Sentences with phrase «practices focused on student achievement»

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

Not exact matches

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all too common practice of restricting students to district boundaries, and removing barriers to effective, high quality instruction.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

«Our focus right now is on asking the question, What is our impact on student achievement, on educator practice, and on policy?»

Over the past twenty years, Mapp's research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.

They have a strong focus on continual improvement, often with explicit school - wide goals for improving current school practices and levels of student achievement».

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

These leaders should focus their efforts on moving to a competency - based education that requires students to demonstrate mastery of the material, ending the archaic practice of seat - time, funding education based on achievement instead of attendance, eliminating the all - too - common practice of restricting students to district boundaries, and removing barriers to effective, high - quality instruction.

Branding is a way for leaders to make students» learning visible to the entire education community in order to share best practices, celebrate achievements, and make sure that the education community is focused on the most important person: the student.

She returns to Baltimore schools after serving for three years as vice president for K - 12 policy and practice at The Education Trust, a Washington, DC - based nonprofit focused on closing the achievement gap experienced disproportionately by African American, Latino, and Native students and students from low - income families.

Mentor practices that focus on instruction and learning have greater impact on student achievement

There was — and will continue to be — much to argue about, including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like focus on student achievement, to a system that had become unmanageable and unproductive.

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

Real reform can only begin when we deepen the conversation of teacher and leader practice from a focus on evaluation checklists and labels to what is needed to affect change: time and resources to focus on what truly matters higher levels of student achievement.

«The negative consequences of the current overwhelming focus on preparation for standardized tests include narrowed curricula, developmentally inappropriate instructional practices, decreases in student engagement, stagnant achievement gaps and rising minority dropout rates,» said subcommittee member and Winchester second grade teacher David Krane.

While education advocates are focused on closing achievement gaps and preparing every student for success, Michigan Assessment Consortium members believe neither will be possible if the education system perpetuates current assessment practices, which focus more on documenting success or failure than on supporting learning.

As I travel and work with teachers to improve practice and increase student achievement, classroom management is often a topic we focus on in professional development.

«The caucuses of the National School Boards Association focus on narrowing the achievement gap and identifying promising practices that will improve achievement for all students,» said NSBA Executive Director Thomas J. Gentzel.

Despite Dr. Coley's focus on the right work and her teachers consistent practices to close the achievement gap at the school, when they received preliminary state assessment data, they still had many, many students not working at grade level.

Her work primarily focuses on building healthy school cultures, developing systems of grading and assessment, and aligning curriculum and instructional practices to elevate teacher practice and enhance student achievement.

Her recent research on data - based decision making has focused on the ways in which teachers use multiple sources of data to inform instruction, how these practices are supported by district resources and structures, and which practices may contribute to improved student achievement in Title I schools.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

Professional development that does not focus on the ongoing classroom duties of the teacher show little, if any, impact on teaching practices or student achievement (Zigmarmi, Betz, & Jennings, 1977).

As a school leader Daneen's strengths were uniting people around a student centered vision and creating school wide systems and structures focused on improving adult practices that in turn increase student achievement.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

The essential elements of PLCs are widely recognized as: shared values, beliefs, and understandings; a central focus on student achievement (for schools); making one's practice public; collaborating with colleagues; and engaging in reflection.

The domains and practices overlap, with some consistent threads tying them together, including the need for clear goals and expectations, for tailored support, and for accountability to encourage a positive environment that is focused on improving student achievement in the lowest performing schools.

The Teaching Trust is an innovative model for school leadership focused on developing principals, teachers, and leadership teams by equipping them with the skills required to improve instructional practices and advance student achievement.

While I question their focus on personal characteristics rather than variables more likely to influence student learning and achievement, I do hope that their report reinvigorates interest in, and closer attention to, district - level responsibilities and practices that do, indeed, positively influence student achievement.

lose the student achievement gap, she worked with nonprofit LEAP Innovations last year to increase personalized learning practices, with a focus on professional development to prepare teachers for the new instructional approach.

Her scholarship focuses on the academic achievement of low - income students and students of color in postsecondary education, with a specific focus on understanding the educational contexts, levers, and practices that promote greater academic success for these students.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

CRSS offers school board conferences that give school district leaders an opportunity to learn how to be effective leaders — focused on improving student achievement, eliminating the achievement gap, and overseeing sound business practices.

iObservation allows teachers to isolate and assess their performance on a specific, targeted instructional strategy, engage in deliberate practice with focused implementation of that strategy, and collect formative student achievement data directly related to their implementation of that strategy.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

The Student Achievement Division is pleased to offer a recorded virtual session to support K - 3 educators in thinking through pedagogical documentation practices, with some focus on moving from pedagogical documentation to writing comments for the Kindergarten Communication of Learning.

In Essential Assessment, Erkens, Schimmer, and Vagle provide a clear picture of what powerful assessment practices look like when they are focused on learning, and when teachers and students build hope, efficacy, and achievement through the assessment process.»

As an Assistant Professor of Practice, Cary led his graduate students through coursework focusing on core pedagogy and best classroom practices related to the teaching cycle, classroom culture, cultural responsive curricula and instruction, and student growth and achievement.

Differences in value - added from high - and low - stakes tests might be due to some teachers focusing more than others on superficial aspects of the tests and practices that improve student test scores but not student achievement.

Principals and school leaders within each network focus on sharing best practices about instruction, teacher development and programs that drive student achievement.

The Teaching Trust is an innovative model of school leadership training focused on equipping principals, teachers, and leadership teams with the skills and abilities required to move the needle in instructional practices and student achievement.

Recommendation 1: Embed a focus on individual student achievement through continuous learning progress in the policies and practices of all schools and systems, with the expectation that each student should achieve at least one year's growth throughout each year of schooling.

Nor can we say anything about how CORE's focus on social - emotional learning will alter teacher practice and, ultimately, student achievement.

Visible Learningplus professional development is designed to provide the clarity you need to focus on the practices that have the highest impact on student achievement, according to the research by Professor John Hattie.

AIR focuses on improving teacher practice to promote positive student achievement.

Policy documents focused on academics; school practices were geared toward preparing students for college and careers; and teachers and administrators consistently stressed achievement and either embraced external standards or created their own.

«While we often hear that educators feel overwhelmed, we also hear that the schools and districts that take the necessary steps to implement SEL see that it pays off — for student achievement and wellbeing, and for the adult community — in a matter of months, if they focus on climate and practices,» said Rachel Poliner, this year's conference organizer.

Nor can we say anything about how CORE's focus on social - emotional learning will alter teacher practice and, ultimately, student achievement.»

Over the past twenty years, her research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.