Sentences with phrase «organizational conditions»

This expectation is based on the relatively direct influence of organizational conditions on collective efficacy, with less direct influence on individual efficacy.
The intervention's key premise is that instructional improvement flows from strong organizational conditions that support teachers and the work of teaching and learning.
If faithfully implemented, the Data Wise process can serve as a catalyst for the very organizational conditions that enable schools to successfully respond to external demands for improvement.
The distinction between within - school and between - school comparisons is an important one, because teachers within the same school share the same organizational conditions (leadership and resources); are subject to similar contextual factors (neighborhood safety, parental support, norms that favor academic achievement); and, particularly in elementary school, they tend to teach students with similar levels of prior achievement.
In particular, minority teachers left at higher rates because the schools in which they were employed — typically those serving high - poverty, high - minority, and urban communities — tended to have less desirable organizational conditions.
We believe that, for education as a whole, there is a huge potential of knowledge and experience that is currently not tapped into because of lack of awareness of the skills of others or even organizational conditions that inhibit risk taking and vulnerability.
Our modification also incorporates accounts of organizational conditions and characteristics of the infrastructure which facilitate the successful implementation of large - scale reform, or what van den Berg, Vandenberghe, and Sleegers (1999) refer to as the organization «s «innovative capacity.
Capacity is a complex blend of motivation, skill, positive learning, organizational conditions and culture, and infrastructure of support.
These reports often are based on case studies of one or a few sites, chosen to exemplify positive stories of data use.222 Studies of this sort provide insights about uses of data, organizational conditions (e.g., leadership, resources, professional trust between teachers and between teachers and administrators) conducive to data use, and ways in which data use can evolve and become more comprehensive and institutionalized in ongoing work routines over time.
Communicate a strong belief in the capacity of teachers and principals to improve the quality of teaching and learning, and in the district «s capacity to develop the organizational conditions needed for that to happen (high collective efficacy).
For example, district leadership practices and organizational conditions may predict collective efficacy more immediately than they predict self efficacy because leadership practices relate only indirectly to the more proximal antecedents of individual efficacy, such as role clarity and psychological states.173
Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditions.
Indicator 5.5 — Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.
Indicator 5.2 — Professional and support staff throughout the agency continuously collect, analyze, and use a range of data sources, including comparison and trend data related to program evaluation and organizational conditions.
In Montgomery County, we clearly needed to pursue both strategies at once: finding talented people who had a passion for serving at - risk students, while also creating the organizational conditions that would allow our alternative program to succeed.
To that end, we developed a Professional Development Intervention (PDI) that drives better child outcomes by strengthening the organizational conditions and leadership that surrounds teachers and teaching.
Destination 2 invites educators to put assessment and grading into the larger context of a districtwide guaranteed and viable curriculum and lays out the organizational conditions and necessary steps to accomplish this goal.
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