Sentences with phrase «professional of the district leadership»

I thought it less professional of the district leadership to call her «angry» publicly.

Not exact matches

The early years of NEA - AFT competition brought thousands of districts under union control, with the NEA winning the lion's share and maintaining its position of leadership - but now as a union rather than a professional association.

Beyond my duties in the classroom, I also serve as a member of our district leadership team and facilitate professional development in science for grades K - 12 through the Humboldt County Office of Education.

Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.

Still, as faculty chair of HISL, Peterkin knew that the weeklong institute — a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsdistrict leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educatorsDistrict educators needed.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Developing a more comprehensive source of information about barriers to attracting good candidates and about ways in which school districts, professional associations, and institutions of higher education can contribute to ensuring that these candidates are prepared and ready to move into leadership positions is an investment that would pay high dividends to our public schools and the children they serve.»

Counselors and other educational specialists such as academic coaches, CST professionals, librarians / media specialists, paraprofessionals, athletic trainers, health workers and counselors, etc. who do not have a class roster, may set SGOs at the discretion of local district leadership.

Accreditation also measures different aspects of a district or school, in addition to student performance, such as parent communication and participation, improvement plans, leadership effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.

She has served as the Chief Academic Officer for the District of Columbia Public Schools as well as the Deputy Chief for the Office of Teaching and Learning, providing leadership for PK - 12 education by managing the offices of Curriculum and Instruction, Professional Development, Early Childhood Education, College and Career Readiness, Youth Engagement, Bilingual Education, Out of School Time, School Counseling, Educational Technology, Gifted and Talented, and Library Media Services.

It was a long time coming: Jill Hall - Freeman, the district's executive director of leadership and professional development, had spent a year orchestrating an exhaustive self - assessment required by the reviewing agency before the group arrived.

CEL is supporting Seattle's commitment through two integrated leadership initiatives: the development of professional learning communities for all district principals, and support of the executive team of Seattle's Chief Academic Officer.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

District support for shared leadership fosters the development of professional communities.

District leaders in higher - performing settings invested in the development of common professional learning experiences for principals, focused on district expectations for instructional leadership and adminisDistrict leaders in higher - performing settings invested in the development of common professional learning experiences for principals, focused on district expectations for instructional leadership and adminisdistrict expectations for instructional leadership and administration.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

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.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accounDistricts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accoundistricts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.

His expertise is in the areas of systems thinking; shared leadership; strategic planning; data collection, measurement, information, and analysis; customer service; and aligning school districts as professional learning communities.

In this system of teacher leadership, district - based coaches and / or school - based teacher leaders facilitated the professional development.

Dr. Wisniewski is a former research and consulting director at McREL International, and frequently works with teachers and school and district leaders on multitiered systems of support, professional learning, literacy, culturally responsive instruction, and social emotional learning to enhance leadership, teaching, and student equity outcomes.

Lovelyn, a California Teacher of the Year, recognized the need to support schools in meeting this higher bar and has worked with E4E colleagues and district leadership to invest in capacity - building, parent engagement and professional development for schools in South Los Angeles.

While all these principles are important, «continuous assistance» has been a primary focus of the district leadership team — providing ongoing support for professional learning at all levels.

Prior to joining CTAC, Dr. Sharp was the Assistant Superintendent at the Avon Grove School District (PA) and was responsible for curriculum and instruction, professional development, strategic planning, leadership development, grant writing and oversight, and supervision of elementary and secondary education programs.

Create a culture of respect for all employees through recruiting, retaining, and providing professional development, while building the district's leadership capacity.

The crisis in leadership can begin to be solved by schools and districts spending more time on the right kind of professional development for leaders.

Her areas of expertise include leading district - wide strategic planning processes, curriculum audits, curriculum development, assessment systems, leadership development, and professional development initiatives.

Project RED helps you navigate the path, from working with district leadership on professional learning opportunities to developing effective classroom strategies, to make the most of technology for your students.

To meet the goal of supporting school - based administrators and teacher leaders in their instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.

The report — which is based on a survey of 1,300 professionals who entered a broad range of education leadership jobs beyond the school building — finds that many education organizations, including school districts and charter management organizations, are willing to offer significant management opportunities to young leaders that are on par with, and often exceed, those in the private sector.

Any successful and sustainable SEL program should include strong district leadership and communication, systematic integration of SEL throughout the district, comprehensive professional development, and quality assessments and instruction.

In the Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional learning.

In the La Joya school district, for example, under the leadership of Superintendent Dr. Alda Benavides, we at IDRA have had the opportunity to help teachers create a professional learning community with mentoring and coaching in the classroom.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Within her own district, she has co-founded JCPSForward, a program with the idea of teacher leadership impacting student achievement and teacher - to - teacher professional learning.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Steve is a National presenter in the areas of leadership, coaching, classroom pedagogy, data dialogue, Professional Learning Communities, district transformation and systems alignment.

An affiliation that harnesses the experience of search professionals who bring proven track records of placements that last, bringing sustained and quality leadership to your district.

• How one principal achieved distributed data - leadership in her school • How one district built a culture of meaningful data use • Professional development offerings customized to meet YOUR data - literacy needs

Recognizing that effective schools must have strength and leadership among the teaching team, Blake works tirelessly with large districts — most recently Grant Public Schools, Swan Valley Elementary Schools, and Richfield Public School Academy — to develop these teams of professionals with a laser - beam focus on instruction and student engagement.

Bj STONE works with a variety of state and local agencies to facilitate learning professional development for teachers, principals, district administrators and leadership teams in the areas of Balanced Leadership, Classroom Instruction that Works strategies, vocabulary instruction, guaranteed and viable curriculum, and assessment design.

Title II was carefully written to encourage districts to use effective strategies, drawing on some of the best current research about the kinds of preparation and professional development that are most effective for improving teaching and school leadership.

Through meaningful professional development, on - site technical assistance, and leadership training for school, district, and community liaisons, each school develops a systemic approach that will increase their graduation rate well beyond the scope of this program.

Chad has also taught within the charter school leadership cohort for Loyola Marymount University's School of Education administrative credentialing program, and has lead professional development in Los Angeles Unified School District, within the Southern California AVID community, and within the Teach for America organization.

The district is investing heavily in professional development to build the capacity of school leadership, instructional coaches, and teachers to identify, interpret, and implement the significant pedagogical shifts the mBolden model requires.

Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Vivian Troen and Katherine Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally.

The focus of this paper is on two broad categories largely under the control of individual districts and schools — opportunities for ongoing professional learning, feedback and collaboration, and opportunities for differentiated teacher roles and leadership that facilitate career advancement and address teacher and student needs.

The goal of METL will be to assist Missouri school districts in understanding how to plan for the use and successful implementation of information technology to improve student learning, advocate for educational technology needs, and promote the development of leadership skills for educational technology professionals.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12