work series, improved navigation, and new ways for all of you to continue to create and contribute strategies for success.

This third edition includes over 100 research - based classroom strategies, and features a new chapter that synthesizes the research on high - performing school districts, and discusses ways school districts can support instructional improvement.

Recommendation: We recommend revising § 200.19 to replace «2017 — 18» with «2018 — 19» to allow states to identify schools for assistance during the 2017 — 18 school year, based on indicators and school - improvement strategies, consistent with the ESSA statute's requirement and the FY 2016 omnibus bill.

My Hamilton Project proposal explains how ESSA's new SNS language has the potential to unlock Title I funds for struggling students, allowing districts to spend Title I on broader school improvement strategies — such as improving a school's core curriculum, or implementing common planning time for teachers — rather than working around the edges.

Data on inputs such as teacher training, disciplinary policies, attendance policies, and school resources may suggest important school - improvement strategies and should also be made available to parents.

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

This provision opens the door to implementing district - wide strategies focused on improving the quality of education provided in schools that are identified for comprehensive support and improvement.

For the details of PAA's position on alternative school improvement strategies with proven track records, see our paper, What Parents Want in a New Federal Education Law, http://parentsacrossamerica.org/paa-reforming-esea/

For the details of PAA's position on alternative school improvement strategies with proven track records, see our paper,

At Playa Junior High School, for example, the principal sought school improvement through an effort to get teachers to be less didactic in their teaching, to broaden their repertoires of instructional strategies, and to focus on higher - order learning expectaSchool, for example, the principal sought school improvement through an effort to get teachers to be less didactic in their teaching, to broaden their repertoires of instructional strategies, and to focus on higher - order learning expectaschool improvement through an effort to get teachers to be less didactic in their teaching, to broaden their repertoires of instructional strategies, and to focus on higher - order learning expectations.

While there were programmatic initiatives underway (the elementary mathematics program, a federally - sponsored program intended to motivate high school students to pursue post-secondary studies, and a government - funded after - school program to provide positive alternatives for teen social behavior), there was no overall consensus on needs, goals, and a strategy for improvement.

At the same time (and partly as a result), the SEA has had to reorganize — to move staff away from working on specific programs toward a more general school - improvement strategy that all staff members can share in.

The latest Ofsted inspection schedule places increasing importance not on what school leaders and teachers do but on the difference they make by their actions and improvement strategies — and this is seen to be raising the bar in terms of a tough approach

Focusing improvement efforts solely on low - performing schools and students is not a productive strategy for continual improvement in a district.

The Every Students Succeeds Act (ESSA) provided states with newfound flexibility on accountability measures and school improvement strategies.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

Thus, as the federal government continues to review and approve states» plans and states begin to implement their new accountability frameworks and school improvement strategies, they must work together to remember the teachers standing in front of our nation's classrooms — for they are critical to all of these other efforts and, ultimately, will have the most impact on their students» learning.

Because of the negative effect that closing schools has on students and communities, PAA believes that schools should be closed only as a last resort, and never as a strategy for «academic improvement.»

This report by the Consortium for Policy Research in Education (CPRE) focuses squarely on strategies for instructional improvement in American high schools.

Because of the higher demands placed on the candidates and the host school, Merritt says it's now standard to expose teacher candidates to his school's improvement plan and work with them to develop high - impact strategies for target groups such as boys and students from low - income families.

At this point, the class can take on the role of a study group as it seeks to learn more about the topic and strategies for school improvement.

Designed as a companion piece to Assembly Required, the Implementation Guide, with its hands - on activities and exercises, many with copyable forms and worksheets, will help busy leaders effectively and efficiently plan and implement improvement strategies in their schools & districts.

Why value - added evaluation based on test scores is junk science, and why firing teachers is not a school improvement strategy.

On the other hand, without the buy - in, input, support, and elbow grease of the people actually doing the work at the ground level, no school improvement strategy will succeed, no matter how elegant its design.

All school improvement strategies — particularly interventions focused on the lowest - performing schools — must inform and engage all stakeholders; support enriched curriculum; enhance the school culture; provide high - quality teaching with ongoing professional learning to improve the quality of instruction; be commensurate with the need; and offer engaging learning opportunities that involve all students, families, and staff.

In this report, written by Julie Kowal, Jacob L. Rosch, Emily Ayscue Hassel, and Bryan C. Hassel, for the Center on Innovation and Improvement, we examine the research base on performance - based dismissals in other sectors to offer strategies for leaders in turnaround schools.

Sessions offered strategies on topics such as maximizing the principal - coach relationship, engaging parents in school improvement, and taking a school from struggling to strong.

She has facilitated numerous regional and national workshops on a variety of subjects, including data - based decision making, writing in the content area, formative assessment, continuous school improvement, and effective instructional strategies.

«Just as schools need help with academic achievement data for effectiveness, they need guidance on ways to incorporate SEL data into school improvement planning and strategies.

Thinking about whether school partnerships drive effective school improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attenschool partnerships drive effective school improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attenschool improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and improvement, our evaluation of The Gaining Ground Strategy (2009 - 11), comprising school - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attenschool - to - school partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attenschool partnership working; additional support from School Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attenSchool Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and Improvement Partners (SIPs); additional training in Assessment for Learning (AfL); and study support, found that Gaining Ground consistently had a positive effect on pupil attainment and attendance.

School improvement strategies and curriculum changes should not be made on the basis of score changes that may be caused by factors other than educational improvements.

The federal Every Student Succeeds Act (ESSA) establishes new opportunities for building and supporting birth - to - third - grade systems at both state and local levels, enabling states to integrate B - 3rd strategies into their new focus on equity, accountability, assessment, professional learning and school improvement.

Schools in the iZone will implement research - based intervention strategies and conditions that build on the existing improvement efforts at each of the school buildings.

We also offer special initiatives to address top issues of the times, such as our current focus on school safety and preserving the sanctity of the classroom, and programming to assist members in advancing diversity, equity, and inclusion, such as the AACTE Holmes Program and the networked improvement community investigating effective strategies to recruit and retain Black, Hispanic, and Latino men in the teaching profession.

His focus is on learning style theory and teaching strategies, and he has been credited with bringing several school districts out of the doldrums of performance improvement to high - performing school districts where students can and do learn.

Caitlin Scott writes on a new REL Northwest study that uncovers challenges faced by rural schools with School Improvement Grants and shows the promise of technical assistance when it comes to implementing evidence - based strategies.

Related resources: The Learning Compact Redefined: A Call to Action (PDF), Principal Concerns: Leadership Data and Strategies for States (PDF), Whole Child Podcast on developing principals to lead a whole child school, and the ASCD School Improvemenschool, and the ASCD School ImprovemenSchool Improvement Tool

PCAPS Coordinator Ron Whitehorne outlined the strategy for getting 10 % of Philadelphia Schools to be Sustainable Community Schools in four years, focusing on the demand that federal School Improvement Grant money be used exclusively for that purpose.

The problem with this strategy, though convincing in theory, is that there is little incentive for the heads to do so on the current model, which provides inadequate capital for the development of such arrangements, and constrains these trusts in important ways from attracting and deploying the resources necessary for sustainable school improvement, such as constraints on the pooling of General Annual Grant funding, accumulation of surpluses, borrowing (whether secured against assets or on funding agreements), deployment of capital, and acquisition and disposal of fixed assets — all inhibit chains from deploying resources where they are needed most.