In our work, we are finding that using cycles of inquiry and
principal learning plans are effective tools for this type of approach.
Not exact matches
Principal investigator Cari Herrmann - Abell and her colleagues
plan to expand on their previous efforts to develop multiple - choice test items by developing a set of constructed or open - ended response items that can be used in combination with the multiple - choice items to measure students» understanding of core disciplinary ideas, science practices, and crosscutting concepts — the three dimensions of science
learning that are central to the vision of NGSS.
This year, we have refined our policy to require that a personalized
learning plan be designed for each student retained, so that the
principal, teacher, and parents can all monitor the child's progress.
Professional
learning and support is provided to team leaders by the
principal and academic partners and all participants are released for four half days to work on key elements of the project throughout the year, in addition to meeting regularly for
planning, to discuss evidence and to provide feedback to each other.
The teachers» contract allowed me to supervise classroom teaching and inspect lesson
plans, but woe betide a
principal who tries to evaluate a teacher based on student
learning outcomes.
As a
principal, how does your school's strategic
plan link to professional
learning, classroom practice and student outcomes?
By LEV's end, Robin Lowe,
principal of Pershing Middle School, had
plans to take what she
learned from institute faculty including Elmore, Professor Chris Dede, and New Leaders for New Schools consultant Kim Marshall, Ed.M.»
«It's exciting because we are starting to
plan together,» said Christine Kunkel,
principal at Key
Learning Community School in Indianapolis, who brought 15 educators from her school to the PZC.
«It's exciting because we are starting to
plan together,» said Christine Kunkel,
principal at Key
Learning Community School in Indianapolis, who brought 15 educators from her school.
This first level of
planning involved the school's Deputy
Principal of
Learning and Teaching and the
Learning Leaders in the Science and Technologies faculty.
In 2012, then schools superintendent Cary Matsuoka asked
principals at all district schools to come up with redesign
plans that would integrate technology; use data to inform instruction; allow flexibility in space, time, and student grouping; and center on student
learning.
In June 2010, Cordova came to the Harvard Graduate School of Education with an assistant
principal and math teacher from Poe Middle School to participate in a weeklong Data Wise workshop, in which educators
learn an eight - step process that includes collaboration, data analysis, and an action
plan.
Instructional leadership (practices that involve the
planning, evaluation and improvement of teaching and
learning) and distributed leadership (a reflection of leadership being shown by the
principal, but also of others acting as leaders in school) are seen as conducive to student
learning.
In order to reduce the amount of streaming in the school, the
principal must address teacher attitudes towards grouping students by ability, must talk with those parents who want to hang on to ability grouping, and must address the fact that they can't change grouping practices without reorganising professional
learning, assessments, teaching
plans and so on.
-- April 8, 2015
Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn,
Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional
Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Learning — July 23, 2014 Getting the Best
Principal: Solutions to Great -
Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay,
Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended -
learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?
Beginning in 2013, and continuing with a second cohort in 2017, experienced Independent school
principals in Victoria, Australia, work with researchers from Project Zero, Harvard Graduate School of Education, to identify leadership practices necessary for
planning and implementing school innovations for 21st century
learning.
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?
Not only was the
principal committed to the use of assessment data for identifying and addressing student
learning needs, she delivered data - use training for teachers, and she sat in on grade - level team meetings to facilitate teachers «use of assessment data in their
planning of six - week tutoring cycles.
They were
Principal Self - Rating on Shared Leadership Skills,
Principal Self - Rating on Improvement
Planning Focus,
Principal Rating of District School Improvement Focus,
Principal Rating of District Shared Leadership Skills, District Policies to Support Organizational
Learning, and District Focus on Data - Based Decision Making (see Table C1.6.2 in Appendix C).
The
principal also arranged time to meet with teacher leaders as a group so that they could reflect on the
learning that was taking place among teachers and
plan for future work.
Interested in
learning more about Real Time Teacher Coaching, schoolwide culture
planning or strategic
principal coaching?
The
principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and
learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers
plan and share instructional role; high levels of collaboration and co-
learning)
States
plan to ramp up professional
learning for practicing
principals.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess
principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective
principal takes when carrying out his or her most important leadership responsibilities:
planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in
learning (
planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the
learning goals (communicating), and keep on top of test results (monitoring).41
Today Karen chats with
Principal Yeshi Gaskin Lamour of Holmes Elementary School on how the school
plans to use personalized
learning to cultivate student success and emotional growth.
