Sentences with phrase «parent leadership support»

Not exact matches

Most of the students and parents invited from the Florida school appeared to support Mr. Trump, many of them prefacing their comments with praise for his leadership.

As a leadership coach that specializes in supporting working parents, I knew this was not only an opportunity to live what I coach in seeking out and accepting help, but also an opportunity for me to honor myself in allowing time to heal and recover.

Family Support highlights include: Each of the 12 grantees awarded in 2014 are implementing unique strategies to engage families, such as training parents to become leadership trainers for other parents and expanding a technology that allows children to send texts and photos to their parents while in preschool.

«The leadership has clearly heard the concerned parents and educators who support high standards but know that a moratorium on the use of standardized tests in high - stakes decisions is essential until the State Education Department makes major corrections to its failed implementation plan,» president Richard Iannuzzi said in the statement.

Such attacks are unlikely to be unleashed on Ms. Davids, an unemployed single mother, and the NYC Parents Union because they have been past allies of the UFT regarding parent leadership, supporting the community schools initiative, pushing charter schools to enroll more special ed students, and keeping teacher evaluations private.

CEC members are parent volunteers who provide hands - on leadership and support for their community's public schools.

From as early as I can remember, I have always had mentors and people to turn to for advice, leadership, example, or support, the earliest being my parents.

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.

Of course, streamlining the planning process also saves admins a ton of time — freeing them up to spend more time on instructional leadership, parent communication, and student support.

The authors say that parents advocated for more teacher training in this area and were eager for teachers and school leadership staff to feel departmentally supported to enact LGBTQ - inclusive practices.

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.

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.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

Davies recommends that parents talk positively with their children about the sense of school leadership and their support to the school leader, and deal with any issues that arise directly with the school leader rather than involving their children.

«Under Betsy's leadership, we will see a renewed focus on innovation in education, empowering parents with options, supporting and encouraging great educators, and replicating success models that serve students based on their individual needs.»

Customized support includes assistance with scheduling models, shared leadership systems and committee structures, parent and community engagement, business partnerships, creating environments that support project - based learning and personalization.

At the secondary level, high schools show a higher «leadership deficit» than middle schools, as well as lower ratings on climate, openness to parents, and district support.

Integration: Work with school leadership to ensure that the program is supported by an effective team that oversees attendance and has strong parent engagement

Long - serving support - staff members — familiar to teachers, parents, and students — were able to take on certain leadership roles in light of the annual change of principals.

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

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.

School principals and superintendents can provide leadership in reassuring students, staff, and parents that schools are generally very safe places for children and youth and reiterating what safety measures and student supports are already in place in their school.

IDRA educators built on teachers» leadership capacities and capitalized on campus leadership, mobilizing the principal, teachers, support staff and parents as a force to share the responsibility for STEM education.

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 Service Learning committee is to support in service projects either just parents or help leadership students as well.

UTLA leadership has opposed any use of test data in evaluations, while the district and many parent and community groups strongly support its use as a major component in evaluation.

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

Create parent and family networks of mutual support for student achievement, training other parents to be advocates, resources and decision - makers, and surveying families and using data to create further organizations, support and leadership.

High quality schooling that provides equal educational opportunities for secondary English language learners (ELLs) must include seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.

The framework presented by Dr. Robledo Montecel and that is provided below outlines seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.

One of those efforts included supporting parents who sought new leadership at Los Angeles» 20th Street Elementary School.

Activities that strengthen family bonds can further parents» ability to take leadership in supporting excellent public schools for their children.

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.

ESOL Bilingual Advisory Committee (EBAC) Parents and community feedback, perspective and support for the ESOL leadership

The Saginaw school community also benefited from a three - day forum sponsored by NEA's Priority Schools Campaign, which provided leadership from the Saginaw Education Association with a platform to work with their school administrators and share winning strategies with more than 300 teachers, education support professionals, union leaders, and district administrators and parents.

Through the Parent Ambassador Program, parents of current Los Angeles Unified School District students will have the opportunity to use their leadership skills in support of improving local educational policies and practices that benefit all students.

Kwesi Rollins, the director of leadership programs at IEL, acknowledges the national support that parent engagement initiatives have received.

The program built collaborative school leadership teams, provided school - based support coaches, and scaled up parent - teacher home visits to reach more families.

We're team players, our success predicated on the constant support and solidarity of our colleagues, and the tireless and too - often - ignored involvement and leadership of our students and their parents.

In celebration of American Education Week, Nov. 17 - 22, we'd like to hear how you will engage parents, education support professionals and community groups in teacher leadership efforts.

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.

At the heart of Peter's practice as a principal is acting on a shared moral purpose derived from a strong evidence base, and consistent challenges around the conditions for learning, curriculum and teaching, parent and community support, leadership and professional learning.

Developing Leaders — Each month, IDRA works with more than 10,000 parents, educators, principals and school board members to expand educational leadership and effectiveness, and to increase community and institutional support for quality teaching.

It is our plan to build and maintain a regional network of support and leadership for students, parents, teachers, and administrators involved with GATE education and to promote new membership in CAG within our region.

The PfP programme offers a variety of benefits for the School Principals, learners, teachers, and the school community: • Improves leadership skills of School Principals • Strengthens communities by building relationships with teachers, learners, parents, Principals and other people and organisations involved at the school • Increases self - esteem of Principals as they re-discover their gifts and capacity to lead the school community • Engages parents as active partners in education so that children are more supported and have a better chance to do well at school • Generates a strong sense of community and connection to the school, which leads to improved safety and improved opportunity for the children of the community.

While it is true that Governor Dannel Malloy's backing of the unfair, inappropriate and discriminatory Common Core SBAC standardized testing program is unwavering, and anyone who disagrees with him become a target, Connecticut's parents, students and teachers need and deserve the public support of the CEA leadership.

Although Governor Dannel Malloy, his State Board of Education, most state legislators and the leadership of Connecticut's two teacher unions are refusing to step forward and support Connecticut's parents and children, the opt out effort is growing here as well.

Adding to the damage caused by a so - called Democratic governor, the wounds are only made more severe by the fact that the leadership of Connecticut's two teacher unions and other key progressive organizations refuse to step up to support Connecticut's parents, students and teachers.

However, this requires support from leadership, adequate and equitable resources from the school / district and effective partnerships with parents, communities and businesses to support such instruction.