Sentences with phrase «principal at achievement»

Pryor's choice for the job, Morgan Barth, reports that he was a founding teacher at Achievement First's Elm City Preparatory Academy in New Haven and then went on to serve as principal there and then a principal at Achievement First Bridgeport's Middle School.

Before joining Pryor at the State Department, Barth served as the other principal at Achievement First Bridgeport.

One of the two principals at Achievement First — Bridgeport is Katherine Baker, who is married to Morgan Barth, the Director of the State Department of Education's Turnaround Office.

Not exact matches

At the same time, the district started looking more carefully at its achievement gap — questioning whether teachers had the tools necessary to ensure that all students had an equal opportunity to achieve, according to Alana Murray, a vice principal who helped launch the program with YuhaniaAt the same time, the district started looking more carefully at its achievement gap — questioning whether teachers had the tools necessary to ensure that all students had an equal opportunity to achieve, according to Alana Murray, a vice principal who helped launch the program with Yuhaniaat its achievement gap — questioning whether teachers had the tools necessary to ensure that all students had an equal opportunity to achieve, according to Alana Murray, a vice principal who helped launch the program with Yuhaniak.

A 1999 study by Lisa Heschong, principal of the Heschong Mahone Group (and expert in daylighting, lighting energy use, and human factors in building design), illustrated the relationship between natural light and achievement by looking at more than 21,000 students across three states.

Voice of Experience: High Standards and Achievement Hallmark of Paideia Approach Principal Les Potter looks back on his years at an inner - city school that adopted the Paideia approach to teaching and learning.

With the tremendous pressure — and guidelines from the federal government, state governments, and local school districts — principals are often not sure what matters most and what will improve academic achievement at their schools, Hood said.

«What I've discovered to be the single most important characteristic [in a teacher] would be their compassion for children, as that is the essence of the profession,» said Paul McCarty, vice principal at Martins» Achievement School in Sacramento.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

The worst thing we could do at this time with teacher and principal evaluations related to student achievement, even though I think it is the Holy Grail of school reform, is to impose any version from Washington.

«I like to reward students with certificates and trophies that recognize academic achievement,» said Donnette McNeill - Waters, principal at Bennion Elementary School in Taylorsville, Utah.

Finally and most significantly, Tennessee's RTTT package requires that measured student achievement comprise at least 50 % (35 % based on TVAAS gains, where available) of teacher and principal performance assessments.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

The proportion of principals in their first year leading a school is roughly 40 percent higher in schools in the bottom quartile of average prior achievement than in schools in the top quartile; the proportion of principals that have been at their current school at least six years is roughly 50 percent higher in schools with higherachieving students.

This is a very large figure, perhaps unbelievably large, implying that a principal at the 75th percentile of this effectiveness measure shows average achievement gains of 0.11 standard deviations (relative to the average principal), while one at the 25th percentile shows average losses of 0.15 standard deviations.

In fact, principals are quite good at identifying those teachers who produce the largest and smallest standardized achievement gains in their schools (the top and bottom 10 — 20 percent).

Reading Achievement Building student achievement is at the top every princiAchievement Building student achievement is at the top every princiachievement is at the top every principal's list.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

While central office personnel tapped the inaugural franchise principals for this new role, it's understood that other principals interested in leading two or more schools must provide a coherent plan conveying how achievement will increase over time, particularly at the campuses added to the original flagship school.

«I am incredibly proud of our girls» achievement at GCSE, especially as St Mary's is a non-selective school», said St Mary's Principal, Mrs Hilary Vipond.

Grade - level teams have also helped improve student achievement at Franklin School in Rahway, New Jersey, according to principal Margaret Morales.

Successful principals embrace and fully understand the vision and direction of the system, empower staff to collaboratively raise the achievement of all students, and build the instructional focus at every level of the organization.

Parents at Leesburg Elementary School in Virginia's Loudoun County, for example, found themselves in a fracas with the school's principal after he refused to provide them better accounting of the funds they helped raise and tell them what the school was doing to improve student achievement.

