This requirement could be fulfilled by
promoting leadership education that the state or national association offers.
Not exact matches
The mission of PRME is to transform management
education, research and thought
leadership globally by providing a framework, developing learning communities and
promoting awareness about the SDGs.
Specific activities like focus on enhancing
leadership skills of women,
promoting thrift and credit groups as well as health,
education and economic activities also have contributed largely to women empowerment.
Over the past 31 years, the EcoFarm Conference and
education programs have reached more than 75,000 participants, supporting grassroots
leadership and regional solutions to increase and
promote healthy, ecologically - sustainable farms and food systems.
A private, non-profit organization founded in 1958, NASBE works to strengthen state
leadership in educational policymaking,
promote excellence in the
education of all students, advocate equality of access to educational opportunity, and assure continued citizen support for public
education.
Promote optimal food habits and nutritional status of the population with special emphasis on children through direction and
leadership for quality practice,
education, and research.
Or Lord Adonis, whose views on
education and transport (the two ministries in which he has served) chime with the Conservative
leadership (just today he was
promoting high speed rail in The Times).
The President commended the traditional ruler for what he described as his simple, disciplined and modern
leadership style, which he has translated into remarkable developmental strides by
promoting the values of good
education, harmonious living, tolerance for divergence and the power of collective, progressive investments.
According to the President, the Emir's
leadership style has translated into remarkable development strides by
promoting the values of good
education, harmonious living, tolerance for divergence and the power of collective, progressive investments.
Cynthia Herriott, Vice President of Public Policy, American Association of University Women of New York State, said, «The American Association of University Women of New York State, continues to play a critical
leadership role in
promoting equity and
education for women and girls.
«The
education policies coming from the
leadership of both major parties in the recent state budget — from underfunding public schools and
promoting charter schools to modifying but not ending the high - stakes testing regime — are pro-privatization and anti-public schools.
Under DiChristina's
leadership, Scientific American is committed to
promoting STEM
education and wider engagement of the public with science.
FOCUS on Health &
Leadership for Women (FOCUS) has been an active program at the Perelman School since the 1990s, working to support the advancement and
leadership of women in academic medicine and to
promote education and research in women's health and women's careers.
National Heart, Lung, and Blood Institute (NHLBI)-- Est. 1948 The National Heart, Lung, and Blood Institute (NHLBI) provides global
leadership for a research, training, and
education program to
promote the prevention and treatment of heart, lung, and blood diseases and enhance the health of all individuals so that they can live longer and more fulfilling lives.
Dr. Bullock is also the Founding Director and Principal Consultant of the International Science &
Education Alliance, an organization devoted to exceptional research, program evaluation, assessment design, strategic planning and capacity building to support equity, programmatic diversity and scientific integrity, and
promote effective
leadership, decision - making and social change.
Washington, DC About Blog SOPHE provides global
leadership to the profession of health
education and health promotion and to
promote the health of society.
Ken is currently researching advanced techniques for business
education at Ingersoll Rand, leveraging games and learning technologies to
promote innovation and
leadership.
The foundation is committed to providing intellectual and financial
leadership in the effort to
promote and strengthen liberal
education.
The organization cited McCartney as this year's recipient in honor of her many contributions to advancing
leadership opportunities for women, ongoing commitment to
promoting diversity, and outstanding accomplishments in the field of child development and early
education.
One important goal included building
leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and
education strategies to
promote high student achievement; reflecting on the effects of race, class, and culture within the district.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of
education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the Institute of
Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of
Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London; Reducing within - school variation and the role of middle
leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief
education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science
education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of
education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the University of Manchester and co-director of the Centre for Equity in
Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, Kirstin Kerr, lecturer in
education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school:
Promoting opportunities for all young people in a locality by Ann Hodgson, professor of
education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education and director of the Learning for London @IOE Research Centre, Institute of
Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London and Ken Spours, professor or
education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education and co-director of the Centre for Post-14 Research and Innovation at the Institute of
Education, University o
Education, University of London.
The International
Education Policy Program graduate has a rich history of working in entrepreneurial
leadership roles that
promote international educational experiences.
The seminar —
promoted through a collaboration between HGSE and the Center for Public Policy and Educational Evaluation (Centro de Políticas Públicas e Avaliação da Educação, or CAEd) of the Federal University of Juiz de Fora in Brazil — focused on
education reform, specifically U.S. efforts to develop 21st - century skills through teacher
education,
leadership development, and the definition of standards for teachers and school leaders.
The report recommends various measures to help close the achievement gap, including: more investment in early years
education; ensuring all schools have access to good examples of top quality teaching and
leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and
promoting and measuring character development, wellbeing and mental health in schools.
The State Educational Technology Directors Association, a national organization that
promotes leadership in technology to support lifelong learning, and several state
education agencies have provided Apple with the K - 12 content.
When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school
leadership, and to
promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality
education regardless of the school they attend.
As part of the Advanced
Leadership Initiative, an interfaculty initiative that brings together accomplished leaders interested in complex social challenges such as
education, health, environment, and poverty, the conference will consider how social entrepreneurs can help fill
leadership gaps to support educational institutions that
promote children and youth to develop the skills and dispositions necessary to get along and live...
