Sentences with phrase «other school improvement strategy»

Lucy Powell, shadow education secretary, said: «There is no evidence to suggest that academisation in and of itself leads to school improvement... In some parts of the country where standards remain a concern, all schools are already academies, yet the government has no other school improvement strategy.»

Not exact matches

Progressive Redesign Opportunity Schools of Excellence (PROSE), created under the new UFT - DOE contract, gives schools flexibility in designing their schedules, programming, teacher evaluation systems and other aspects of their school environments so that they are able to implement innovative school improvement straSchools of Excellence (PROSE), created under the new UFT - DOE contract, gives schools flexibility in designing their schedules, programming, teacher evaluation systems and other aspects of their school environments so that they are able to implement innovative school improvement straschools flexibility in designing their schedules, programming, teacher evaluation systems and other aspects of their school environments so that they are able to implement innovative school improvement strategies.

In other words, chartering is a continuous improvement process for a system of schools: When you build a strategy around closing bad schools, enabling great ones to grow and enabling promising new schools to start, you shift the quality distribution to the right year after year.

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.

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.

Many schools that reach NCLB's restructuring phase, rather than implementing one of the law's stated interventions (close and reopen as a charter school, replace staff, turn the school over to the state, or contract with an outside entity), choose the «other» option, under which they have considerable flexibility to design an improvement strategy of their own (see «Easy Way Out,» forum, Winter 2007).

For other districts with low - performing schools, the recent passage of the Every Student Succeeds Act, or ESSA, presents an opportunity to implement similar comprehensive, evidence - based 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.

We want to see the authentic involvement of parents, along with teachers and other stakeholders, in developing, school - specific, research - based strategies for improvement.

Instead of choosing among four contentious turnaround models (turnaround, restart, school closure, and transformation), schools have two new additional options: One option allows state agencies to establish any whole school improvement strategy for use by local education agencies with approval from the U.S. Secretary of Education, and the other option permits schools to partner with outside organizations who have successful records in school turnarounds.

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.

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.

Through our eight research alliances and other activities, we are tackling such issues as dropout prevention, more equitable outcomes for English language learners, college readiness and persistence, discipline disparities, and school improvement strategies.

Although they can be implemented as stand - alone strategies, positive outcomes will result when school districts or other agencies develop program improvement plans that encompass most or all of these strategies.

These and other pipeline strategies that effect broad - based systems must strike a balance between stability and flexibility in order for them to change as school improvement strategies evolve, say both The Wallace Foundation and education reformers such as Michael Fullan, whose concept of «motion leadership» reflects the need for a systematic culture of continuous reflection and growth.

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.

In other words, this strategy of district - wide school improvement will only work if there are better options available for families, either through expansion of pre-existing high - performing public schools, either charter or traditional, or through the establishment of new high - performing schools.

He understands the grant writing process, and he most often writes grants for agencies, universities, state departments of education, districts, or schools who want to use him as a consultant to help implement his school improvement (or other) strategies.

Support improvements to direct certification for school meals and other strategies to reduce red tape in helping children obtain school meals;

Policymakers who want to incorporate a community schools» strategy into their ESSA state plans — as well as other plans for state and local school improvements — can benefit from the following research - based recommendations:

From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, «miracle» schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re ‐ segregation, among others.

Scala has provided technical assistance to states, districts, schools, and others includes supporting state education agency staff to create new strategies for supporting underperforming districts and schools; assisting states, districts, and schools to support implementation of RTI in secondary schools; aiding states to address high school improvement; and creating statewide frameworks focused on improving adolescent literacy outcomes.

EMERGING School Library leaders act as agents of improvement to promote some of the learners» academic and / or professional success and well - being through an inquiry - based approach, utilizing a variety of instructional strategies to meet a diverse learning population; however, in isolation from most other teachers.

The Strategy Municipal bonds, also known as munis, are issued by states, cities, counties and other government entities below the federal level in order to raise money for public improvements like highways, bridges, schools, hospitals, sewer systems, water treatment plants and other such projects.

Before joining the DFSS, Dr. Axelrod worked for Chicago Public Schools, where she oversaw the implementation of centrally funded afterschool programming, and helped lead implementation of evidence - based behavioral health strategies and practices and other school improvement initiatives.

Strategies: Review current situation to identify gaps and opportunities for improvement; adequately resource independent schools; identify training opportunities with other providers such as TAFE; encourage Aboriginal history being taught in schools; encourage sex education among young Aboriginal people; support and encourage scholarships.