Sentences with phrase «quality instructional leadership»

This brief by Sara Mead highlights the important role principals play in providing high - quality instructional leadership across the PreK - 3rd continuum.

That still leaves an important question about what we mean by quality instructional leadership.

Quality instructional leadership is a byproduct of quality professional development, as well as a comprehensive and supportive professional network.

Thus, when either high quality instructional leadership or high quality instruction does not occur, student achievement outcomes can be variable as a result.

The theory of action shaping this investigation is based on the belief that high quality instructional leadership and high quality classroom instruction are linked, and together they impact students «learning.

Second, quality instructional leadership matters: if teachers do not afford students powerful learning opportunities, this is ultimately an issue for school leaders.

Not exact matches

The approaches used by Denver schools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growth years.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

Not surprisingly, what matters most at Envision — the focal point of execution — is its instructional system, which requires a team of teachers, facilitative leadership, high - quality analytical tools, and expert support.

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.

This new style, that we call «leadership for learning», supports instructional quality at the same time that it takes actions to involve other stakeholders in school decisions.

However, despite the enthusiasm for both school restructuring and transformational leadership, the findings from international meta - analytic work comparing the impact of various approaches to educational leadership, along with wider developments and concerns over quality teaching and student performance noted in earlier chapters, caused a re-examination of the worth of instructional leadership.

It does not address the changes we need to see in teacher compensation, the organization of the school day, the role of instructional leadership, and a range of other key factors crucial to getting the teacher - quality equation right in a workforce of 3,000,000 facing 200,000 teacher hires a year, due to high rates of turnover and mounting retirements.

The PTLC is an ongoing process designed to work systemically to improve the quality of professional development; the use of data to inform instructional and programmatic decisions; the alignment of curriculum, instruction, and assessment to standards; the monitoring of student learning; and leadership support for continuous school improvement.

Throughout, Payzant's concentration has been on a small set of classroom and «schoolhouse» issues including school leadership, instructional capacity, and quality curriculum, combined with a careful approach to implementation.

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).

Their knowledge and instructional leadership critically affect teaching quality and student outcomes.

The effective principal: Instructional leadership for high quality learning.

The method also assumes that variation in the quality of teachers «instruction will be related to variation in the quality of the principals «instructional leadership.

We are seeking exhibitors and sponsors that share our desire to provide leadership for high quality, innovative, instructional programs that promote choice, diversity, equity and academic excellence.

Teacher leaders can play a leadership role in helping their district or school adopt the highest - quality instructional materials available.

The MSA National Conference is an integral component of our mission of providing leadership for high - quality, innovative, instructional programs that promote choice, diversity, equity, and academic excellence for all students.

Implement with strong district and building leadership, high - quality instruction in every classroom through a highly coherent, child - centered instructional model where students meet their self - determined academic and personal goals to their highest potential.

The Los Angeles New Administrator Leadership Program (LANALP) is a two - year, competency - based leadership development program designed to train and support administrators to lead and empower colleagues to significantly impact instructional quality and student achievement.

A two - year, competency - based leadership development program designed to train and support administrators to lead and empower colleagues to significantly impact instructional quality and student achievement.

Researchers have identified a number of workplace conditions associated with teachers» decisions to stay or leave, including the quality of instructional leadership, school culture, collegial relationships, time for collaboration and planning, teachers» decision - making power, experiences with professional development, facilities, parental support, and resources.For a comprehensive review, see Simon, N. S., & Johnson, S. M. (2015).

Focus on particular strategies and / or instructional approaches (e.g., bilingual education) without losing track of the contexts that matter (e.g., teaching quality, school / district leadership, funding);

Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school leaders have a shared vision and common language on both the definition of instructional leadership and the description of effective instructional leadership behaviors.

A Curriculum Council is an effective means of providing leadership, coordination, and quality control of curriculum and instructional improvement efforts.

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.

Washington State ASCD, in its ongoing search for quality leadership, will seek out, highlight, and celebrate the accomplishments of a young educator who achieves excellence in instructional leadership in teaching and learning.

Title II provides federal funding to states and districts for activities that strengthen instructional leadership and teacher quality in all schools, especially those with a high proportion of children in poverty.

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.

We know that quality schools boast excellent, ethical leadership and make instructional decisions based on data most pertinent to individual students.

This report focuses on candidate selection, emphasizing instructional leadership, and including high quality mentoring and individualized professional development.

The discussion draft, quite appropriately, focuses on teacher quality, but that quality can not adequately be maximized and sustained without strong instructional leadership.

The principal's instructional leadership is crucial for high - quality education.

A comparison of the successful and unsuccessful schools in the program reveals that success seems to depend on the quality of leadership and on the effectiveness of instructional programs and practices.

In a new report on school leadership, the Learning Policy Institute highlights research showing that investments in training school leaders can yield substantial benefits in student achievement, as more skilled principals help improve instructional quality and reduce teacher turnover.

Understand the trajectory of instructional leadership standards to move your infant - toddler program from the Silver Circle of Quality, to Gold, to an Award of Excellence.

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.

Understand the trajectory of instructional leadership standards to move your program from the Silver Circle of Quality, to Gold, to an Award of Excellence in Preschool Instructionainstructional leadership standards to move your program from the Silver Circle of Quality, to Gold, to an Award of Excellence in Preschool InstructionalInstructional Excellence.

The district leadership's investment in building shared language, commitment, and ownership through support for the instructional coaches» development work and the successive rounds of feedback throughout the district combined with the coaches» collaborative learning process, relentless pursuit of high - quality, evidence - based practices, and dedication to creating accessible, practical guidance to produce an exceptional roadmap for implementing student centered learning with clear parameters for fidelity and improvement.

administrators instructional leadership principals professional development teacher quality

Presenters will provide background on the evidence base surrounding high - quality principal preparation programs, including the alignment of professional standards as a key indicator of improved instructional leadership and better student outcomes.

By ensuring the Critical Success Factors of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time and maintaining a positive school climate, campuses can increase performance for all students.

The ability to engage in practices that help develop people depends, in part, on leaders» knowledge of the «technical core» of schooling - what is required to improve the quality of teaching and learning - often invoked by the term «instructional leadership.»

Providing leadership for high quality innovative instructional programs that promote choice, equity, diversity, and academic excellence for all students.

While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers.17 Importantly, the few well - developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms — responsibilities touching on vision, organizational culture, and the like.18