Sentences with phrase «other high school leaders»

Westerberg provides comprehensive research on high school reform from leading education experts, candid examples from his 26 years as a principal, and thought - provoking insights from other high school leaders who have taken up the call to improve their schools.

Not exact matches

Now, after the Florida high school shooting, Senate Minority Leader Charles E. Schumer (N.Y.) and other top Democrats think that Trump could help muscle through a measure long opposed by the NRA and many GOP lawmakers.

My small group leaders and then other leaders in the church I grew up going to (which was as relaxed in their preaching as you can find (Presbyterian)-RRB- would confirms this to other high school guys and girls my age that unless he chose to believe in Jesus as the Son of God by the time he died on his deathbed he wouldn't join my Mom and sisters and I in heaven.

At a recent Library Board meeting that drew City Council members, homeowners groups and other city leaders, library and park officials agreed to form a committee to explore using land south of 95th Street, near Neuqua Valley High School, for the proposed facility.

My attention has been drawn to a video which captures the Member of Parliament for Dome / Kwabenya, Deputy Majority Leader and Minister of State at the Presidency in charge of Public Procurement, the Hon. Sarah Adwoa Safo claiming in the said video that the Community Senior High School constructed and commissioned in her constituency during the tenure of President John Dramani Mahama was as a result of her personal intervention with the World Bank, that the Senior High School was not from the then NDC Government and that with the exception of the Dome / Kwabenya Senior High School project, all the other schools constructed during the previous NDC administration were executed in NDC strongholds.

Also at 6 p.m., board members and leaders of Middle Village Prep will update parents and others on the Brooklyn Diocese's lawsuit seeking to evict the school from space at Christ the King High School, 68 - 02 Metropolitan Ave., Middle Village, Qschool from space at Christ the King High School, 68 - 02 Metropolitan Ave., Middle Village, QSchool, 68 - 02 Metropolitan Ave., Middle Village, Queens.

At 7 p.m., state Senate Democratic Leader Andrea Stewart - Cousins, Sen. Todd Kaminsky, Board of Regents Chancellor Betty Rosa and other elected officials attend a forum on providing diploma options for students, South Side High School Auditorium, 140 Shepherd St., Rockville Centre.

Kaminsky and Brooks appeared with other Democratic Senate leaders Saturday afternoon in Rockville Centre at South Side High School to unveil the proposed legislation with school officials, students and the advocacy group Moms Demand Action for Gun Sense in AmSchool to unveil the proposed legislation with school officials, students and the advocacy group Moms Demand Action for Gun Sense in Amschool officials, students and the advocacy group Moms Demand Action for Gun Sense in America.

ALBANY — Outgoing state education commissioner John King hopes to help school leaders in other states navigate the difficult transition to the Common Core standards and related standardized testing in his new position as the second - highest ranking official in the U.S. Department of Education.

Waterfront School students helped kick - off Science Week with the Mayor and other higher education leaders to promote STEM.

Yesterday, he met with Syracuse Mayor Stephanie Miner and other community leaders who advocate for veterans for a round table discussion at Fowler High school about how to improve veterans» employment prospects.

Stewart - Cousins, looking to become the Senate's first black female majority leader, defended Gianaris and said she will not be bullied into making a change no other leader is being asked to as part of «some high school drama.»

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

► In this week's issue of STM, Arthur Levine, senior vice chancellor for the health sciences and dean of the University of Pittsburgh School of Medicine in Pennsylvania, and 18 other U.S. academic medical center leaders wrote that «[u] nstable funding for biomedical research has created a hostile working environment that erodes the time available for investigators to conduct their research, discourages innovative high - risk science, threatens to drive established investigators out of U.S. academic biomedical research, and creates uncertainty for trainees and early - career investigators.

«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....

When a North Dakota elementary school needed a new classroom, school leaders found their construction crew on the other side of campus — at the local high school.

Called XQ: The Super School Project, the campaign is meant to inspire teams of educators and students, as well as leaders from other sectors, to come up with new plans for high schools.

In other words, the average school leader faces pressure from the school district, the state, the parents and the local community to get high test scores.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in High School Students, Reduce Achievement Pressure, and Create Greater Equity for Economically Diverse Students New York, NY — Today, admissions deans and other leaders from the nation's top colleges and universities joined together to announce the launch of Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a report with concrete recommendations to reshape the college admissions process and promote greater ethical engagement among...

The consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

Liberal Democrat leader Nick Clegg is also expected to announce four other measures concerning educational policy, including the protection of spending per - pupil, a guarantee ensuring all teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in deprived areas.

More recently, I brought together Digital Leaders from Urrbrae and two other schools in Adelaide — Wirreanda and Woodville High schools, to unpack Digital Citizenship.

