Sentences with phrase «principal focus of his work»

The philosophy of technology, which has been the principal focus of his work since the mid-1970s, is about bringing to light and calling into question the technological...

The philosophy of technology, which has been the principal focus of his work since the mid-1970s, is about bringing to light and calling into question the technological shape and character of everyday life.

Not exact matches

Her current work focuses on topics in the physical sciences, and she is principal investigator on a test development project funded by the U.S. Dept. of Education's Institute of Education Sciences.

Although these books focus on daily life — and applying some of their principals has helped me eliminate that drifting sensation that led to occasional job dissatisfaction — the mechanisms they tout will also work in your job search.

Philip Pienkos, principal manager of the Bioprocess R&D Group at NREL's National Bioenergy Center, said the project is beginning to focus more on the development side, even as Yu continues to work to achieve higher ethylene volumes.

«Mobility issues or paralysis are the most visible consequences of a spinal cord injury but as a clinician, I know that many of my patients suffer from other «invisible» consequences,» said Dr. Andrei Krassioukov, principal investigator of the study who worked with Darrel for a number of years as a professor of medicine at UBC and chair in rehabilitation research with ICORD, a Vancouver research centre focused on spinal cord injuries.

Against this background, working with Navajo groups and communities to stop new mining and continuing to assess and document the health and environmental effects of past uranium development are the principal focuses of UIAP work.

The visual pyrotechnics are nicely balanced with a focus on the emotional beats of the story and the film works largely because its three young principals have finally learnt how to act.

With principal photography now underway, Focus Features has released a first look image of Saoirse Ronan in the title role in Working Title Films» Mary, Queen of Scots.

According to a 1955 Education article by Leon Mones, then an assistant superintendent in Newark, New Jersey, and a former principal, Symonds and others were openly advocating that the emotional life of the teacher become the focus of teacher preparation, since «it is the teacher's personality that is the tool with which he works rather than the content in which he gives instruction.»

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.

The central focus of professional development and training for teachers and principals should be the educator (teacher or principal) who as a person lives and works within an educational, social and political context in differing ways and engages in curriculum decision making and leadership in unique ways that must be respected and celebrated — there is no sense in a «one - size fits all» approach to training and development;

Manuel Fernandez, principal of Cambridge Street Upper School in Cambridge, Massachusetts, who has passionately focused on integration in schools for decades, jumped at the opportunity to participate in the course and RIDES, even if it meant taking a critical lens to the work behind done at his school.

The two greatest sources of stress for principals were identified as the sheer quantity of work, and a lack of time to focus on teaching and learning.

Bringing diverse perspectives on the principalship to the discussion, the panelists will engage in dialogue focused on how instructional leadership, distributed leadership, and accountability impact the work of principals in the 21st century and beyond, as well as how to best mentor and support the next generation of school leaders.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

Beyond a focus on efficiency, those working in the central office to support schools must have a clear, shared understanding that principals and teachers are often better positioned to know and act on the needs of their students and communities.

The biggest one that we've been able to identify is the mountain of work that seems to distract principals and teachers from focusing on learning.

This is the question that leaps out of Public Agenda's latest work on school leadership, a series of focus groups with principals in high - needs public schools conducted for the Wallace Foundation.

Having the prospective franchise principals describe in elaborate detail what worked at the flagship campus, and how these organizational systems, structures, and practices can transfer to another underperforming campus, will be the focus of the application process.

Thirty districts, encompassing over 15,000 teachers and principals, piloted aspects of the new evaluation system so that the Department could discover first - hand what works, what doesn't, and what districts should focus on in the first couple of years of implementation.

The principal, working collaboratively with a leadership team, focuses on building a learning community that involves all teachers and places top priority on the education and healthy development of every student, teacher, and staff member.

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?

He has worked to focus the state agency on his four priorities including: Recruiting, Supporting, and Retaining Teachers and Principals; Building a Foundation of Math and Reading; Connecting High School to Career and College; and Improving Low - Performing Schools.

