Sentences with phrase «performance of district leaders»

Experts caution against using scores like the national assessment results released Tuesday to gauge things like the effects of specific policies or the performance of district leaders.

Not exact matches

In an interactive forum dubbed «The Future leaders Dialogue Series» the teaching staff of Gomoa Darumpong, raised critical issues of policy and administrative importance that may be contributing to the poor B.E.C.E performance in districts such as Gomoa West.

The Hempstead School Board unanimously accepted the recommendations of a state - appointed consultant who had blamed entrenched divisions among district leaders for falling academic performance and increasing safety concerns in the 8,000 - student system.

The breakfast included a keynote address from Senator Sanders, musical performances from the Reverend Nathaniel Tyler Lloyd Legacy Choir of Trinity Baptist Church and the presentation of awards to African - American community leaders for their work in the district and beyond.

Cleveland voters last week soundly rejected a levy intended to bolster the school district's finances, a move widely interpreted as a referendum on the performance of its leader, Barbara Byrd - Bennett.

His role also involves strategic planning with district and school leaders, implementation of the ISSN model and the Graduation Performance System (GPS).

As the leader of the Chicago Public Schools, America's third - largest urban school district, Arne has launched key initiatives all with a singular aim: improving student performance.

So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing teachers, principals, and district leaders of ELL youth about their performance, resource needs, and professional development.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

School districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School Principals says.

In 2012, the district collaborated with charter school leaders to develop a common performance framework by which all schools are evaluated, in order to manage the city's portfolio of charter, contract, and district schools.

The proposal being designed by the panel's Republican leaders would share a central feature of the Clinton Administration's Goals 2000 strategy — a requirement that states and school districts adopt challenging academic - performance standards and assessments with which to measure students» progress toward meeting them.

There is a desire among many education leaders for state departments of education to shift from being almost solely focused on compliance matters to supporting districts in understanding and shaping performance more actively.

He eschews micromanaging school leaders and instead works alongside them to help them meet the goals of the district's long - range plan and to improve teacher performance in their schools.

It has good data on performance, but the item of interest to district leaders includes statements about us being a good expenditure of public funds!

The CORE districts are early adopters of the new accountability paradigm: local leaders using multiple measures of school performance and working together to figure out collectively what works best for struggling schools.

From the abysmal record (and recent statements) of Indianapolis Public Schools Superintendent Eugene White, to Los Angeles Unified School District's lousy handling of teacher performance management, we have far too many school leaders who aren't worth of their titles.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

In an era when education leaders are held accountable for raising the academic performance of all students, the job of leading today's schools has seriously outpaced the available training, especially for state and district leaders who set policy for and lead complex urban districts.

District leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fDistrict leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fdistrict support (e.g., staffing, program, funding).

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.

In addition to taking advantage of additional funding from the state, and attending mandatory workshops offered by the state for all schools identified as not meeting AYP, district leaders (curriculum superintendent, curriculum directors, school improvement director) conducted their own investigations of the problems in student performance and followed up with district support tailored to each school «s needs.

With few exceptions, the district leaders we interviewed describe this as a positive turn of events, though they are not all equally well supported by their state education agencies in local efforts to make use of these and other kinds of performance data.

This was particularly so in settings where district leaders mobilized the development of districtlevel curriculum content and performance expectations across all areas of curriculum (not only in externally - tested subjects).

In higher - performing settings, district leaders understood that the reasons for differences in student performance, or in implementation of district initiatives, were particular to the setting.

Kevin: To help district leaders develop more growth - minded performance management processes, Tony offered three pieces of advice.

What the group came up with in that all - important category of teacher and leader effectiveness is a plan to give those districts that have endorsed the state's Race to the Top application 13 months to create new teacher and principal evaluations that will, at a minimum, link 30 percent of job performance to growth in student achievement.

Only a few years ago, the Los Angeles Unified School District's system for evaluating teachers» job performance was the subject of legal disputes, full - blown lawsuits and bitter fractious debate between district leaders and the teacherDistrict's system for evaluating teachers» job performance was the subject of legal disputes, full - blown lawsuits and bitter fractious debate between district leaders and the teacherdistrict leaders and the teachers union.

