Sentences with phrase «principals work with teachers»

Because principals work with teachers, parents, and superintendents, they must be able to develop positive working relationships with them.

Whether it is my work with our school principals, our school principals work with our teachers or our teachers work with our students, we want people to buy - in to being part of something bigger, and not just do the minimum to feel they have completed a task.

Principal magazine: In what ways can principals work with teachers to effectively assess the teaching and learning that is occurring in their schools?

District leaders need to find ways to help secondary and elementary school principals work with teachers in order to improve.

Not exact matches

We would like to do it in more schools, and we're working with principals and teachers to get that going.

Similarly, I once met a dynamic culinary arts teacher in my district, Kellie Karavias, who worked with the principal at her former school to completely integrate health and nutrition programs throughout the day, including the building of an in - school, instructional kitchen, «Five a Day Fridays» where children bought fresh fruit and vegetables from a cart each week, and an after - school program that offered counseling and exercise to obese children and their families.

If your child's attempts to end the bullying fail to work, and the bullying continues, it's time to call the school and ask for a meeting with the principal and / or the teacher.

Work with the teachers and the school principal as a team, and your child will be back in step in no time.

Officials will be working with parents, teachers and principals through focus groups to gain feedback on how the school day should be structured.

As Director of Curriculum for District 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy and goals.

Hear from your peers that have worked with principals, teachers, parents, and custodial staff to foster a positive environment for a successful implementation.

«Successful meal programs have made continuous innovation and collaboration with students their guiding principles, and they've worked to improve not just cafeteria menus but what schoolchildren are taught about food, with help from principals, teachers, and parents.»

If you do find out that your child does not want to go to school because he is being bullied, let his teacher and principal know what is going on, and work side by side with them to make sure the bullying stops.

Madeleine emphasized the importance of collaboration and communication; addressing barriers with teachers and principals who express resistance to in - classroom breakfast, and using the facts about breakfast — it improves test scores, and can be implemented with minimal additional work for everyone involved — to create support for the program.

Speaking in the same vein, the Principal Secretary of NUT in the state, Mr. Mohammed Abdulahi, said teachers would not resume work, adding that the state government did not show sincerity with the payment of half salary.

Cash noted through the bargain, the district is «working in close partnership with our teachers and principals to build a solid track to run on to more rapidly grow student proficiency and overall achievement well into the future.»

... It's up to each principal who works with their health teacher to decide on their own what type of curriculum best suits their students,» Ms. Feinberg said.

This limbo was largely the result of a deal that the Bloomberg administration struck with the teachers» union to give principals more control over who worked in their schools.

If elected, Mr. Salamanca would be a strong advocate for public education and would actively work with principals and teachers to identify additional resources, and help increase parent involvement in and out of the classroom.

An eighth - grader in Toronto was sent to the principal after a teacher called her natural hair «too poofy» and «unprofessional,» and said that «no one would hire her with hair like that» and if «she were working in a store, no one would buy anything from her.»

Working with inspirational teachers and principal is at the heart of it all.»

Sheila Guidry, with the Louisiana Department of Education, says the principals gain more - strategic approaches to making change: They learn how to use data, work in teams, and foster communication between administrators, teachers, parents, and the community.

Despite Bad Grades, Many Boston Teachers Stay In Class WBUR, May 25, 2011» «The amount of work that a principal has to do with data and other evidence of lack of performance and meeting standards can take hours and hours of time,» [Professor Thomas] Payzant says.»

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

They saw their principal and a former teacher who now works with technology at the school district level, as well as three others they didn't know — one of those three being me.

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.»

«While one principal is at a district meeting, the other is able to observe classroom teachers, conference with parents, and work with students having behavior problems.

Jose Luis Navarro, a principal and former California Teacher of the Year, shares his struggles and successes working with disadvantaged students in Los Angeles.

«When I look at résumés, I'm envisioning teachers who have coached before, or taught special education, because they're used to working one on one with students and building relationships,» says Todd Yarch, VOISE Academy High School's newly hired principal and a former teacher at several Chicago high schools.

George Washington Carver principal Allegra Alessandri, who worked for private Waldorf schools for 20 years, says they're adapting looping so that each student will have the same homeroom teacher for four years to create a lasting bond with that individual.

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 most compelling reason that I would choose to be a principal again is to be able to work with teachers who feel they can make a difference and to work with kids who love to learn,» says Gary Cardwell.

Often a retired school administrator, the role of the SAM is to do everything possible to maximize the amount of time principals get to spend working with students and teachers to improve instruction and learning.

Lead Teacher ICT Tim Butt also worked with the Assistant Principal to create a «Get Your Child Ready for School» fridge poster summarising information from the Royal Children's» Hospital, Melbourne on evidence - based approaches.

«We should always acknowledge that Australia has a high performing education system by world standards with hard working principals, teachers and good school communities,» Minister Birmingham told ABC Radio.

We have a teacher with a relative who works at Jones NY, Harrity principal Pamela Watson told Education World.

We want principals in classrooms working with teachers and students.

We will also work with our national bodies, ACARA and AITSL to build strong and informed learning frameworks that will assist schools, principals and teachers in bring our schools into the digital (Mars!)

Associate Professor Meira Levinson is working with teachers and principals in a number of Boston public schools to identify and help them reflect about dilemmas of justice that arise in school.

I work as a coach with leaders — principals, central office administrators, and teacher leaders.

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 principal now plans to address this by having teachers create better classroom routines around organization and working with parents to implement these techniques at home.

Besides gaining access to district buildings, these schools also tend to attract principals and teachers who like the idea of working more closely with districts and being part of systemic reform.

This prohibits collaboration between Rose's new effort and NYC's School of One — and means his endeavor would proceed without any communication with DOE» School of One team members, principals, or teachers, and would prohibit them from working with Joel as they pursue i3 implementation.

City has served as a teacher, instructional coach, principal, and consultant, in each role focused on helping all children, and the educators who work with them, realize their full potential.

In these surveys, we asked principals to evaluate their teachers along a variety of dimensions, including dedication and work ethic, organization, classroom management, parent satisfaction, positive relationship with administrators, student satisfaction, role model value for students, and ability to raise math and reading achievement.

Over the years, she has tried to talk to the principal and her son's teachers, but it always felt as though no one was listening to her concerns or willing to work with her to address them.

candidate Jordy Sparks, a principal and former teacher in Charlotte - Mecklenberg, North Carolina, who has been working with Cherry Rice on the Parachute project.

Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.