Sentences with phrase «principals on student learning»

Researchers continue to struggle with how best to measure the impact of principals on student learning, something we are always grappling with.

In a recent article, Greg Branch, Steve Rivkin, and I use a variety of statistical approaches to isolate the impacts of a principal on student learning.

Not exact matches

«Other training includes evaluators and principals workshop on evaluating and student learning; evaluating and tracking student; workshop on coordination, monitoring and reporting and impact assessment on training of inclusive education teachers on Braille and sign language.»

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.

However, Fairfax County school principals are reluctant to let their students leave school buildings, because they want teachers to concentrate first on Virginia?s Standards of Learning (SoL) tests.

05, principal of KIPP Ascend, a charter school in Chicago, are just as important as academics, which is why all 66 KIPP schools across the country operate on longer days — her school from 7:25 a.m. until 5 p.m. «Expanded learning time provides more time for students to work on academic skills, but also other skills that are as equally important to develop their sense of self — the arts or a language, for instance,» she says.

Nine of ten principals in schools that offer service - learning say it has a positive impact on students» civic engagement, personal and social development, and school - community partnerships.

To accomplish this task, she remains focused on ensuring that every school has strong principals who support effective teaching and personalized learning for every student.

However, BRAVO principals are responsible for extending the vision far beyond a minimum standard for school or campus success; we must focus on successful learning experiences for every student on the campus.

In PISA 2015 principals were asked to report on five student - related behaviours which are hindering learning.

Many principals spend so much time on strictly administrative tasks that they lose touch with teachers and students and with the learning thats actually happening in the classroom.

«The Queensland Government is committed to ensuring state schools are equipped with high quality admin and support staff so that principals and teachers can focus on maximising student learning outcomes,» Jones said.

Principals praised their positive influence on student learning and school climate.

«We know that great teaching has the biggest impact on the learning lives of students, after that it's the school principal and their leadership teams.»

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

Influences that Derail Student Learning TribLive, 4/12/13 «Richard Weissbourd, a lecturer in education at the Harvard Graduate School of Education, is showing — through research in a range of classrooms — how teachers, principals, school boards and legislators can rescue such kids from dead - end lives before they give up on schools.»

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

At Project Zero, he was principal investigator on projects that study the use of reflective practices in schools, the close examination of student work, and documentation of learning.

Commenting on the results of its school surveys, the World Bank says: «With regard to instruction, 99 percent of the principals have a good grasp of pedagogical theories including student learning behaviours, teachers» pedagogical role, and the knowledge construction process.»

The results presented so far rely on indirect measures of principal impact, namely, student learning gains during a principal's tenure in a school.

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.

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.

While there is considerable anecdotal evidence that principals are important — including various movies about the charismatic principal or the bumbling bureaucrat, there has been very little systematic evidence about the magnitude of differences among principals or about their impact on student learning.

Arnup and Bowles also highlight data from the OECD's Teaching and Learning International Survey (TALIS)-- focusing on lower secondary school teachers and their principals — suggesting «the majority of teachers are satisfied with their jobs, but teaching classrooms with a high proportion of challenging students is associated with lower levels of job satisfaction (OECD, 2014)».

Principal Cheryl Hibbeln only wants staff who are committed to the career academy model, which bridges academics and technical job skills through hands - on, project - based learning that allows students to practice what they're learning in a real workplace.

«Getting out of the office and seeing what's going on in the school is very important to the welfare of everybody — the students, the parents, and the staff,» said Dee Anna Manitzas, principal at the Accelerated Learning Middle School, in San Antonio.

Two notions about teacher evaluation have the ring of truth: It's important for principals to get into classrooms and observe, and teachers should be evaluated on how much their students learn.

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

Teachers, bureaucrats and principals must sustain their commitment to actively contribute to the critique and reconstruction of teacher preparation, and be central to, course design and accreditation, the delivery of the course and the assessment of impact of programs on student learning.

North Carolina assistant principal Justin Marckel wrote that providing different access points to learning «stretches a student's depth of knowledge on a concept or skill.»

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.

Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback on teacher effectiveness in the classroom.»

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.

Walk - Throughs Are On the Move Principals use walk - through observations to engage teachers in conversations about student learning.

Despite the smaller (i.e., than for teachers and teaching), yet still significant measured effects on student learning for school - based factors beyond the classroom — Hattie has calculated an effect size of 0.39 for principals / school leaders [3]-- research evidence has confirmed that «school leaders can play major roles in creating the conditions in which teachers can teach effectively and students can learn».

See how Fort Wayne Community Schools established a core leadership team of principals and district leaders who are key to ensuring all schools are grounded in adult learning designs that result in a positive impact on students.

Included in Education Week's lineup of print editions are three high - profile annual reports — Quality Counts, Technology Counts, and Leaders To Learn From — and a mix of popular reports on such subjects as literacy instruction, personalized learning, student assessment, school principals, and teacher professional development.

Texas also did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning [1].

Teachers received a single - page handout on the seven qualities of effective schools: nuggets such as «the climate of an effective school is NOT OPPRESSIVE,» «the principal acts as an instructional leader,» and effective schools offer the «opportunity to learn and student time on task.»

Provide principals and teachers with professional development opportunities focused on how to optimize each student's learning based on the results of instructionally supportive assessments.

-- 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?

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.

The new law requires at least half of a teacher's evaluation to be based on student learning gains instead of determined solely by principal or peer review.

During a recently completed seven year tenure as a secondary school principal, Ms. Botzojorns improved student learning and school culture with results at or near the top on state metrics.

State policymakers and school district leaders must commit sufficient resources if they want principal preparation to make a significant impact on teaching and student learning.

At Santa Ana's Santiago Elementary School, principal Debra Prieto said the district's emphasis on project - based learning has energized both students and teachers.

Until recently, Texas did not have a recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning (Liethwood, Louis, Anderson, & Walhstrom, 2004).

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?

In urban schools learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper elementary grades), everything students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as students, survive one day at a time.

Centering on blended learning modalities used in iZone schools, this video provides a look at blended learning through the eyes of iZone principals, teachers, and students.