In these conditions, district leaders must pay increased attention to often obscure work of human resources departments, focusing disproportionate attention on recruitment and retention of great teachers and principals.

Here are a few examples of what we've heard from principals: to get better at leading an improvement process that is relentlessly focused on just a few critical priorities; to make instructional leadership the center of my work as principal and limit the time and energy that I spend on peripherals; to be a better listener; to being more patient; to communicate my expectations more clearly; to get better at holding others accountable; to get better at having courageous conversations.

In light of this background, we focus here on teachers «school and classroom working conditions, exploring the degree to which variations in the rapidity of principal turnover may influence school culture, as well as curriculum and classroom instruction.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

Her research interests focus on what works in improving literacy teaching and learning, and leadership development of principals and teachers.

Principal questions focused on the community and links to parents, the principal's view of his or her leadership role, factors contributing to the school's success, challenges as well as things on which the school was still working, and advice to schools that wanted to significantly improve their reading achPrincipal questions focused on the community and links to parents, the principal's view of his or her leadership role, factors contributing to the school's success, challenges as well as things on which the school was still working, and advice to schools that wanted to significantly improve their reading achprincipal's view of his or her leadership role, factors contributing to the school's success, challenges as well as things on which the school was still working, and advice to schools that wanted to significantly improve their reading achievement.

The CEI team works with new principals in all aspects of the school community with a focus on instruction, improved opportunities, and outcomes for students and their families, and building capacity for school leadership.

IEL's educational leadership work focuses on growing leaders in the spectrum of education, education policy, and other related fields, with some specific focus on principal and early childhood education leadership.

That can require a shift in how central office employees conceive of their work, so that they focus less on what they are used to - compliance - and more on «strengthening principals» instructional leadership as a key lever for teaching and learning improvement in schools,» as University of Washington researchers put it.29

Effective principals work relentlessly to improve achievement by focusing on the quality of instruction.

As one of the major Wallace - funded studies reports, central offices need to be transformed so that the work of teaching and learning improvement can proceed.44 That is to say central offices need to «re-culture» themselves so they focus less on administration and more on supporting principals to improve instruction.

Other employees need to learn how to work effectively as a team with the goal of protecting the principal's time so the principal can focus on improving student achievement.

Rep. Bobby Scott (D - VA), one of the four principal authors of ESSA, received the Silent Warrior Award for his work focusing on the country's students and working families.

Publications: Award winning publications including, Principal Leadership a monthly magazine focusing on school leaders» real needs, offering them practical, hands - on strategies for improving their schools in a constantly evolving educational environment; Principal Research Review a bimonthly publication identifying and summarizing the most relevant research on a top of interest to principals and draws implications for the principals» work; and many more invaluable publications.

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:

It seems to me that public education today needs an infusion of strong principals and professional teachers who understand, love and focus on the hard work of education — at least equivalent to the CTA teacher union's focus on wages, benefits and working conditions.

One academy participant summed up her most important take - away from the academy so far: «The joint work of supervisors and principals with a focused through - line to students is the key outcome for this work,» she said.

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

For most principal supervisors this is truly new work, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

My work has focused on helping teachers and principals use a more holistic approach in their schools: district - wide training on the effects of trauma and the brain, improve class decorum through relationships and skill - building, and project based personalized learning.

You will notice that while the articles in this issue of Principal address challenges and solutions for various communities, we pay close attention to the special needs of rural schools, with a focus on what's working.

In terms of clarity, it is critical that districts and CMOs focus their work with principals on a reasonable set of high - priority leadership actions.

«The desire for principals to focus and work with teacher and students on the quality of teaching and learning is really spot on to what the research says should provide meaningful improvements in student achievement,» says Ellen Goldring, a professor of educational policy and leadership at Vanderbilt University's Peabody College in Nashville, Tennessee.

Our focus during National Principals Month on leaders of choice programs continues this morning with a look at the work of David Dodge, principal of Garden Homes Lutheran School in Milwaukee.