Sentences with phrase «other district leaders create»

Aligned to NYCLA's Principal Supervisor Standard 5.3: Promote productive dialogue and collective work on equity with an emphasis on race, this webinar engaged participants in a dialogue on what it means to lead for equity, how principal supervisors and other district leaders create the conditions and structures for focused work around equity, and what role ESSA funding plays in moving this work forward.

Not exact matches

Congresswoman Nydia Velázquez (second from left), her coordinator Dan Wiley, District Leader Jo Anne Simon (third from left), and other LICH advocates committed civil disobedience by creating a human chain across Atlantic Avenue, blocking traffic.

At noon, Congresswoman Nydia Velázquez, her coordinator Dan Wiley, District Leader Jo Anne Simon, and five other LICH advocates committed civil disobedience by creating a human chain across Atlantic Avenue, blocking traffic.

The proposed amendment establishes a redistricting commission every 10 years beginning in 2020, with two members appointed by each of the four legislative leaders and two members selected by the eight legislative appointees; prohibits legislators and other elected officials from serving as commissioners; establishes principles to be used in creating districts; requires the commission to hold public hearings on proposed redistricting plans; subjects the commission's redistricting plan to legislative enactment; provides that the legislature may only amend the redistricting plan according to the established principles if the commission's plan is rejected twice by the legislature; provides for expedited court review of a challenged redistricting plan; and provides for funding and bipartisan staff to work for the commission.

Zach Rahn, who runs Ashley Elementary, offers the example of a district initiative to create teacher leaders, who teach half time and coach other teachers half time.

In every city, a trigger event, the persistence of leaders and other influencers, and the presence of conditions that give districts a stake in charter success or create competitive pressures have molded how the sectors do and do not interact with one another.

Part 3: The importance of interaction of teachers and leaders within a district and other strategies that create conditions that raise student achievement.

Learn about the importance of interaction of teachers and leaders within a district and other strategies that creates conditions to raise student achievement.

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

Then again, in many other schools, school - level leaders report that district personnel, as well as district policies and procedures, place limitations on their authority, pose unintended barriers, or create inefficiencies.

While many teachers rightfully complain about pay scales and working conditions, others create space for their own and other's empowerment by becoming leaders in their schools and districts.

District and school - level leaders from Seattle, Highline, Renton, Bellevue, Federal Way, Tacoma, Lake Washington, and Nooksack have joined with Danforth Director Ann O'Doherty and other University of Washington faculty to form a Curriculum Council to draft performance exit standards and create authentic problem - based assessments aligned with this competency.

Presentations were made by leaders in districts from other states who had created their own PAR programs, and lessons learned, challenges, and successes were shared.

Her most recent experience was as a principal in Marquardt School District 15 for eleven years at two schools where she created a culture of collaboration and continuous improvement while working with other principals and district leaders to support the district initDistrict 15 for eleven years at two schools where she created a culture of collaboration and continuous improvement while working with other principals and district leaders to support the district initdistrict leaders to support the district initdistrict initiatives.

Good school and district leaders create climates of inclusion, where everyone respects one another, listens to each other and believes in each other's potential.

District leaders must create the conditions for educators to do their best work by learning and growing with each other.

Because many school leaders move on to district leadership and other opportunities, for the pilot phase of the ACS project, a parallel credential — National School Leadership Coach — was created to recognize former school leaders with equally strong records of success.

Encourage states and districts to prioritize funding for principals, assistant principals, and other school leaders to create or build meaningful support for their professions; and