Sentences with phrase «provide teachers and principals»

«Ensure that evaluation systems provide teachers and principals with regular, timely feedback and opportunities for professional development based on the evaluation results.»

The most powerful strategy for closing the achievement gap between advantaged youth and those in poverty is to provide teachers and principals who want to make a difference in their lives.

These approaches also provide an opportunity to refocus on the original intent of the educator evaluation movement ─ to provide teachers and principals with meaningful, differentiated professional support and growth opportunities that enable them to grab the reform reins.

iObservation provides each teacher and principal with a custom professional growth plan based on evaluation data from observations, walkthroughs, self - assessments, and student achievement.

The Learning Leaders initiative provides teachers and principals in Henrico County's highest - need schools with incentive pay tied directly to effective and engaging classroom instruction that leads to growth in student achievement.

Not exact matches

On the other hand, while providing all of those supports, we understand if teachers and principals are not held accountable to high expectations for these children.

But at least they provide the official mandate of the district and that fact alone should carry at least some weight with the teacher and principal.

The partnership has finished dozens of research projects and has more than 30 now under way, as well as providing ongoing professional development programs for principals, top - level administrators, teachers and student teachers.

The state fund provides retirement benefits to teachers and other professional school staffers, including principals, guidance counselors, librarians and social workers.

Dr. Vanden Wyngaard and district staff will provide an overview of state exams and how the Common Core Learning Standards are changing instruction for students at all grade levels, as well as information about how the tests are used in the new statewide evaluation systems for teachers and principals.

The repeal bill would make school districts» use of state assessments in evaluating teachers and principals optional rather than mandatory, and would allow districts to use alternative exams of their own choosing, provided such tests were approved by the commissioner.

Requires the Commissioner to provide instructional tools for parents / families and teachers / principals on the Common Core Learning Standards

The changes, which Education Commissioner John King said are already under way, include increasing public understanding of the standards, training more teachers and principals, ensuring adequate funding, reducing testing time and providing high school students the option to take some traditional Regents exams while Common Core - aligned tests are phased in.

As a member of a vibrant and recovering community, as a teacher of gentle and restorative yoga, as a student and soon to be master gardener, the knowledge and application of ayurvedic principals could enable me to grow and teach others to grow our own food; to amend our flooded and sewage damaged soil for growing edible foods; to learn and teach others to eat seasonable foods that will sustain not only our bodies, but provide for others.

I imagine every school superintendent, principal, and teacher would agree that it is in their best interest to provide their students with the best access to the most current, scholarly information available.

Principal Sandy Pommerening added to that list — provide future teachers with the skills to teach students how to study and provide future high school teachers with more elementary - level teaching skills.

This allows the principal to honor and appreciate on a regular basis teachers who take risks, it acknowledges that failure is part of learning and improving, and it provides teachers the opportunity to support each other.

Principals should model their own use of digital learning tools to personalize their work with individual teachers, whether through providing feedback immediately after a walk through (a quick email focused on a particular area) or by utilizing data to help a teacher better identify professional learning experiences that may support their growth and goals.

School principals also found NAPLAN data to be useful in various ways, including providing information that would enable teachers to develop more individualised approaches to teaching and identifying students with slow progress.

Principal Kathy House has arranged with several businesses — including a Valley Pastries, a local bakery, a TCBY ice cream shop, and McDonald's — to provide coupons for teacher treats.

Principal David Rogers says the whole school policy is about «genuine inclusion» and providing students with «equal, fair access» to facilities at all times, rather than teachers only using the sound system or switching on captioning when they have a deaf student in class.

Another principal identified struggling students and had each teacher select three students that each could provide positive interactions.

The Nashville Public Education Foundation has established a $ 1 million endowment at Vanderbilt University's Peabody College to provide professional - development programs to teachers and principals in the metropolitan Nashville, Tenn., public schools.

In the meantime, ACT developed the model, trained teachers, coordinated with principals, provided funds for an evaluation, and arranged for the evaluation, Smith said.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Mentoring for All provides funding for school boards to support collaborative professionalism and mentorship across a continuum of employee groups including Early Childhood Educators, Associate Teachers, Business / Support Staff, Vice-Principals and Principals, and other staff identified by boards.

Fewer than 40 of the district's 194 schools volunteered to participate in the program, in which teachers and other staff members, parents, and community members form school - community councils to provide oversight for school policy in consultation with the school principal, according to Rodney Davis, director of information services.

State and local officials describe the system as one in which the state will provide descriptions of the major functions of teachers and principals and will leave most of the evaluation process and use of its results up to local districts.

This is not surprising in some ways, given problems in current educational practice: we tend to provide less funding, have fewer outstanding teachers and principals, and require less rigorous coursework in schools that serve lower - income students.

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.

The New Teacher Center at the University of California, Santa Cruz, is a national, nonprofit organization that works to provide systematic support to new teachers, and more recently principals, through the use of full - time mentors.

«Districts can be so hard to change,» said Dan Challener, president of the Public Education Foundation, an independent, nonprofit, community - based organization that provides training, research, and resources to teachers, principals, and schools in the Hamilton County area of Tennessee.

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.

This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use response to intervention to identify students who need assistance in mathematics and to address the needs of these students through focused interventions.

Research has shown that performance - based assessment provides a means to assess higher - order thinking skills and helps teachers and principals support students in developing a deeper understanding of content.

Ofsted has three primary functions: 1) to offer feedback to the school principal and teachers; 2) to provide information to parents to aid their decisionmaking process; and 3) to identify schools that suffer from «serious weakness.»

Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.

The 2010 PDK / Gallup poll reported that, when asked whether they preferred to keep a low - performing school in their community open with the existing teachers and principal and provide comprehensive support, to temporarily close the school and reopen it with a new principal or as a charter school, or to shutter the school, 54 percent chose to leave the school open.

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.

He wants the feds to provide funds for adolescent literacy programs and state data systems; to ensure that every school is staffed by «skilled» teachers and principals; for district efforts to «personalize the educational experience»; and much more; and he calls on Congress to establish «meaningful high school accountability» (though the details are vague).

In her role as Principal for the program, Simpson supported mentors and interns in the implementation of project - based assessments, facilitated planning meetings between mentor and intern teachers, and made daily observations in classrooms and provided feedback and support based on those observations to both mentors and interns.

Bill Craig, principal at Byron (Illinois) High School, uses another program, The Administrative Observer Software, on his handheld computer for recording observations and generating reports that provide teachers with feedback.

«The purpose of teacher retreats is to create a separate experience that enhances positive school climate, develop collegiality, take the teachers out of the building, and provide a new learning experiences for a day,» Myrna Rubel, principal of the middle school division, told Education World.

To support these features, the district and the principal provide teachers with time to collaborate and funding for substitute teachers and training events.

The event, held several days before the start of school, provides new parents an opportunity to meet their child's teacher, tour the school, and be entertained by the church choir, principal Larry Davis told Education World.

Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.

Four additional half - day trainings during the school year provided an opportunity for principals to update their understanding and use of the rubric for evaluating teachers.

Drawing on research with teachers, principals and superintendents in three urban districts, the Rennie Center's brief recommends that policymakers at both the state and district levels provide teachers with more time and support for the integration of data into their instructional planning.

And principals and teachers must have the freedom and flexibility to meet those standards, while school districts provide them with adequate resources and suppoAnd principals and teachers must have the freedom and flexibility to meet those standards, while school districts provide them with adequate resources and suppoand teachers must have the freedom and flexibility to meet those standards, while school districts provide them with adequate resources and suppoand flexibility to meet those standards, while school districts provide them with adequate resources and suppoand support.