Sentences with phrase «parent leadership development»

Provide opportunities for parent leadership development and involvement in community mobilization and advocacy activities

The event serves as a remarkable professional development and capacity - building opportunity for student - centered family - community engagement, such as home visits, parent leadership development, parent - teacher teams, and organizing for school - community improvement.

Provide opportunities for parent leadership development and involvement in community mobilization and advocacy activities

Not exact matches

The Board, the Faculty and the Parent Council comprise the three leadership bodies working together to nurture the healthy growth and development of the Corvallis Waldorf School.

Announcing a new professional development opportunity in administration and leadership for administrators, staff, trustees, faculty and parents of Waldorf schools this summer in NY, Ann Arbor and the Pacific NW.

Elected parents will receive trainings and leadership development sessions, ensuring they are able to use their positions effectively to make their voices heard, advocate for students, and form functional Councils.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

This 70 slide Poetry Motivators» PowerPoint introduces 25 different poetry formats and specific word for word directions on how to present these formats in the K - 12 classroom or a school staff development session for parents, teachers, and leadership team members.

Unlike more orthodox forms of parent and community engagement, organizing efforts are characterized by a focus on building effective power to influence institutions and policy through leadership development, relationship - building, and critical consciousness.

As the competition for admission to top colleges has grown, many parents, schools, and students themselves have emphasized top grades, leadership, and lists of after - school clubs and sports — often at the expense of community service, ethical engagement, and a general focus on caring for others, according to human development expert Richard Weissbourd.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Let's say it's professional development or it might be having lots of contact with parents, because the leadership role has expanded and the balance has changed.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.

Posted in #CEM, Administrator, Blog, Connected Educator, Education, Internet, Leadership, online learning, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter 20 Comments

Posted in #CEM, Administrator, Connected Educator, EdChat, Education, ISTE, Leadership, Literacy, online learning, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher assessment, Teched, Technology, Thought leadership, Thought Provoking, Twitter 10 Comments

Accreditation also measures different aspects of a district or school, in addition to student performance, such as parent communication and participation, improvement plans, leadership effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.

After four days of non-stop conversation with Finnish and US educators about teacher preparation, student voice, curriculum development, special education and parent engagement, I can't help but feel a bit disappointed that I know so little about the habits of leadership that have grown out of Finland's self - named education «miracle.»

Posted in Administrator, Connected Educator, Education, Internet, Leadership, online learning, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Uncategorized 7 Comments»

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Bill Ring is Director of TransParent ®, a grassroots education advocacy, leadership development and training organization for California public school parents.

In addition to assisting parents with their school choices, she has authored publications on school leadership, professional development and selecting school designs.

Our mission is to provide leadership, resources, and professional development in support of high - quality preschool settings and effective parenting.

She is an educational consultant in leadership, curriculum development, program management, teacher education, parent involvement, and child development.

Lovelyn, a California Teacher of the Year, recognized the need to support schools in meeting this higher bar and has worked with E4E colleagues and district leadership to invest in capacity - building, parent engagement and professional development for schools in South Los Angeles.

CDUEL focuses on designing action research to establish programs that support the development of leadership of principals, teachers, parents and community members in urban communities to support student learning.

The Office of Academics is responsible for the development and leadership of the district's academic goals and policies, directing the instructional program pre-K to grade 12 across all content areas and special programs, and it engages constituent groups, teachers, principals, other staff, parents, and community in the ongoing process of educational reform, curriculum planning and implementation, and program development.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Begin by Exploring the HOT APPROACH by sending staff, leadership and parents to attend professional development offered monthly in each of the HOT School Core Components of Strong Arts, Arts Integration and Democratic Practice as well as cutting - edge pedagogy and relevant issues.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The HOT APPROACH is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in standards based arts education, arts integration, school culture change and leadership development.

Educators in these schools challenge conventional thinking about student grades, standards and testing, the curriculum development process, leadership, school climate, student promotion and retention, classroom management, and parent involvement.

The HOT APPROACH is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school culture change and leadership development.

Assisting with creating opportunities for leadership development at all levels: student, teachers, parents and administration

These are: a deep commitment to teacher training, peer - to - peer learning and constant professional development, a deep involvement of parents in their children's learning, an insistence by the school's leadership on the highest standards and a culture that prizes education and respects teachers.

This would include a look at current policy regarding school organization (i.e. people - funded, semipublic, and private schools), parent and community partnerships, professional development for those who will deliver instructional and special education related services such as diagnostic, therapy, and speech services, and program development and leadership within the schools.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

What makes these programs distinctive is that they seek to bring about changes in all facets of the school, including organization and climate; curriculum, instruction, and assessment; professional development; leadership; and parent / community involvement.

Intensive leadership development seminars prompt critical leadership conversations and actions around staff capacity, talent management, instructional change, data - informed decisions, parent engagement, and building structures to ensure sustained success.

Over a two - year process, this professional development and leadership training program provides direct, hands - on inquiry - based research, learning, and writing, under the guidance of experienced mentors as well as leadership development through designing and delivering training / presentations for peers, administrators, parents, and community members.

But parents also know that not all schools are equal academically or philosophically: attitudes, techniques, teachers, students, leadership, character development, etc. vary widely across schools.

The HOT Approach is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school culture change and leadership development.

Programs that fully inform parents of their rights under ESSA, and also address the specific needs of diverse communities for relevant information, skill - building, and leadership development.

In Year 2 teachers also showed more positive perceptions about building collaboration, professional development, leadership, and parent partnerships.

It is fundamentally unfair to expect that school principals, who have to possess a vast array of skills related to instructional leadership, management leadership, staff development, evaluation, school law, budgeting, and parent relationships, add on marketing and graphic design skill sets that are subject to their own degree programs.

Because researchers have shown a link between leadership and student achievement, the Center engages superintendents, principals, teachers and parents in leadership development through the following programs:

The Report recommends three shifts in state policy that it says would boost the odds for growing school effectiveness at scale in every region of the State: test less and report results in ways that are more useful for parents, teachers, and other end - users; follow through on early advances in State support for principal leadership preparation and development; and fund schools equitably.

Often, community schools embrace parent - teacher home visits, ‡ participate on academic teams of parents and teachers, work with parents in leadership development, and engage in the work of community organizing groups.

More than 150 parents participate with a panel of experts on state policies, home and school curricula, and leadership development.

JEAN DESRAVINES (New York, NY), Chief Executive Officer of New Leaders, has more than 15 years of professional leadership experience working with parents and communities on education issues and community development, primarily focusing on improving outcomes for children in underserved communities.

She implemented innovative professional development strategies for teacher training, collaborative leadership, and building student and parent relationships.