Sentences with phrase «provide quality principal»
equitable federal, state, and local funding is needed to provide quality principal preparation and ongoing professional development programs for principals; and
https://www.nassp.org/ Not exact matches
Providing cloud applications and platform services, Oracle has hired for remote jobs in the past, including principal Java developers, sales consultants, quality assurance analysts, technology sales representatives, recruiters, and senior IT consultants.
The myth of scientific superrationality thus emerges as the principal obstacle to seeing that the quality of its underlying metaphysical imaginary (the complex of metaphorics that roughly guide metaphysical reasoning about what there is and how it hangs together) is what ultimately provides a natural philosophy with whatever comprehensiveness and adequacy it can lay claim to.
Peter Dada, Akure The All Nigeria Conference of Principals of Secondary Schools has called on the Federal Government to take the future of pupils of secondary schools in the country seriously by providing better education through employment of quality teachers.
«This airborne platform provides us with higher - quality, higher - speed images than are achievable from current or previous space - borne instruments,» said Amir Caspi, Ph.D., principal investigator of the project and a senior research scientist in SwRI's Boulder, Colorado, office.
«It would be hard for any principal of an 1,100 - student school to provide quality mentoring to two vice principals.
Just provide the data to teachers and principals — and continue to train the latter on how to conduct high - quality teacher observations — and call it a day.
However, recall that the principals» survey responses allowed us to construct separate measures of two distinct aspects of teacher quality: the ability to improve student achievement and the ability to provide an enjoyable classroom experience for students.
Commenting on the project, Tim Jackson, Principal at Sparsholt College, said: «Foremans offered the most cost - effective solution to providing very high quality additional classrooms to accommodate the significant volume increases in students.
A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school's workforce.
For the best principals, the rate of teacher turnover is highest in grades in which teachers are least effective, supporting the belief that improvement in teacher effectiveness provides an important channel through which principals can raise the quality of education.
Importantly, because high teacher turnover can be associated with both improvement and decline in the quality of instruction, the amount of turnover on its own provides little insight into the wisdom of a principal's personnel decisions.
Luckily, the number of superintendents and principals who do understand this, and are starting to see the importance of providing quality training for their staff, is growing, at least in some places, including Melrose, Massachusetts, Lemay's district.
By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.
The Principals» Center has dedicated itself to the support and development of leaders who influence the character and quality of a school, providing new perspectives on leadership and enabling participants to engage in personal reflection and develop strong professional networks.
Executive Principal Sir David Carter describes getting involved as «an opportunity to build succession for the region so that we generate a talent pool of our best leaders who are energised and ready to take on a range of school leadership roles that ultimately provide students with a quality educational experience.»
Pre-service principal training programs, run by universities, nonprofits or districts, recruit and select only the people with the potential and desire to become effective principals and provide them with high - quality training.
Supporting Effective Instruction grants provide federal funding to states for recruiting and retaining high - quality teachers and principals.
Drawing on these findings, researchers provide practical advice on how to make high - quality principal preparation the rule rather than the exception.
If headed by effective principals, schools stand a better chance of providing each and every student with the high - quality education essential for success in the 21st century.
• Good principals are likely to make more personnel changes in grade levels where students are under - performing, supporting the belief that «improvement in teacher effectiveness provides an important channel through which principals can raise the quality of education.»
The State Evaluation of Principal Preparation Programs Toolkit — or SEP3 Toolkit — provides essential guidance on implementing a more in - depth and rigorous principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises Principal Preparation Programs Toolkit — or SEP3 Toolkit — provides essential guidance on implementing a more in - depth and rigorous principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises concerns.
Provide effective support to teachers and principals in the form of high - quality professional development and measure the effectiveness of that professional development
NAESP stands committed to developing and providing quality, research - based professional resources for principals and other school leaders to drive school and student achievement.
The policy paper, «Principals Matter — Principal Evaluations from a Teacher Perspective,» lays out six changes to the current principal evaluation system that would better link the ratings of school leaders to the quality of support they provide Principal Evaluations from a Teacher Perspective,» lays out six changes to the current principal evaluation system that would better link the ratings of school leaders to the quality of support they provide principal evaluation system that would better link the ratings of school leaders to the quality of support they provide teachers.
A distinguishing trait of the world's best school systems - systems that regularly outperform the school systems in the United States - is that they «invest in high - quality preparation, mentoring and professional development for teachers and leaders, completely at government expense,» according to an international analysis.39 If U.S. school districts were to heed that finding, they would, for starters, provide mentoring for all novice principals for at least a year.
