The school culture not only
promotes high student achievement, but promotes mature and professional student behavior.
Examine the beliefs, cultural shifts, and instructional strategies needed to
promote high student achievement
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.
Much of DeMaria's 30 - year career has focused on school finance and
promoting higher student achievement, college readiness and completion, and school choice for families.
ASCD is collaborating with the National Urban Alliance to feature sessions that
promote higher student achievement in urban districts.
What teacher skills, knowledge, and personal characteristics
promote higher student achievement?
We believe — and research supports — smaller classes
promote higher student achievement, fewer disciplinary distractions and lower dropout rates.
The award recognizes those who exhibit leadership, commitment and service to
promote high student achievement through instructional equity and in closing the achievement gap for all children.
Not exact matches
This multiple - measures system boosts performance among teachers most immediately facing consequences for their ratings, and
promotes higher rates of turnover among the lowest - performing teachers, with positive consequences for
student achievement.
In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable
students to reach
high academic standards, and
promoting involvement with the community as a way of addressing nonacademic barriers to
student achievement.
Advocates of accountability insist that
high standards for all
students are necessary to
promote academic growth and spur
achievement to levels heretofore unseen.
The Launch of the Turning the Tide Report Marks the First Step in Efforts of Coalition to Inspire Concern for Others in
High School
Students, Reduce
Achievement Pressure, and Create Greater Equity for Economically Diverse
Students New York, NY — Today, admissions deans and other leaders from the nation's top colleges and universities joined together to announce the launch of Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a report with concrete recommendations to reshape the college admissions process and
promote greater ethical engagement among...
Governor Patrick and his education secretary Paul Reville should be praised for their efforts to transform the public education system into one that works for and
promotes high achievement for all
students.
Experiments in schools have found that sessions designed to
promote a growth mindset [4] benefit academic
achievement of
students, especially those with initially low grades or in
higher risk of failing.
But our findings also suggest that the teachers who were on the
highest rungs of the career ladder (and received the largest pay increases) were not consistently better at
promoting student achievement.
Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to
high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to
promote youth academic
achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster
students» critical thinking and ethical reflection skills.
They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work
promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the
highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the
achievement gap of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.
; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work
promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the
highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the
achievement gap of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.
Prior to her service in the presidential administration of President Barack Obama, Ericka 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.
Furthermore, research indicates that
high - quality, evidence - based programs and policies that
promote social and emotional skills among
students can improve academic
achievement as well as positive behavior, physical and mental wellbeing, college and career readiness, and economic productivity.
Educators and policymakers seek the right formula to
promote achievement and improvement, and the stakes are
high for
students, teachers, and school districts alike.
With five comprehensive
high schools, more than 13,000
students, an 80 - percent - and - growing Hispanic population, and a large number of economically disadvantaged families, Thorstenson was faced with the challenges of increasing
student achievement, making curriculum relevant, and
promoting equity of opportunity for
students when she first took office in 2000.
Matt Corcoran, a Crosby English teacher, says he hopes the participation will
promote a more meaningful experience for all members of the Crosby
High School community resulting in greater
student achievement.
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.
Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to
promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable
achievement for
students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of
students and achieve
high levels of learning for all
students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
An AFT report «Passing on Failure» delineates several reasons for
student failure: «immaturity, weak curriculum and instruction, excessive absenteeism, lack of effort, failure of teachers and administrators as well as parents to use practices that
promote high achievement, and failure due to a combination of factors listed above.»
Certify
student achievement (for example, award
high school diplomas or
promote students from grade to grade).
Data from this system show that using these programs: • increases educational
achievement • encourages
students to take more college - preparatory courses in
high school • increases
students» college readiness •
promotes educational and career planning •
promotes college readiness of underrepresented minority
students •
promotes educational
achievement in college, college enrollment, and persistence in college
Despite some concerns about
high - stakes uses of the measures, there is strong evidence that they provide important information about teachers» effectiveness in
promoting student achievement growth.
We will
promote leadership that uses child - driven, data - informed decision - making, and develop the
high quality educators who are key to
student achievement.
The Art and Science of Teaching Video Series provides elementary and secondary classroom examples for each of the framework's 10 questions, so educators can see exactly how to implement this comprehensive approach and
promote high levels of
student achievement
Located in the Portola / Vis Valley communities of San Francisco, Phillip & Sala Burton Academic
High School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all stude
High School (Burton)
promotes a nurturing, equitable school culture committed to
high - level academic achievement for all stude
high - level academic
achievement for all
students.
Johnson Middle School provides a safe environment that
promotes high academic
achievement, instills character, and empowers
students to be productive citizens.
In this new school, I plan on working with the school improvement leadership team in designing staff development programs that will equip the instructional staff with the skills necessary to
promote collaboration in identifying grade level focus on
highest student achievement, as identified by the
student performance data.
A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who
promotes professional development for teachers, is characterized by collaborative relationships among teachers, has a safe and orderly learning environment and sets
high expectations for academic
achievement among
students, a new study reports.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of
High - Ability
Students» (Sally M. Reis); «
Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All
Students»
Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our
Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
TURN is a union - led effort to restructure teachers unions to help
promote the kinds of reforms that will lead to better learning and
higher achievement for all
students (see, Proposal to Pew Charitable Trusts).
We
promote efforts that result in
high achievement for
students and schools.
Lack of progress and growing opposition to
high - stakes testing have led a growing number of educators and policy advocates to conclude that education policies and the strategies used to help underperforming schools and to
promote student achievement must change.
This example - packed sequel to The Fourth Way draws upon inspiring examples unearthed by brand - new research that challenges educational leaders, teachers, and policy makers to put to work proven strategies
promoting student learning and
achievement and the
high quality teaching that drives it.
She will act as a liaison for the community, parents and schools to develop and enhance community programs that
promote higher achievement for
students.
Goal: Provide charter schools with resources that
promote (1)
student learning through a clear vision,
high expectations, and data - informed decision making at the school level, (2) measurable program goals and
student learning objectives that increase the academic outcomes for all
students, and (3) closing the
achievement gap.
The Innovative Approaches to Literacy competition will support innovative and
high - quality programs that
promote early literacy, motivate older children to read, and increase
student achievement.
Among other benefits,
promoting race equity for all
students can help schools ensure equal opportunity for
high academic
achievement, improved school climate, and meaningful family and community engagement.
He is also the author of
Promoting Motivation, Learning and
Achievement Among Urban Middle and
High School
Students (in press).
The Agenda is the Fellowship's advocacy platform for policy changes that: support the recruitment, development and retention of Black male educators;
promotes a teacher workforce as racially diverse as the
student population it serves; closes the
student achievement gap; and advances
high - quality education for all.
Former U.S. Secretary of Education, John B. King Jr, now President & CEO of Education Trust, a national nonprofit advocacy organization that
promotes high academic
achievement for all
students at all levels, particularly for
students of color and low - income
students, delivered the keynote address at the fall 2017 convening of the By All Means consortium.
One of the greatest challenges every school and educator faces is encouraging and accommodating a full range of
student diversity while simultaneously
promoting a uniformly
high level of academic
achievement for all
students.
At the federal level, the Department of Education could
promote the use of ESSA funding for expanded school schedules, encouraging
high - poverty schools to use funds from Title I, Part A to pay for longer school days as part of a larger effort to boost
student achievement.
These results are highlighted in CCSA's Chartering and Choice as an
Achievement Gap - Closing Reform: The Success of California Charter Schools in
Promoting African American
Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school
students, and are earning
higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schools.