We invite you to explore more than 50 high - impact programs for teachers, instructional leaders, school leaders, district administrators, and other education professionals in the following areas:

Ideally, system leaders use this information — along with other data on school quality — to increase the number of high - quality seats (e.g., by adding seats to desirable schools or opening more schools like them) and reduce the number of low - quality seats (e.g., by closing low - performing, undesirable schools).

Finding a wellness - accountability buddy — a peer who agrees to support and keep you accountable to your wellness goals — or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school - wide practices aimed at addressing students» underlying emotional needs.

«It includes parents, grandparents, community leaders, teachers and other school staff members, high school students from the community service club, honor students from Indiana University of Pennsylvania, and student teachers working at the elementary schools.»

He has brought tremendous balance to our work and, with a single focus on high standards and positive outcomes for the pupils we serve, has enabled schools and leaders to challenge themselves and others with innovative and creative approaches to learning and school improvement.»

School leaders should, among other things, be able to set clear direction, establish high expectations, and develop talent in their schools to fully support teaching and learning.

programs may also provide valuable lessons to other colleges and universities on how to build sustainable leadership programs — drawing on the expertise of their education, business, and other schools — that can fill the unmet demand for high - quality, job - relevant training to senior education leaders, while being feasible in terms of the time and cost to participants.

The consortium is also focused on strengthening relationships among higher education leadership departments and the school districts and other agencies in which educational leaders eventually serve.

Through an advisory council of business leaders, community members and educators, increased funding for professional development, the designation of teacher leaders to lead the work, and expectations of central office to partner with the school in development of the work (among other things), we created a model for other high schools to follow.

Mr Herrington said that such efforts may involve pairing struggling schools with others, but would also involve working with academy sponsors to find out if there were additional ways in which they could be supported, including through things such as the DfE's new Talented Leaders programme which encourages high - performing headteachers to consider working in lower - performing parts of the country.

Designed for curriculum directors, principals, and other school and district leaders, this research - driven guide examines the most essential aspects of high - quality reading practice and the elements that accelerate reading growth.

Gov. - elect Jay Inslee and other leaders should get started creating innovative, high - quality charter schools

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Principals can also support the purchase of high - quality materials and other resources that teacher leaders can use in their work and that embody the school's vision for improvement.

But they also believe that effective teachers alone are not enough: other important factors include family involvement, high expectations for all students, effective and engaged school leaders and adequate resources and professional development.

It urges Secretary King to make issuing specific guidance for addressing principals and other school leaders under ESSA a high priority.

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.

In a report drawn from a convening of school district superintendents, charter leaders, school finance experts, and other education experts in Houston earlier this year, CRPE recommends that urban districts and charter schools collaborate to solve the problems associated with declining enrollment so that all students can have access to a high - quality education.

«Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence,» the authors write.19 Indeed, although «higher - performing schools awarded greater influence to most stakeholders... little changed in these schools» overall hierarchical structure.

With support from the Bill & Melinda Gates Foundation, AYPF is working with a number of other national organizations, including the Data Quality Campaign, to facilitate a series of field trips for state policy leaders to learn more about high school redesign.

Really great milestones have been accomplished as we were the first charter school to receive the Exemplary Independent Study Recognition Award from the California Department of Education (CDE) and the California Consortium for Independent Study, one of our teachers being honored for teacher of the year, being awarded charter school leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool to receive the Exemplary Independent Study Recognition Award from the California Department of Education (CDE) and the California Consortium for Independent Study, one of our teachers being honored for teacher of the year, being awarded charter school leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool leader of the year by CCSA, our high school being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suschool being recognized as a 2013 California Distinguished School by the CDE, and the ability to serve as a model and partner for other charter schools to suSchool by the CDE, and the ability to serve as a model and partner for other charter schools to succeed.

District leaders (e.g. director of instruction, district level coaches, director of new teacher induction, etc.) school leaders, classroom teachers working in middle and high schools (new teachers will find this institute particularly beneficial), instructional coaches, department heads, special education coordinators, and other educators.

Through its blended - learning and other reform - focused activities, CEE - Trust connects some of today's smartest cities — including existing blended - learning leaders and education technology hubs, and others poised to join them in creating, implementing, and supporting the next wave of high - quality blended schools and programs.

Under ESSA, a new preschool program will, for the first time, «promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders, and others serving young children to provide the highest - quality early learning opportunities.»

While other students from North Sanpete High School were enjoying Spring Break, a select few traveled to the Davis Conference Center in Layton to participate in the State Family, Career and Community Leaders of America (FCCLA) competition.

Overview A series of field trips, sponsored by The American Youth Policy Forum (AYPF), provided state and district leaders, state legislators, educators, and others with opportunities to see first - hand how their counterparts in other jurisdictions have addressed high school reform