Category: Africa, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Gender Equality, Maternal Health, Millennium Development Goals, NGO, Private Institution, Public Institution, Universal
Education, Voluntary Association, Your experiences, Your ideas · Tags: adult education, Bukavu, challenges, conflict, conflict resolution skills, Congo, Democratic Republic of Congo, drama workshops, Egypt, ethnics, future, HIV, leadership, MONUSCO, non-formal peace education, PCR, peace, Peace and Conflict Resolution, peaceful, peer education, promoting peace, psychological support, Samuel M. Muderhwa, School Day of Non-violence and Peace, UK, UN, UN-Peace-Keepers, United Nat
Education, Voluntary Association, Your experiences, Your ideas · Tags: adult
education, Bukavu, challenges, conflict, conflict resolution skills, Congo, Democratic Republic of Congo, drama workshops, Egypt, ethnics, future, HIV, leadership, MONUSCO, non-formal peace education, PCR, peace, Peace and Conflict Resolution, peaceful, peer education, promoting peace, psychological support, Samuel M. Muderhwa, School Day of Non-violence and Peace, UK, UN, UN-Peace-Keepers, United Nat
education, Bukavu, challenges, conflict, conflict resolution skills, Congo, Democratic Republic of Congo, drama workshops, Egypt, ethnics, future, HIV,
leadership, MONUSCO, non-formal peace
education, PCR, peace, Peace and Conflict Resolution, peaceful, peer education, promoting peace, psychological support, Samuel M. Muderhwa, School Day of Non-violence and Peace, UK, UN, UN-Peace-Keepers, United Nat
education, PCR, peace, Peace and Conflict Resolution, peaceful, peer
education, promoting peace, psychological support, Samuel M. Muderhwa, School Day of Non-violence and Peace, UK, UN, UN-Peace-Keepers, United Nat
education,
promoting peace, psychological support, Samuel M. Muderhwa, School Day of Non-violence and Peace, UK, UN, UN-Peace-Keepers, United Nations, USA
NO BULL is a social action non-profit organization that offers youth the opportunity to
promote digital responsibility,
leadership and social change using creativity, the power of peer - to - peer
education, and the magic of filmmaking by creating short films or Public Service Announcements.
A nonprofit organization founded in 1958, NASBE works to strengthen state
leadership in educational policymaking,
promote excellence in the
education of all students, advocate equality of access to educational opportunity and ensure continued citizen support for public
education.
Our
Education Week
Leadership Forums present a unique opportunity not only to
promote thought
leadership, but also to educate and engage with district leaders in a personal environment.
Through various roles at the NEA, including serving as a Board Member and Chair of the Professional Standards and Practice Committee, he has continued to
promote teacher
leadership in
education policy.
ReACTION, created by the New Yorkers Against Gun Fund, is a youth program for middle and high school students that
promotes education and
leadership to train students to become peer mentors.
Prior to her service in the presidential administration of President Barack Obama, Miller was vice president for operations and strategic
leadership at the
Education Trust, a nationally recognized research and advocacy organization dedicated to
promoting high academic achievement of all students, kindergarten through college.
The broad membership of formal and informal science educators, scientists, and policymakers work together to
promote leadership and support for professionals involved in the
education and development of teachers of science at all levels.
Virginia School Boards Association, a voluntary, nonpartisan organization of Virginia school boards,
promotes excellence in public
education through
leadership, advocacy and services.
Christine earned her doctorate in
education leadership at Harvard University, where she
promoted education entrepreneurship as a Harvard Innovation Lab Fellow, and received her bachelor's degree in business administration from the University of Michigan in Ann Arbor.
U.S. Secretary of
Education Arne Duncan is pledging to begin an initiative with the National Board for Professional Teaching Standards to
promote teacher
leadership throughout the United States.
The Department of
Education has
promoted teacher
leadership in multiple ways through grants such as Supporting Effective Educator Development (SEED), Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a blueprint.
In 2010, the Florida Alliance for Arts
Education recognized him with an annual Superintendent leadership award for his efforts to promote arts education, and the previous year, the Florida Music Educators Association named him Superintendent of the Year for his ardent support of music e
Education recognized him with an annual Superintendent
leadership award for his efforts to
promote arts
education, and the previous year, the Florida Music Educators Association named him Superintendent of the Year for his ardent support of music e
education, and the previous year, the Florida Music Educators Association named him Superintendent of the Year for his ardent support of music
educationeducation.
Education Northwest researchers and evaluators will share their findings at seven sessions addressing achievement gaps among Pacific region students,
leadership to
promote equitable outcomes, out - of - school time learning, and implementation of new programs.
Teachers work collaboratively with support and special -
education staff, and instructional coaches to provide differentiated instruction that
promotes problem - solving, creativity, innovation, collaboration, IT / media literacy, entrepreneurship and
leadership.
As is true elsewhere, New York City's
education leadership is struggling to calibrate the right balance between pressuring schools to change in response to high - stakes accountability and supporting them to change by
promoting networks, coaching, and collaboration to build a trust - based, professional culture.
Charter School Lenders» Coalition: Thank you for your
leadership in
promoting educational opportunities for disadvantaged communities through the replication of high - performing public charter schools... H.R. 2218, the Empowering Parents through Quality Charter Schools Act, would provide essential tools and resources to address the dire need for quality
education for low - income students.
A non-profit organization
promoting art
education through professional development, service, advancement of knowledge, and
leadership.
Some schools and
education - related organizations are responding to this problem by
promoting a new career path, called «teacher
leadership.»
Collaborating with institutions of higher
education to incorporate the work of NBPTS and
promoting teacher
leadership.
Learn aspects of providing innovative
education and recreational youth programs including productive staff development, successful resource management, implementation of STEAM programming, creating a FUNtastic activities menu, and
promoting future program
leadership.
Our online Doctor of
Education is a
leadership - focused degree that
promotes strategic high - level decision - making.
In Washington, there is a partnership (even if there is not always agreement) between the Office of the Superintendent of Public Instruction (OSPI), the Washington
Education Association (WEA), and CSTP to
promote teacher
leadership and advocacy, including but not limited to the development of National Board Certified Teachers.