Sentences with phrase «practicing school administrators»

But an important lesson to learn is that preparing with a principal mentor helps candidates better understand how practicing school administrators think, assess their responses to questions, and evaluate how they did.

Not exact matches

While some school administrators may frown on the practice of using borrowed cash for non-school expenses — and taking out student loans for risky investments seems like a great way to graduate with even more debt — per Student Loan Report there aren't any rules against it.

Whether developing their own school or district - wide app, or using technology from companies like Nutrislice like Chesterfield County Public Schools, the practice is becoming popular with everyone — students, parents, administrators, and school staff.

At Medgar Evers College Preparatory School in Brooklyn, several anonymous whistle - blowers accused school administrators of pushing for higher scores through a practice city teachers refer to as «scrubbing,» in which scorers reread essays or other open - response questions to search for extra pSchool in Brooklyn, several anonymous whistle - blowers accused school administrators of pushing for higher scores through a practice city teachers refer to as «scrubbing,» in which scorers reread essays or other open - response questions to search for extra pschool administrators of pushing for higher scores through a practice city teachers refer to as «scrubbing,» in which scorers reread essays or other open - response questions to search for extra points.

The model of hospital administration in this publication actually has lots of semblance with contemporary models in the US, UK, Republic of Ireland, Australia and Canada where there is a board of directors / governors with a Chairman (does not have to be a Medical Doctor), a CEO / President / Hospital administrator (does not have to be a Medical Doctor) and a CMD / MD / CMO / Executive director medical services etc (Is ALWAYS a Medical Doctor — different names but similar portfolio — In Nigeria we always look up to these countries for direction with respect to global best practices so I do not understand what the commentator code - named afam6nr means by «Obviously, this writer has not attended any Business School Training and has no knowledge of Business Administration» — My advice to afam6nr is to do a little study of the different heath system of the world (specifically regarding corporate governance, organisation and administration of tertiary hospitals) and after this little research come back and comment on his findings!

«We anticipate that the report will spur discussions among faculty and lead to schools» reflecting on whether they're incorporating the principles into their daily practice,» she said, noting the report is not just for teachers but has relevance for the whole school, including administrators, coaches and counselors.

Many were told by administrators to adopt practices aligned with other teachers at the school, Ihrig said.

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

So when administrators at Bullard Elementary School in Kennesaw, Ga., implemented yoga and other mindfulness practices in the classroom to reduce students» stress, they probably envisioned peace and relaxation in their future.

In these case studies of four high schools implementing multidisciplinary demonstration projects, self - reports, surveys, and interviews of students, faculty, and administrators were used to identify successful implementation practices and obstacles.

Then we talk to teachers, administrators, parents, and students to discover schoolwide practices that promote exceptional learning and have the potential to be adapted in other schools.

This issue is at the heart of transformational teaching — finding ways to move effective educational practices and initiatives past the tipping point into the realm where teachers, administrators, and policy makers acknowledge their positive impact and agree on the need to integrate them into school systems.

He saluted Murnane for the work he does to help teachers and school administrators make sense of and use data to inform their practice.

Lawmakers in New Jersey are calling for major reforms in compensation practices for public school administrators in the wake of a scathing report that concludes that millions in taxpayer dollars were spent on lucrative contracts, hidden perks, and pension padding for dozens of superintendents and their top deputies.

I travel often and do site visits at schools, which allows me to engage with teachers, administrators, and students to hear about their day - do - day work and understand how policies and innovative practices are being implemented in local schools.

We're working with Boston school administrators in developing practices that are affordable, replicable, and sustainable as well as on the infrastructure and accountability systems necessary for those practices to take hold.

ISEEN sees itself as «an international learning laboratory and networking opportunity through which independent school experiential educators and administrators can share their program challenges and successes, learn of and from model programs, and explore the developing role of experiential practices within our educational communities.»

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

«The administrators and teachers will use this report to shape their practice and the children's experiences at school.»

The goal was to establish a program that reflected the diversity of the field itself, bringing artists, teaching artists, researchers, administrators, classroom teachers, and out - of - school educators together for a year of study on the foundational issues that inform all aspects of arts education theory and practice.

Earlier this year as I was preparing for a series of presentations at annual school leaders and administrators events, several of my fellow EdLeader21 members suggested that I compile a list of my favorite 21st century resources — tools and practices that introduce and encourage the 4Cs (critical thinking, communication, collaboration, and creativity) in our schools.

As the summer drew to a close, Senior Lecturer James Honan, one of many HGSE faculty members who devote their time to guiding these administrators through the many challenges in their work, reflected on how the Ed School is making a difference in the professional practice of scores of higher education leaders from across the country and around the world.

The Minnesota Leadership Academy for Charter and Alternative Public Schools pairs practicing and aspiring principals and other school administrators with business leaders, in an effort to give school leaders better training on how to manage their employees and get better results.

