Sentences with phrase «practice of teacher leadership»

A micro credential is a competency based credential focused on a discrete skill related to practice (in this case the array of practice of teacher leadership) based on a collection of evidence.

Not exact matches

Bullied and bludgeoned by weeks of intense public debate over a longer school day, Chicago Teachers Union President Karen Lewis fought back Friday by filing an unfair labor practices complaint against Chicago Public Schools leadership and accusing Emanuel of trying to intimidate her in a profanity - filled tirade recently at City Hall.

With over 20 years of experience in teacher education research, practice, and policy, Dawley provides innovative leadership in the design and pedagogy of virtual environments for teaching and learning.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

Under her leadership, the school launched the Doctor of Education Leadership Program, a first - of - its - kind practice - based education doctoral program; created a universitywide Ph.D. in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral students.

The scheme focuses on extra support to develop leadership in maths and help schools work together in support of higher standards; and supporting teachers, teaching assistant, further education lecturers and others to develop improved classroom practice.

TIE was ideal — it equips you to take advantage of the enormous space for innovation in education; to engage with international leaders in the field; to gain a deep understanding of education policy, leadership practices, school cultures, and student and teacher needs; to build invaluable contacts.

Q: How does the practice of leadership raise teachers» expectations and increase their sense of responsibility of student achievement?

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In the School Leadership Program (SLP), you will join a dynamic and diverse cohort of experienced teachers and education professionals ready to develop and hone their leadership knowledge, practice, and skills.

Research shows that high quality teaching and leadership teams learn from each other's practices, experiences and support, and that's why we will always keep you, the reader, at the heart of Teacher magazine, providing educators and educational leaders with a strong voice and a platform to share and collaborate.

When these forms of leadership are similarly valued, leadership work will be interpreted as teachers acting as professionals because that means working with others in order to improve one's own practice.

This type of leadership emerges when teachers see interactions with colleagues as opportunities to make sense of practice accepting a mutual exchange of insights, with each moving between leading and learning according to their expertise.

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.

In 2013 when Newark Public Schools began to roll out blended learning in some of its K - 8 schools, the school leadership of both Quitman and Chancellor elementary schools knew that for it to succeed, they needed to support their teachers and help them shift their teaching practice.

Some teachers had experienced disrespect from school leadership who not only failed to consult staff on policy and practice, but dismissed their ideas or concerns out of hand and demanded unquestioning compliance.

Susan Lovett says, «I also argue that we need to think of informal leadership as a practice ground for future leadership work...» As a teacher, consider the informal leadership opportunities that you have experienced.

He criticized low admissions standards; curriculums that «lack coherence and connections to the work that's actually done in the field»; clinical programs devoted to mere shadowing of practitioners, whether they are successful or not; «watered - down» dissertations with little connection to practice; and a pervasive race among teachers to acquire credit for leadership courses, and thus boost their salaries, without any interest in actually assuming positions of greater authority.

Join facilitators Doug Lemov, Erica Woolway, Katie Yezzi, and Colleen Driggs to gain what we have learned about practice, coaching, and instructional leadership from studying some of the country's most outstanding teachers and leaders.

Through various roles at the NEA, including serving as a Board Member and Chair of the Professional Standards and Practice Committee, he has continued to promote teacher leadership in education policy.

Utilizing an in - depth consultation protocol, attendees will conduct a thorough analysis of the practices and accountability of teachers at their school, leaving with a plan that improves leadership among teachers, instructional practice, student and adult connections, and motivation and engagement strategies.

The teacher and principal surveys measured perceptions of both district leadership practices and district conditions or characteristics.

Another is that, in fact, only some of the core leadership practices have much influence on teachers «classroom practice.

In this component of our larger study we have sought to ground, illustrate, and (when warranted) elaborate our understanding of core leadership practices, based on the experience of teachers and principals.

iObservation reports teacher and leadership performance data over time in specific areas of practice.

How do the practices identified as helpful by teachers and principals compare with our current formulation of core leadership practices?

2) The effect of release time on teacher leaders» engagement in practices that develop their leadership abilities.

Here, similar to the procedure we followed in Section 1.4, we approach the identification of effective leadership practices using grounded theory to explore the perceptions of teachers and the actions of principals around instructional improvement.

360 Edition (INSPIRE - 360)-- This instrument enables the educational leadership preparation program to document leadership practices and school improvement and organizational indicators in the schools where program graduates work from the perspective of subordinate teachers and superordinate district leader (s).

Both sections report the perceptions of principals and teachers, selected according to quite different criteria, about the leadership practices they believe are helpful in improving classroom instruction.

Then we provide a synopsis of results from our research about leadership practices perceived by teachers and principals to be instructionally helpful.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Again, the teacher and principal surveys measured perceptions of both district leadership practices and district conditions or characteristics.

Among these studies, release time was investigated as a factor that may influence teacher leader practice (Doyle, 2000; Gigante and Firestone, 2007; Latz et al., 2009; Manno and Firestone, 2006; Moore, 1992; Neufeld and Woodworth, 2000; Ryan, 1999; Spillane et al., 2001; Zepeda and Kruskamp, 2007) and engagement in teacher leader practices that contribute to the development of teacher leadership (Edge and Mylopoulos, 2008; Lewthwaite, 2006).

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with each other and their classroom practices?

Gigante and Firestone (2007) examined the leadership practices of a purposeful sample of teacher leaders with and without release time.

We informed them that in our survey data collection we would be inviting principals, assistant principals, and teachers to respond to a written survey about leadership policy and practices that bear on teaching and learning; that we would conduct the principal and teacher surveys in four schools per district representing elementary and secondary schools; and that we would be conducting a second round of surveys in the final year of the study (2008).

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with one another, and their classroom practices?

Turnover at the leadership level, chronic overspending in the areas of special education, early childhood education, and nutrition services, and a lack of transparency and clarity in OUSD's budget practices compound these problems, creating an unpredictable and distrustful situation for teachers, principals, and families alike.

Teachers varying widely in the sophistication of their classroom instruction nevertheless identified as helpful most of the same leadership practices.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

What to watch: As indicated by state stakeholders, Illinois plans to develop a competitive grant program in which a district, school, or portion of faculty can propose a problem of practice important to teacher leadership at the school and / or district; develop a plan in which the problem of practice is investigated; and report findings.

The amount of release time provided for teacher leadership shapes the ways in which teacher leaders may impact teachers» practice.

Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.

Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

«I think the teachers» union leadership is going to continue, both locally and statewide, to try to do anything they can to sort of roll back on the culture and climate that we've created there,» he said, «and the mechanism which we have used to be able to stabilize those excellent communities of practice.»

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»

Teacher leadership is a focal area for some other microcredentials, such as stacks developed by the Center for Collaborative Education on Performance Assessment Literacy or by the Center for Teaching Quality on Teacher - Powered Schools and Leading Virtual Communities of Practice.