Sentences with phrase «other school leaders working»

This course is designed specifically for K - 12 educators, administrators, and other school leaders working with children and youth in a variety of school settings.

The work began with the principal, administrators, and other school leaders working with Engaging Schools to define the school's values, beliefs, and student expectations.

Not exact matches

Author or contributing author of dozens of scholarly and practitioner articles, books and programs, Richard's work has been described by various faculty at Harvard, Yale, London Business School and elsewhere as «great & much needed,» «wonderful and pragmatic,» «thorough» and «nothing short of remarkable,» as well as by Fortune 500, NYSE, FTSE and other company leaders as «leading edge,» «ground - breaking,» «valuable guidance,» «indispensable,» «compelling» and «exceptional.»

It is hard to hear our leaders and others issue what seem to be blanket condemnations of the work done in schools.

No other approach to an educational problem seems possible, since a school is never separable from the community in which it works, whose living tradition it carries on, into which it sends citizens and leaders imbued with that tradition and committed to the social values.

Nurturing parenting and related practices — like mindfulness, emotion coaching, collaborative work environments, healthy conflict resolution, nonviolent communication, overall questioning the status quo — are coming from all directions, not only from Attachment Parenting International (API) but also schools, workplaces, health care providers, community leaders, and other major sectors of society.

With construction of the new medical school expected to get underway soon, Rep. Brian Higgins, Mayor Byron Brown and other leaders are working to build support for the Allen Street Improvement Project.

Buffalo teachers have become increasingly frustrated that union and school leaders have been unable to negotiate a new contract, and many have taken offense at the board's attempts to lengthen the school day and change other work rules without offering what they feel is adequate compensation.

► 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.

«We want to further investigate consumers» attitudes towards edible insects, evaluate taste preferences and consumers» willingness to buy such products,» says Postdoctoral Fellow Dr Anna Crump, who's working on the project with project leader Associate Professor Kerry Wilkinson and other researchers from the School of Agriculture, Food and Wine and the School of Humanities at the University of Adelaide.

The medical center trains future leaders in health care and includes the dedicated work of many physicians, scientists, nurses, dentists, and other health professionals at the College of Physicians & Surgeons, the School of Dental & Oral Surgery, the School of Nursing, the Mailman School of Public Health, the biomedical departments of the Graduate School of Arts and Sciences, and allied research centers and institutions.

«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....

Teacher leaders are making it easy for others to say yes because their ideas fit their school's buckets of work — buckets they helped design.

If it wants to work with multiple content providers on the other hand, there is a good bet it might work with a company like Education Elements, which is emerging as a leader in helping schools move to blended - learning models and offering a single sign - on software solution for schools so they can easily work with multiple content vendors.

Karen continues her work as dead of Worcesters Primary School but also supports other schools in Enfield as part of her role as a National Leader of Education (NLE).

There are too many to mention here, but examples include free twilight CPD programmes to all staff within an alliance; placement schemes for senior leaders to gain experience of working in other schools and contexts; a mentoring programme for newly - employed heads; developing innovative programmes for School Direct trainees; SLEs offering one - day diagnostics as well as longer deployments focused on increasing attainment and progress in specific subjects; and the establishment of cross-alliance research groups meeting regularly to develop action research.

Educators are also supporting each other as design thinkers in regional collaborations like Atlanta's #AK12DC, a collection of 30 public and independent schools working to accelerate design challenges, and Henry Ford Learning Institute's work in Michigan to gather regional enthusiasts and design thinking leaders.

She has participated in dozens of school visits with Starr and other district leaders, and worked with teams dedicated to redesigning MCPS's middle schools and engaging the community in the life of the district.

It is clear from the survey results that a strong school leader must actively work to develop leadership skills in other people on the school staff.

Team leaders and other Citizen School professionals, such as Kidder - Barry, work closely with teachers and administrators to take up where the regular curriculum leaves off; they teach organizational skills, math, writing, note taking, and reading.

The school itself is seen as an important part of the local community and these schools often find ways to involve business and community leaders in the work of the school, as well as to establish partnerships with other agencies and businesses to advance school goals.

Other schools have Digital Leaders that work more closely with teachers and students.