For the next couple of days, the
Principals» Office will feature reflections from the 2007 National Distinguished
Principals, as they respond to the question: What skill or concept did you
learn through professional development in the past year that you
plan to implement this year?
Our SEL Policy Pilot project supported
principals of 19 Brooklyn schools in facilitating a collaborative
planning process for sustained, school - wide social & emotional
learning.
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
This teacher resource makes explicit what it takes to
plan lessons that truly support student
learning while also speaking to
principals, coaches, and preservice educators who support teacher
learning.
The Role and promise of leadership development
plans in developing capacity for self - regulated
learning in aspiring school
principals.
Aligned with McREL's renowned Classroom Instruction That Works strategies and framework, this 1 - day workshop is an intensive
learning and
planning session for classroom teachers, instructional coaches, teacher mentors,
principals and assistant
principals, and district / county professional development leaders.
Principals in elementary, middle, and high schools will gather in Philadelphia in July Reston, VA — For the first time, the nation's principals of schools across the Pre-K-12 continuum are planning to embark on professional learning together, as the National Association of Secondary School Principals (NASSP) and the National Association of Elementary School Principals (NAESP) combine
Principals in elementary, middle, and high schools will gather in Philadelphia in July Reston, VA — For the first time, the nation's
principals of schools across the Pre-K-12 continuum are planning to embark on professional learning together, as the National Association of Secondary School Principals (NASSP) and the National Association of Elementary School Principals (NAESP) combine
principals of schools across the Pre-K-12 continuum are
planning to embark on professional
learning together, as the National Association of Secondary School
Principals (NASSP) and the National Association of Elementary School Principals (NAESP) combine
Principals (NASSP) and the National Association of Elementary School
Principals (NAESP) combine
Principals (NAESP) combine -LSB-...]
She provides dynamic professional development in the areas of Organizational Leadership Development, The
Principal Leadership Academy, The District Leadership Academy, Leaders Developing Leaders seminars, Data Driven Decision Making, Data Teams, Data Teams for Leaders, Accountability
Planning and System Development, Power Strategies for Effective Teaching, Writing to
Learn, Response to Intervention, Leadership Coaching and Development,
Principal and Leaders Evaluation Frameworks, and Common Core.
Job summary The Instructional Technology Teacher fulfills the mission of the Catholic school by working with the
principal to instruct,
plan, guide and evaluate the
learning process of students in...
It was the SEL
Planning Team that came up with the idea for a school - wide 4Rs class on Friday mornings, inspired by a similar approach at PS 307 (Brooklyn) and PS 62 (Bronx), whose
principals are also part of the
principals»
learning community.
As the school's chief instructional officer,
principal Jason McGlone met with Kimmie's teacher and together they formulated a technology - infused personalized
learning plan.
In the program, newly hired
principals complete a 1 - 2 year residency, with the support of a mentor
principal and a leadership coach, during which they complete a personalized
learning plan designed to help them master key school leadership competencies.
Reston, VA — For the first time, the nation's
principals of schools across the Pre-K-12 continuum are planning to embark on professional learning together, as the National Association of Secondary School Principals (NASSP) and the National Association of Elementary School Principals (NAESP) combine efforts to conduct the inaugural National Principals Conference (NPC) in summer 2017 in Phi
principals of schools across the Pre-K-12 continuum are
planning to embark on professional
learning together, as the National Association of Secondary School
Principals (NASSP) and the National Association of Elementary School Principals (NAESP) combine efforts to conduct the inaugural National Principals Conference (NPC) in summer 2017 in Phi
Principals (NASSP) and the National Association of Elementary School
Principals (NAESP) combine efforts to conduct the inaugural National Principals Conference (NPC) in summer 2017 in Phi
Principals (NAESP) combine efforts to conduct the inaugural National
Principals Conference (NPC) in summer 2017 in Phi
Principals Conference (NPC) in summer 2017 in Philadelphia.
What can
principals and teachers do now to
plan for the prevention of summer
learning loss and hit the ground running on the first day of school?
Students
planned and constructed
learning units with several teachers, and met with their
principal to press for changes in school rules and militaristic physical education practices.
The Work Group included teachers,
principals, superintendents, human resources representatives, a higher education representative, and representatives from professional organizations (Virginia Association of Elementary School Principals, Virginia Association of Secondary School Principals, Virginia Association of School Superintendents, Virginia Education Association, Virginia School Boards Association and the Virginia Parent Teacher Association), expert consultants (Dr. James Stronge, Heritage Professor of Educational Policy, Planning, and Leadership, The College of William and Mary; and Dr. Terry Dozier, Associate Professor, Teaching and Learning, and Director, Center for Teacher Leadership, Virginia Commonwealth University), and Department of Education
principals, superintendents, human resources representatives, a higher education representative, and representatives from professional organizations (Virginia Association of Elementary School
Principals, Virginia Association of Secondary School Principals, Virginia Association of School Superintendents, Virginia Education Association, Virginia School Boards Association and the Virginia Parent Teacher Association), expert consultants (Dr. James Stronge, Heritage Professor of Educational Policy, Planning, and Leadership, The College of William and Mary; and Dr. Terry Dozier, Associate Professor, Teaching and Learning, and Director, Center for Teacher Leadership, Virginia Commonwealth University), and Department of Education
Principals, Virginia Association of Secondary School
Principals, Virginia Association of School Superintendents, Virginia Education Association, Virginia School Boards Association and the Virginia Parent Teacher Association), expert consultants (Dr. James Stronge, Heritage Professor of Educational Policy, Planning, and Leadership, The College of William and Mary; and Dr. Terry Dozier, Associate Professor, Teaching and Learning, and Director, Center for Teacher Leadership, Virginia Commonwealth University), and Department of Education
Principals, Virginia Association of School Superintendents, Virginia Education Association, Virginia School Boards Association and the Virginia Parent Teacher Association), expert consultants (Dr. James Stronge, Heritage Professor of Educational Policy,
Planning, and Leadership, The College of William and Mary; and Dr. Terry Dozier, Associate Professor, Teaching and
Learning, and Director, Center for Teacher Leadership, Virginia Commonwealth University), and Department of Education personnel.
Blog # 10 — Tips for Building ECE into ESSA School Improvement
Plans by Chad Aldeman,
Principal at Bellwether Education Partners The Center on Enhancing Early
Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act
Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early
learning opportunities and challenges under the Every Student Succeeds Act
learning opportunities and challenges under the Every Student Succeeds Act (ESSA).
«the inclusion of student voice can be achieved in a variety of different methods that allow multiple opportunities for students to be included in the
planning and decision - making about their own
learning environment but that it will be the leadership of the
principal that ultimately determines which school - based decisions will be inclusive of student voice.»
● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of
principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school
principals through one - on - one meetings, coaching, modeling,
planning, and feedback ● Lead regular professional
learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school
principals to develop and implement action
plans based on academic results
These activities include coaching by education directors or
principals, organizing
learning communities, and arranging
planning time for teachers.
If you are
planning a SBIR NSF application feel free to reach out to our
Principal Investigator Jody Britten to
learn about how Metiri's network of schools and educational organizations might help support your research goals.
CAS President Dr. Rosie Vojtek chats with the new executive director of the Connecticut Association of Public School Superintendents (CAPSS) about the state's budget impasse; CAPSS» ambitious
plan for transforming CT's education system; the importance of high quality early
learning programs; how technology has revolutionized education; and, the ideal relationship between the superintendent and the building
principal.
Performance Management Common Core and Smarter Balanced Assessments; Engaging Math Achievement Strategies; Second Language Learner Considerations in the Common Core; Post-Secondary Readiness; Using Data to Inform Instruction; Acceleration
Learning Strategies for Students Below Grade Level; Best Leadership Academic Practices; School Turn - A-Round Best Practices; Coaching; Professional Development; Talent Development; Succession
Planning;
Principal Evaluations; Teacher Evaluations: Incentive Bonuses and Instructional Leadership.
Working closely with
principals, central office staff and the School Board, Dr. McLaughlin is responsible for the implementation of the division's strategic
plan and for the development of contemporary
learning initiatives that support its project - based instructional model.
™
Learning and Performance Experience along with their
principals to
plan and align their efforts to support and develop teachers.