In this role role, Nick was responsible for growing and maintaining a network of school, district, state, and nonprofit / philanthropic leaders who are changing the way they work to serve students through better practices in planning, performance management, and organizational change.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Our performance - based induction program for new administrators is anchored in the Los Angeles Unified School District School Leadership Framework, the California Professional Standards for Education Leaders (CPSEL), and the LANALP Habits of Mind.

She co-authored a range of publications on the topic, including school models and many practical tools for teachers, principals and districts; An Opportunity Culture for All; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top; A Better Blend; Teachers in the Age of Digital Instruction; Teacher Tenure Reform; Measuring Teacher and Leader Performance; and Improving Teaching Through Pay for Contribution for the National Governor's Association; and many others.

As important, the initiative will allow the districts to evaluate the performance of these novice school leaders once they are on the job — and then provide them with mentoring and other forms of professional development that address needs determined by the evaluations.

School and district leaders have embraced student achievement data but have paid scant attention to collecting or using data that are more relevant to improving the performance of schools and school systems.

States and districts should establish performance appraisal frameworks that recognize improved teaching as the collective responsibility of principals, assistant principals, teacher leaders, teachers, and district office personnel utilizing subject - area and grade - level specialists to enrich the appraisals and more effectively guide subsequent professional development.

District and school - level leaders from Seattle, Highline, Renton, Bellevue, Federal Way, Tacoma, Lake Washington, and Nooksack have joined with Danforth Director Ann O'Doherty and other University of Washington faculty to form a Curriculum Council to draft performance exit standards and create authentic problem - based assessments aligned with this competency.

Here again, in the spirit of reciprocal accountability, it is not enough for district leaders to simply evaluate a principal's performance.

State and District leaders can help more turnaround - attempt schools succeed by selecting the right principals, training them, helping them transition to school models supported by teacher - leadership, tracking leading indicators of performance, and coaching principals to make needed changes fast.

A few years ago, I worked with a superintendent who was a virtuoso educational leader — an eloquent interpreter of her district's educational mission who cared passionately about student achievement and classroom performance and who was an outstanding leader of educational innovation in her district.

«It also exhibits a lack of faith in the abilities of education professionals at the New Hampshire Department of Education, leaders of the state Board of Education, and board members from local school districts to make sound decisions regarding education standards designed to raise student performance.»

The Marshall Principal Evaluation Rubrics — 107 districts Multidimensional Principal Performance Rubric (MPPR)-- 102 districts Stronge Leader Effectiveness Performance Evaluation Model — 87 districts Marzano's School Leadership Evaluation Model — 58 districts Mid-Continent Research for Education and Learning (McREL) Balanced Leadership: Principal Evaluation System — 55 districts Of the 496 districts reporting so far, virtually every one said it has put in place new «school improvement panels» that will oversee teacher evaluation and professional development in each school.

Last year, LaMont's team unveiled new dashboards for principals and instructional leaders, which zeroed in on each school's performance in relation to the rest of the district.

The academic results in the recovery district charters have been remarkably uneven, with some closing because of dismal performance, and other upstarts posting higher scores in some grades than the longtime academic leaders.

«Like any good executives, district leaders want a comparative analysis of data — how they're doing in comparison to similar districts, why one district may be doing better than theirs, and how to achieve performance parity,» Williams says.

«With the help of public and private partnerships, New Leaders for New Schools is bringing in talented leaders to drive up the academic performance and curb the high drop out rate of our nation's struggling school disLeaders for New Schools is bringing in talented leaders to drive up the academic performance and curb the high drop out rate of our nation's struggling school disleaders to drive up the academic performance and curb the high drop out rate of our nation's struggling school districts.

Each domain is broken down to performance Factors that correspond to major areas of responsibility found in research for building and district leaders.

Moreover, the CORE Districts report performance on each of the metrics in a way that allows district leaders to compare progress among schools and dDistricts report performance on each of the metrics in a way that allows district leaders to compare progress among schools and districtsdistricts.

Graduates are more racially diverse than other new teachers in Boston Public Schools; they are also more likely to teach in STEM fields and to remain teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak effectiveness.27 Like the Boston Teacher Residency, the Relay Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Relay.29

Through THE SUCCESS CASE EVALUATION METHOD ® Learning and Performance Experience the Institute develops school district leaders to support schools in developing ESSA - required Logic Models and evaluating interventions to establish their evidence of outcomes and results.

NYC Leadership Academy has worked with a variety of districts to build principal supervisors» capacity to support and develop effective principals and to manage school leader performance.