Sentences with phrase «principals focus on instruction»

Our central office team has worked hard to help principals focus on instruction even as their job gets ever more complex.

Not exact matches

Focusing on video - based instructions, we tested certain video - based course design principals to find out how they affect adult learners» satisfaction with eLearning.

Alvarado believed principals should be focused on instruction and should be regularly observing classes.

«It used to be that instruction focused on addition, subtraction, multiplication, and division,» says Heigham, who has also served as a math coach and school principal.

Making time for a focus on instruction is very difficult, said Joy Hood, a coach with a principal leadership program in Denver.

Several principals who use PBIS told Education World that they were elated to see that when student behavior improved under the system and teachers had more time to focus on instruction, academic performance shot up as well.

It's not unusual for schools in Shanghai to appoint one principal specifically to focus on improving classroom instruction.

A Lesson for Principals: Put Instruction First «Making time for a focus on instruction is very difficult,» said Joy Hood, a coach with a principal leadership programInstruction First «Making time for a focus on instruction is very difficult,» said Joy Hood, a coach with a principal leadership programinstruction is very difficult,» said Joy Hood, a coach with a principal leadership program in Denver.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

This finding is quite remarkable: It suggests that district policies and practices focused on instruction are sufficiently powerful that they can be felt by teachers as an animating force behind strong, focused leadership by principals.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school principals.

The Marzano Causal Teacher Evaluation Model has been chosen by Washington's Superintendent of Public Instruction and Washington's Teacher / Principal Evaluation Pilot as one of three preferred evaluation models, not least because the focus of the model is squarely on teacher development and increased student achievement.

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.

For example, studies of how teachers use their time during instruction have not focused on actions principals take to monitor or set expectations for the delivery of high quality instruction.123 One purpose of our study is to clarify the concept, at least in some measure.

While the characteristics of the school and its student population, taken together, have a strong association with principals «instructional leadership, the measure of District focus on instruction has a significant regression coefficient.

District focus on instruction and principals» instructional leadership.

We also investigated the relationship between district focus on instruction and principals «selfassessments of their expertise in providing instructional support to teachers.

We conducted a regression of the Principal Instructional Leadership measure on the principals «responses to items in the District Focus on Instruction scale, including building characteristics (size and level), student characteristics (% minority and % FRP) as control variables in the model.

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.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

A 2017 report found most principal certification programs «do not provide comprehensive instruction focused on children prior to kindergarten.»

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.

Rather, it is a story about leadership that combines a firm belief in each child's potential with an unrelenting focus on improving instruction - and a conviction that principals can't go it alone.

Effective principals create an environment that includes basics, such as safety and orderliness, as well as less - tangible qualities: a supportive, responsive attitude toward students and teachers feeling that they are part of a community of professionals focused on good instruction.

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.

More research is surely called for, but our suspicion is that the finding is a lesson about expertise: Districts need to make sure not only that principals have time to focus on instruction but also the skills to use that extra time well, that is, the expertise to help teachers improve.

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 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.

The typical teacher evaluation in public education consists of a single, fleeting classroom visit by a principal or other building administrator untrained in evaluation who wields a checklist of classroom conditions and teacher behaviors that often don't focus directly on the quality of instruction.

Snitily helps provide time for principals to focus on instruction and share their learning with peers.

The SAM process is designed to free up principals» time so they can focus on improving instruction in classrooms.

«Specifically, when faced with increased accountability pressure, schools appear to focus on low - performing students, lengthen the amount of time devoted to instruction, adopt different ways of organizing the day and learning environment of the students and teachers, increase resources available to teachers, and decrease principal control,» the study said.

New principals need to have a strong focus on instruction and a drive to improve their skillset.

District officials say they will provide extra security for schools like Jenner as well as administrative support at both closing and receiving schools so principals can remain focused on instruction.

Ranking colleges of education will have little effect — changing principal education in ways that accentuate a focus on learning, curricular analysis and classroom instruction offer significant promise.

One key step was to redesign their monthly principals» meetings to focus on instruction.

But because city schools often have multiple assistant principals, with different people focusing on instruction and operations, applying a single set of criteria to their evaluations could be complicated.

Districtwide meetings of all principals and central office staff are a big investment and focusing on instruction offers the best returns.

In the past few weeks Inglewood has gained an assistant principal to help handle discipline problems, giving teachers more time to focus on teaching, and a full time interventionist to provide extra instruction for students with learning and behavior needs.

When Mayor Rahm's appointed school board privatized custodial work at CPS in 2014, Tim Cawley, CPS» chief administrative officer at the time said the deal was, «truly a win, win, win,» He said it would save CPS millions of dollars, free up principals to focus on instruction and result in cleaner schools.

I spoke with the principals assembled by NAESP about their hopes for the implications for the new law, and the conversation touched on topics as wide - ranging as funding equity, fair pay for teachers, and supports for English - language learners, as well as the concept of more uninterrupted time to focus on instruction that Campbell, who is a former principal, asserts is currently missing from most school days.

Jerenze Campbell, reporting from his viewpoint as a principal coach in Maryland's Prince George's County Public Schools, describes the constant barrage of new initiatives — and the endless meetings and trainings that come along with them — that have resulted in less time to focus on students and classroom instruction.

In addition to offering extensive, high - quality learning opportunities focused on curriculum and instruction, the programs typically offered supports in the form of mentoring, participation in principals» networks and study groups, collegial school visits, and peer coaching.

This process led to a culture of reciprocal feedback among teachers and principals with a focus on data and the impact of instruction.

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.

Principals and school leaders within each network focus on sharing best practices about instruction, teacher development and programs that drive student achievement.

In my last post, I described a professional learning experience (dubbed Principals Curriculum and Instruction or PCI) that our district is providing to our school principals focused on achieving the following three pursuitsPrincipals Curriculum and Instruction or PCI) that our district is providing to our school principals focused on achieving the following three pursuitsprincipals focused on achieving the following three pursuits Read more

Foundations focuses on specific skills and competencies crucial to the principal supervisor role, including leading for instruction, developing principals through coaching, and leading effective professional learning.

The conditions making the greatest positive contribution to the principals «sense of efficacy were, in order, a District - wide focus on student achievement and instruction, Job - embedded professional development for teachers, Investment in both school - and district - level instructional leadership, and District personnel policies.