Sentences with phrase «principals working in the district»

Beginning in the late 1980s, JCPS has developed a leadership development program tailored to the needs of principals working in the district.

AALA, the union which represents district administrators, posted an article in its weekly newsletter pointing out what it says is a low level of assistant principals working in the district.

Not exact matches

It is extremely common in school districts — once a Mormon gets into the principal or superintendent position, it is very difficult to get hired - in or promoted if you're «lucky enough» to already be working in such a school.

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.

Working with these schools, districts, and principals, and in keeping this a hot topic, we feel we are on the road to finding a permanent solution.

«We really wanted to work hard in reducing that debt,» said Eric McFee, principal of Cape Coral High School in Lee County, the Florida district where the cheese sandwiches are providing a quick fix.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

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 anDistrict 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy andistrict committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy andistrict philosophy and goals.

The recent ham and cheese sandwich assembly line recently unfolding in a first grade classroom at this District 36 elementary school reflects the school's four Peace Power principles — recognize, stop put - downs, work together and make peace, said Principal Julie Pfeffer.

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.»

She worked as a bilingual teacher and served as principal of IS 218 in Washington Heights, and was later named superintendent of School District 8 in the Bronx, which includes some of the city's poorest neighborhoods.

Mazzetti, a first - time candidate, is an assistant principal in the Poughkeepsie City School District, a position which brings experience in budgeting, infrastructure and staff management, and working with a variety of stakeholder groups towards a common goal.

The state education department still is in the process of advising districts how the moratorium will work in their evaluation systems, but generally the locally negotiated, state - approved assessments will be used instead of the state test scores in teacher and principal evaluations.

«By building capacity among the school districts, instead of working in isolation, we're finding more resources to bring to our kids, resources we've lacked,» said Tracy Spagnolo, initiative representative with West Seneca schools and principal at Winchester Elementary School.

After seven years of teaching K - 12 Health Education in Rochester, NY, Mr. Zeman earned his school district administrative degree (SDA) from the Massachusetts College of Liberal Arts and worked as an assistant principal in Greece Central School District, NY, before returning to State College with his family to direct Science Odistrict administrative degree (SDA) from the Massachusetts College of Liberal Arts and worked as an assistant principal in Greece Central School District, NY, before returning to State College with his family to direct Science ODistrict, NY, before returning to State College with his family to direct Science Outreach.

During my 17 years as a high school principal I have worked in districts that were rural economically disadvantaged as well as affluent suburban.

If it's practical, you might ask your principal if you could sit in on district level committee meetings to learn more about this important work.

The USP is a rigorous course of study designed for professionals who have worked innovatively and effectively in metropolitan school districts as teachers, school principals, or central office administrators.

According to Mindee O'Cummings, principal researcher and the lead for AIR's dropout prevention work (who did not personally participate in the Massachusetts research), two different districts in Ohio that looked deeper at the root causes found surprising information that helped them make significant improvements in their approach to their communities.

USP is a rigorous course of study designed for professionals who have worked in metropolitan school districts as teacher - leaders, school principals, or central office administrators.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

Once a fourth - grade teacher, I recently began my work as an elementary assistant principal in another district.

Aleman says that, in her 15 years working for the district, the majority of HISD principals who attend PPE institutes go on to lead successful and exemplary schools.

At S&S Middle School in Sadler, Texas, Lee Yeager works with other principals and a local radio station to recognize a district - wide Teacher of the Month.

«I'll take home a greater sense of the work that needs to be done in the district but now I have a greater ability,» said Furlinda Travis, assistant principal.

When it comes to professional development, the Houston Independent School District (HISD) educators find strength in numbers, especially for principals who often work alone with little time for reflection.

Elmore's efforts to change this began during his work in a New York City school district, where professional development for principals included spending time every day inside classrooms to re-familiarize themselves with the teaching environment.

The majority of SLP students see themselves working as principals or other educational leadership roles in schools or organizations — many in high - need districts.

Inasmuch as private sector, nonprofit, and governmental managers outside of K - 12 schooling face many of these same challenges in their work, there is no reason why talented individuals from these sectors should not also be considered for positions as school principals and district administrators.

Editor's Note: Former principal Hae - Sin Kim moved on from the ASCEND School in 2004 to spend several years working with the Oakland Unified School District's New School Development Group.

«What a principal would wish for in my daughter's school in our nice suburb would be so different from what a principal in the urban district where I work would wish for,» said Lyn McCarty, a special education administrator in an urban California public school district.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

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.

Today, Jason Bednar is principal at Owen Elementary School, Naperville, Illinois, but once upon a time he was a second grader, one of the lucky students in Mrs. (Janet) Hincks» class at Indian Plaines Elementary School, which happens to be a school on the other side of the district where Bednar works today.

Two other districts, Tulsa and Washington, D.C., have already made significant progress in reforming the role of their principal supervisors and have joined the initiative to inform the work of the others.

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 worked as a teacher, principal, and district - level administrator in Orange, Seminole, and Osceola counties before becoming superintendent of schools in Tustin, California.

Between 2004 and 2009, Cerf was Deputy Chancellor of the New York City Department of Education where he led organizational strategy, innovation, labor relations, and all matters pertaining to recruiting, supporting, developing, and evaluating the nearly 80,000 teachers and 1,450 principals who work in the nation's largest school district.

During the recent 2012 - 2013 APPR Conference held in Albany, 200 educators heard a panel representing school districts from around New York State share reflections on their experience in developing a working APPR agreement for teachers and principals.

Institutes offer district leaders, technology directors, principals, librarians, and teacher leaders opportunities to build a network of peers who work together to solve problems, share feedback, and offer practical support and training, regardless of where a district is in the journey to become future ready.

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.

Principals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their lPrincipals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their lprincipals, and teachers in their schools are more confident in their leadership.

Under conditions of rapid principal turnover, districts need to encourage incoming principals to understand and respect the school - improvement work in which staff members have previously been engaged.

In addition to human resources, Marriott serves as the school district's safety officer, working closely with school principals, staff members, first responders and municipal partners on all aspects of school safety.

This podcast is designed for superintendents and school district leaders who have responsibility for providing principal evaluation and support and will feature several of the most popular tools that have been created to support district leaders in the work of developing principal instructional leadership.

Districts should work with school principals to help expand the range of highquality data available to schools in order to more fully encompass the range of variables implicated in schools «problem - solving efforts.

This guarantee, developed in partnership with the Center for Educational Leadership, offers side - by - side coaching and other professional development work at no cost to the district or the graduate, if the new principal or district leaders notice that he or she is not demonstrating the exit standards in certain key competency areas.

Work with the District: Serve, along with the principal, as the point of contact for the district captain and participate in district meetings and tDistrict: Serve, along with the principal, as the point of contact for the district captain and participate in district meetings and tdistrict captain and participate in district meetings and tdistrict meetings and trainings

Of course, the greater the attention to teachers and principals, the less notice has been taken of the many other adults who work in schools and districts: nurses, librarians, instructional coaches, principal supervisors, social workers, guidance counselors, human resource directors, bus drivers, and the list goes on.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.