The study, «A Delicate Balance: District Policies and Classroom Practice,» found a gap between how central - office administrators envisioned instructional change, and how teachers and school leaders thought about their directives.

Arts education remains an extracurricular, and school administrators focused on math and reading can push it aside: The arts are fine, so let kids who are interested in them study in an afterschool program like band practice.

The challenge, as a recent report by the Consortium of School Networking makes clear, is that both teachers and administrators «struggle with what these new applications mean in terms of school policies and practices.&School Networking makes clear, is that both teachers and administrators «struggle with what these new applications mean in terms of school policies and practices.&school policies and practices.»

Year 7 - Term 1 - Basic Drawing Skills Scheme of Work / Practice Makes Permanent (Literacy Bank) / Assessment and Feedback Materials This resource has been developed in response to the Knowledge Rich Curriculum advocated by teachers, researchers and administrators who have inspired the Free School Movement.

Ultimately, restorative practices seek to enhance relationships among students, faculty, administrators, and parents, and to build a sense of community in the school.

School administrators now see their role as providing guidance on how to manage technological infrastructure, doing internal research, providing professional development, and scaling teacher practices that would make an impact on the students.

From observing conditions there and in other cities, we believe that bargaining and related union activity have not only hampered urban public schools with such things as cumbersome contracts, but have introduced practices into the education system that are counterproductive, fomenting a demoralizing pattern of acrimony between teachers and administrators that is fundamentally at odds with effective education.

According to interviews with more than a dozen teachers and school administrators in five different districts, students in New York are taking more practice tests, and they're spending more time on math and reading — and less on other subjects — since Common Core was put into place.

Throughout his career, Ben has been able to work with teachers and administrators in bringing best technology practices into their schools and classrooms using iPads and Google Apps for Education.

By utilizing these principles, administrators can make their schools have a more relevant learning culture, and once they start seeing results, they can start telling their stories through effective communication practices, he said.

A former high school teacher and administrator in a Denver school district, she is a champion of high quality induction programs for novice teachers, research - based professional development opportunities for practicing teachers, and the creation of mutually beneficial partnerships among higher education, K - 12 schools, and communities.

The entire school community — administrators, teachers, support staff, students, parents and other stakeholders — benefit from the practices and strategies implemented through Best Behavior.

Policy implementation; educational policy; organizational change; school leadership; relations between policy and teachers» and administrators» practice.

Schools of education offer administrators little or no formal preparation in management or business practices.

In a book report published on Ed Week's School Law blog last week, Mark Walsh heartily recommends the book «for anyone with an interest in school law: professors, practicing attorneys, education students, administrators, policymakers, and the most interested teachers and parents (as well as studSchool Law blog last week, Mark Walsh heartily recommends the book «for anyone with an interest in school law: professors, practicing attorneys, education students, administrators, policymakers, and the most interested teachers and parents (as well as studschool law: professors, practicing attorneys, education students, administrators, policymakers, and the most interested teachers and parents (as well as students).

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

The effect is mediated by numerous factors: teachers» knowledge, beliefs, and existing practices; the economic, social, philosophical, and political conditions of the school or district; the stakes attached to the policy; and the quality of the support and lines of communication provided to teachers and administrators.

The Oregon bill establishes a pilot program to use trauma - informed practices in schools, utilizing national models and coordinating school - based resources (school health centers, nurses, counselors, and administrators) with the efforts of coordinated - care organizations, public health, nonprofits, the justice system, businesses, and parents.

Individual or Institutional membership is $ 250 and open to all principals, assistant principals or administrators who are engaged in the practice or supervision of middle level and / or high school administration and who are a W - 2 payroll employee of a district / state / private school system.

, Examining the practice of school administrators in Canada (pp. 85 - 102).

Such practices included promoting communication among teachers and with administrators (Vesilind & Jones, 1998); facilitating school - level programmatic or improvement planning (Feldman & Tung, 2002; Ryan, 1999; Vesilind & Jones, 1998); or organizing and conveying materials to teachers (Gillis et al., 1991; Vesilind & Jones, 1998).

Local, state, and national attention would likely be revealing, not only seeking to verify financial practices, but to hear first hand from teachers and administrators regarding the culture in the schools, and in particular, in the department of special services., Ms. Mostel's courage and Dr. Rush's advocacy are leading the way forward.

Through this collaborative approach to professional development, university faculty can benefit from school district innovations, district teachers and administrators can benefit from exposure to current research and evidence - based practices, and residents can benefit from both.

The article focuses on the role of secondary school administrators in the implementation of disciplinary and suspension 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.

One - thousand - five - hundred - plus principals, teachers and administrators, from around the country, participate in MSA's annual meeting which feature keynote speakers and sessions on best practices in curriculum and instruction, technology integration, school leadership and magnet school design.

1500 - plus principals, teachers and administrators from around the country participate in MSA's annual meeting, which features best practices in curriculum and instruction, technology integration, school leadership and magnet school design.