ASCD calls on policymakers to provide the funding necessary to meet all of the mandates they impose and to increase the resources in order to meet the needs of every student, especially those programs that support socioeconomically disadvantaged students, students with disabilities, career technical education, a well - rounded education, personalized learning, and high - quality teachers and principals.
Some districts have found that the quickest way to get high - quality principals is to provide incentives for the principals to move into the improvement site.
The best way for the federal government to help create and maintain excellent principals is to require states and districts to provide principals with high - quality ongoing professional development, beginning with mentoring in the early years and lasting throughout a principal's career, and to provide funds to help states in that work.
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.
States can leverage funds under Title II of the Every Student Succeeds Act (ESSA), which provides funding to support high - quality programs for principal preparation, including school leader residency programs, offering a full year of clinical training.
The mission of the Alaska Association of Secondary School Principals is to promote excellence in school leadership while providing quality professional development to our members through conferences and other professional development opportunities.»
Lee is the daughter of a charter school principal, a product of choice as a charter school student, and now is an innovative charter teacher who provides her students with the same high quality education she had as a child.
The white paper «From Procedures to Partnership --- Redesigning Principal Supervision To Help Principals Lead for High - quality Teaching and Learning» provides insight into:
http://afterschool.naesp.org / / This 2017 report, archived on NAESP's Afterschool & Summer Learning Portal, provides insight into principals» perceptions on afterschool and summer programming, quality, operations, partnerships, and funding, as well as on student outcomes.
«The desire for principals to focus and work with teacher and students on the quality of teaching and learning is really spot on to what the research says should provide meaningful improvements in student achievement,» says Ellen Goldring, a professor of educational policy and leadership at Vanderbilt University's Peabody College in Nashville, Tennessee.
Our district is a tiny school district (just over 200 in PreK - 12), and the principal and I sometimes feel overwhelmed with the task of providing high quality resources to our teachers and for our kids.
This issue of Principal magazine focuses on the needs of diverse learners, and ensuring that all students are provided a quality education at their school.
She became a principal to advocate for all students and provide them with access to high - quality instruction.
Emily became the principal of a neighborhood school because she believes passionately that every child deserves access to a quality, equitable education, and she wanted to provide that to the students in her community.
At Green Dot schools, principals and assistant principals are not managers or bureaucrats but instructional leaders tasked with identifying high - quality teaching and providing personalized coaching and professional support; subjects lacking in leadership preparation programs nor required of traditional school leaders.
Given the importance of hiring and retaining high - quality principals and teachers in turnaround schools, this report provides lessons learned by UVA / PLE about strategic talent development in a turnaround environment.
This brief by Sara Mead highlights the important role principals play in providing high - quality instructional leadership across the PreK - 3rd continuum.
«SC Whitmore is a perfect fit for 100 Yards Academy because our school has the ability to provide a free, high - quality education to students with nontraditional schedules and unique life circumstances,» said SC Whitmore Principal John Loveday.
For example, familiarizing teachers (educators, principals) with the value of these kinds of materials in terms of efficiency for education institutions and for all teachers in providing access to quality learning materials from other teachers nationwide.
The National Association of Elementary School Principals (NAESP) recently launched a new online toolkit dedicated to providing principals and other school leaders with the tools they need to help support and expand quality afterschool and summer learningPrincipals (NAESP) recently launched a new online toolkit dedicated to providing principals and other school leaders with the tools they need to help support and expand quality afterschool and summer learningprincipals and other school leaders with the tools they need to help support and expand quality afterschool and summer learning programs.
But in spite of our financial challenges, our commitment to providing every child in every community with a high - quality education is as strong as ever, and the district, parents, teachers, principals, community members, local elected officials and business leaders must work together to protect investments in student learning that will maintain the tangible progress being made by our students.
Principals» and teacher leaders» professional learning should involve opportunities to practice new skills and give immediate, thorough, and data - driven feedback.35 Some school systems have invested in specialized coaching for teacher leaders in developing and delivering high - quality, actionable feedback.36 With the support of professional development providers, such as Teaching Matters in New York City, these districts now recognize teachers who have mastered providing feedback as a component of professional learning with «micro-credentials» or «digital badges.»
More recent high - quality studies have provided evidence that schools improve their performance when they face sanctions (Ahn and Vigdor 2014), that principals and teachers focus time and effort in different ways that improve performance when their school receives low ratings (Rouse, et al 2013), and that teachers threatened with dismissal for an ineffective rating improved their performance (Dee and Wykoff 2014).
In «Set the Stage for Quality Feedback,» Todd Schmidt and Lindsay Stumpenhorst argue that evaluations provide a unique opportunity to learn, both for teachers and principals: