Sentences with phrase «principal area of focus»

Now, procurement is his principal area of focus.

In this chapter, the principal area of focus will be the relationship between religious television and the local church.

Not exact matches

Mr. Chisholm joined Goldman Sachs & Co. in New York in 1985 and he served in a variety of progressively senior leadership roles within the organization during his 30 - year career, including as Head of the Global Financial Institutions Group in both London and New York from 2002 to 2012 where he focused on areas such as strategic advisory, mergers and acquisitions, capital raising, risk and capital management and principal investing advisory for financial institutions globally.

ATTACs principal focus areas at the moment are: the different forms of taxation of financial transactions, in particular the Tobin tax on currency speculation; the creation of new instruments for the regulation and control of finance at the national, European and international levels; the battle against tax havens and financial crime; and the demystification of pension funds.

His research is focused in two principal areas: The bio-production of commodity chemicals from plant biomass and the bio-production of high value pharmaceuticals.

As principal of Ariel Community Academy in Chicago, Dr. Coleman and her staff facilitate a unique program that focuses on financial literacy across all grade levels and subject areas.

Principals should model their own use of digital learning tools to personalize their work with individual teachers, whether through providing feedback immediately after a walk through (a quick email focused on a particular area) or by utilizing data to help a teacher better identify professional learning experiences that may support their growth and goals.

A legal battle involving schools in the St. Louis metropolitan area has become the principal focus of this still - evolving area of school - desegregation law.

While the New Principals Program focuses on four areas of leadership, it's the personal leadership area that's relevant here.

There have been recent newspaper articles calling for improved sex education in schools across the world.1, 2 Sometimes the focus is on sexuality and relationships education in a general context, other times it's concerned with specific areas of education that principals and educators believe should be implemented in as many schools as possible using a whole - school approach.

Dr. Melissa Dodson Principal Researcher areas of focus: program evaluation, research and evaluation technical support

As a principal, it is vital that you narrow the focus to what you consider being the biggest areas of need.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

In a new Principal Center Radio podcast, CEL Project Director Joanna Michelson and host Justin Baeder, director of The Principal Center, discuss some of the common problems in finding a good area of focus and how to solve them, including:

She spent 16 years as a K - 6 Principal where she led her school's implementation of inclusionary special education practices, Response to Intervention, data driven instruction and social emotional learning (SEL), an area of focus that brought her school national recognition for the successful implementation of SEL throughout the school community.

For teachers, coaches and principals interested in building an instructional goal - setting process, the Center for Educational Leadership will host the Area of Focus Institute on September 23rd, 2015 in Renton, Wash..

Denver Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickfocused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickFocused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click here).

In this last step, teachers and principals summarize the goals in a final area of focus statement.

Dr. Searby has published over 20 articles in her areas of research, which focus on mentoring from the protege's perspective, specifically on the development of a mentoring mindset in protégés, and on assistant principals and their mentoring needs as instructional leaders.

In general, we recommend that to avoid common pitfalls and find an area of focus, a teacher and principal work together to do the following:

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

The Juneau, Wisconsin, principal also asks herself if new areas of focus align with the school's main initiatives because, she says, «we need to protect what is already on our plates.»

They decided that the area of focus for this cycle of inquiry was for the principal to find out about the resources available for teaching school leaders and staff what mathematical discourse looks and sounds like in a fifth grade math classroom.

As a fifth grade teacher in the mid 90's, my principal sat me down in the beginning of the year to plan my area of focus for the year.

School - based teams may consist of teachers with students in the same grade - level across content areas, teachers with students in different grades but in the same content area, or teachers with principals and district administrators supporting them around a specific focus area.

«We focused on [getting] the reading and math scores up because most of them were lacking in those areas,» said Patrick Schrader, the assistant principal of Roberts / Early College High School.

Principals noted a compelling need for more adequate preparation and professional development in specific leadership areas, such as how to manage the change process in the schools, evaluate teachers» use of the new standards during instruction, align the school's instructional focus, make key decisions on the best types of professional development to support teachers, and develop extended learning opportunities to sufficiently address CCSS implementation.

Principal mentors are provided a toolkit of mentoring resources and work with mentees to create a customized mentoring plan that focuses on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback, effective school - level practices and classroom - level practices, and using data to improve instruction.

While much of the ensuing discussion rightly only focuses on certain areas of Title I funding (required by the law on assessment issues) and language on whether to supplement or supplant funding, NAESP is working in tandem with these efforts to influence the USED's actions on Title II funding related to comprehensive state and local support for principals.

Lacy Wood Principal Technical Assistance Consultant areas of focus: afterschool, expanded learning, family and community, technology and information management