Karen continues her work as Head of Worcester's Primary Schools but also supports other schools in Enfield as part of her role as a National Leader of EducationSchools but also supports other schools in Enfield as part of her role as a National Leader of Educationschools in Enfield as part of her role as a National Leader of Education (NLE).

• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.

Know the risks We encourage school leaders and assessors to consider the real risks; is it appropriate for a school to close due to 75 mm of snow on the playground, when all teaching staff and parents know full well that 80 per cent of the pupils will take the day free to go sledging and snowballing while carers will have to take an enforced days leave of work, or other planned activities?

Witness that principal Jack Noles of Shallowater (Texas) Intermediate School was inspired by a recent Great Expectations session («Roles and Attributes of Leaders») that was spun from Stephen Covey's work — specifically his newest 8th habit: «Find your voice, and inspire others to find theirs.»

«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.»

We encourage school leaders and assessors to consider the real risks, is it appropriate for a school to close due to 75 mm of snow on the playground, when all teaching staff and parents know full well that 80 per cent of the pupils will take the free day to go sledging and snowballing while carers will have to take an enforced days leave of work, or other planned activities (and hopefully go sledging and snowballing with the kids).

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.»

This comprehensive software, developed in partnership with Harris School Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional pracSchool Solutions, makes it easy for teachers, coaches, and school leaders to work together to improve the use of instructional strategies and other professional pracschool leaders to work together to improve the use of instructional strategies and other professional practices.

In 2003, Thorstenson began laying the groundwork to implement a PLC at Work model by having her whole staff read Raising the Bar and Closing the Gap: Whatever It Takes by the DuFours and two other co-authors, and by meeting with the school board, teachers, parents, administrators and union leaders to achieve consensus on going forward with the model.

SETDA profiled the emerging work of inBloom in our May 2013 report, Transforming Data to Information, along with over a dozen other interoperability and data standards efforts related to meeting the information needs of K - 12 educators, school leaders and policymakers who — while awash in data — too often still lack the ability to easily -LSB-...]

As parents, school leaders and policymakers struggle to answer these and other questions, we cover what's working, and what's not, in early education.

The MPX section of the school website includes links to other projects and activities we have done as well as links to blogs that give you a up - to - date view of the work our leaders and learners are doing — challenges and successes, their reflections about their work and the process involved in rolling up our sleeves and trying to do authentic problem - solving.

But unlike other PSMOs, rather than taking on the operational components of its schools, NDAA works with diocesan leaders to create a new, separate «board of limited jurisdiction» to run a subset of the diocese's schools.

This document compiles all ten sets of questions from the Deep Dives into CCSSO's Principles of Effective School Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procSchool Improvement Systems to help state education agency leaders and other stakeholders make practical use of the questions as they work to identify who will do what by when in their school improvement implementation and planning procschool improvement implementation and planning processes.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

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.

Teacher leaders — current or former classroom teachers who work with other teachers and educators in their schools or districts to help improve instruction — are a key feature of many school reform efforts.

If the nation's public schools need to improve as much as most of the politicians and the nation's business leaders claim, then that immense task will only be successful if all the financial and other resources of government at the local, state and federal levels are coordinated to concentrate on that work.

If superintendents are not 100 percent satisfied with the performance of new K - 12 school leaders in certain key competency areas, the program graduate will be provided with side - by - side coaching and other professional development work at no cost to the district or the graduate.

Teacher leaders - current or former classroom teachers working with other classroom teachers and other educators in the school or district - are present in many reform efforts in mathematics and science education.

As part of the Obama Administration's continued commitment to working with tribal leaders to address the challenges facing Indian Country, Interior Secretary Sally Jewell and Education Secretary Arne Duncan convened a study group to work with tribes and other BIE stakeholders to identify the causes of low - performance in BIE - funded schools.

Fryer recalled: «It was the perfect storm between me, who really wanted to do this work and appreciated how hard it was because others [district leaders] were not willing to take the lead, and Terry, who had just inherited several schools that the state was going to take over if he didn't do something.»

These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

Parent groups can work with school leaders to plan programs and events that will help the school reach its test score goals (which can mean, at least temporarily, postponing other events and programs).

Poised to influence educational policy, practice and performance across the country, the Institute provides and connects charter school authorizers, governing boards, school leaders, founders and other stakeholders who are serious about ensuring all students are prepared for success in college, work and life with the programs, tools, services, counsel and support they need.