The authors also looked at the dynamics of the principal labor market, and noted that, constrained by salary inertia and the absence of good performance measures, the market does not effectively weed out principals who are least successful in raising student achievement.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

In words of advice to other schools wishing to significantly increase their reading achievement, the principal at Wheeler offered the following: «Identify what you want to do and work collaboratively.

«One of the responsibilities of school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at results.

Low - rated principals on Factor 1 whose schools also had low mathematics achievement numbered three at the elementary level and eight at the secondary level.

In her role as Founding Principal, Kiesha is eager to broaden her impact and change the nation's largest race - based achievement gap one teacher and one child at a time.

«I look at our situation and the fact that our principal has begun to make improvements in the area of student achievement.»

Principals who rated low on Factor 2 and whose schools were lowest in mathematics achievement numbered 2 at the elementary level and 7 at the secondary level.

Some states are struggling with how to tie student achievement to teacher and principal evaluations and it's putting their escape from some of the conditions of the federal No Child Left Behind law at risk.

The principal difference between readiness tests and achievement tests is temporal: Readiness tests are administered at the outset of the school year; achievement tests are usually given at the end.

At the heart of these trends are effective principals and their push to advance achievement.

Tanika Island, director for six years at the University of Chicago Charter School North Kenwood / Oakland (NKO) Campus and UChicago Charter's newly appointed Chief Academic Officer, was recently announced a 2013 winner of the Chicago Public Schools Principal Achievement Award.

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.

However, while 71 percent of OECD students attended schools where the principals agreed that their teachers foster social - emotional development as much as academic achievement, the United States fell behind at 64 percent.

The researchers noted, however, that «the relationships here are correlational, not causal,» and the finding could be at odds with another finding from the study.13 Separately, the VAL - ED principal performance assessment (developed with support from The Wallace Foundation) measures principals on community and parent engagement.14 Vanderbilt researchers who developed the assessment are undertaking further study on how important this practice is in affecting students, achievement.

At Centaurus, the principal explained their expectations: «If a learning environment is not closing the achievement gap by at least two grade levels in one year, we change the environment for the student and possibly the entire prograAt Centaurus, the principal explained their expectations: «If a learning environment is not closing the achievement gap by at least two grade levels in one year, we change the environment for the student and possibly the entire prograat least two grade levels in one year, we change the environment for the student and possibly the entire program.

IEL's Coalition for Community Schools recently sat down with Menlo Park Elementary School Principal Kellie Burkhardt and Community School Coordinator Steven Joinson to take a deeper look at how they are re-writing the script on achievement levels and increasing opportunities for our most vulnerable youth.

In one study, principals» assessments of overall teacher performance and their assessment of teacher contributions to student achievement are correlated at about 0.7, very high.

Christine also served as assistant director and program analyst focused on leadership development and principal preparation at The Broad Foundation, worked with the Tennessee Achievement School District on community engagement, and provided strategic support to Detroit Public Schools.

The Hybrid Schedule Mark Wilson, finalist for the 2009 MetLife / NASSP National Principal of the Year award, and his staff at Morgan County High School in Madison, GA, have been able to close the achievement gap by radically altering the schedule to create a more personalized learning environment.

Union - led reform can't be accomplished without collaboration, and NEA members at priority schools across the country are teaming with parents, principals, community organizations, and elected leaders to raise student achievement.

The analysis, from researchers affiliated with the University of Texas at Dallas and the Hoover Institute at Stanford, also suggests that an ineffective principal can lower achievement by the same amount.

CUMBERLAND, R.I. — On Oct. 5, the National Association of Secondary School Principals named Rhode Island's Alan Tenreiro the 2016 National Principal of the Year, recognizing his success in dramatically improving school culture, student achievement and teacher professional development at Cumberland High School since he arrived in the fall of 2012.

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

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.