Sentences with phrase «quality leadership practice»

Not exact matches

Topics included: early reporting on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the practices of Scientology; corruption in the leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public schools; an early exploration of deceptive practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.

It aspires to empower individuals and organizations to exercise their own ingenuity and assume leadership, and to improve their own performance and practices, quality of life, and the well - being of their communities.

«California growers and vintners are committed to taking a leadership role in producing the finest quality wines with sustainable practices.

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.

Twelve critical success factors, including «the right attitude, focus, leadership, teamwork, support, and a personal and financial commitment to best practice and continuous quality improvement,» were identified, based on practices at four Ontario hospitals with comparatively low caesarean rates.19 The «right attitude» included taking pride in a low caesarean rate, developing a culture of birth as a normal physiological process, and having a commitment to one to one supportive care during active labour.

As part of its continuing commitment to growing the practice of nuclear medicine and molecular imaging and therapy worldwide, SNMMI leadership works diligently to develop strategic alliances with key regional nuclear medicine organizations to assist these groups in expanding the scope and quality of nuclear medicine outside the United States.

Masters pointed to the fact that many students are falling behind and not meeting minimum standards, in part due to the inequitable distribution of quality leadership and ineffective day - to - day practices.

Research shows that high quality teaching and leadership teams learn from each other's practices.

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.

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.

Research shows that high quality teaching and leadership teams learn from each other's practices, experiences and support, and that's why we will always keep you, the reader, at the heart of Teacher magazine, providing educators and educational leaders with a strong voice and a platform to share and collaborate.

eLearning runs counter to all that wisdom, because effective participation in any quality program requires both students and instructors to practice leadership in online classrooms.

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

Vision: New Hampshire School Nurses Association (NHSNA) provides leadership and education to support New Hampshire school nurse standards of practice, care coordination, leadership, quality improvement, and community public health.

And because the Effective Schools model is grounded in research and proven practices, it has evolved to incorporate the latest thinking on leadership, systems theory, and total quality management to become a multifaceted, integrated approach to continuous school improvement and the leadership that is more relevant to today than ever.

You'll see some similarities with Colorado's Teacher Quality Standards and some additional details about teacher leadership and advocacy that will help you reflect on your practice in this area.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences.

In essence, standardization of expectations for curriculum and instruction (and even leadership practice) creates a platform for improving the quality of leadership, instruction, and learning.

Teacher leadership is a focal area for some other microcredentials, such as stacks developed by the Center for Collaborative Education on Performance Assessment Literacy or by the Center for Teaching Quality on Teacher - Powered Schools and Leading Virtual Communities of Practice.

To help describe the concept of identifying and leveraging big winner leadership practices we will draw on a principle taken from the field of total quality management — the Pareto Principle.

b) Collaborate with professional associations to provide leaders with high - quality professional learning focused on transformational leadership to ensure successful implementation of the resources, practices, and procedures for personalized learning.

The Quality Framework for Leadership (QFL) is a school leadership development tool that supports schools in translating the theory of great leadership into the everyday practice of all leaders, thus maximising the impact of school leadership on learner outcomes.

Under the leadership of its Board of Directors, the Regents» Universities and other stakeholders, the Center is shaping a more pro-active role in developing teacher leadership and providing quality professional development opportunities to educators to improve teaching practice and student achievement.

«Scholastic is proud to provide ongoing professional learning opportunities for educators and in collaboration with ASCD, the Literacy Leaders» Institute will combine the best leadership practices with high - quality literacy instruction for an intensive, transformative three days.»

To elevate student - centered approaches, the Foundation utilizes a four - part strategy that focuses on building educator ownership, leadership, and capacity; advancing quality and rigor or student - centered learning practices; developing effective systems designs; and building public understanding and demand.

Articles will address such topics as the qualities and skills today's school leaders need; strengths and weaknesses of current leadership preparation programs; and how practices like internships, coaching, and teams can support new leaders.

Participants will learn about and acquire unique leadership qualities and practices that are necessary for leading school - wide initiatives.

One of the key conditions of the waiver, however, is that states as well as local educational agencies covered by the agreement develop and implement new evaluation systems for school leaders that take into account student achievement growth and the quality of principals» leadership practices.

State and federal policy makers are increasingly focusing on the quality of leadership preparation and practice in K - 12 education, and they are creating policies that have significant implications for colleges and schools of education where these leaders are being prepared.

The report was developed to inform the work of the National Policy Board for Educational Administration (NPBEA) www.npbea.org, a group dedicated to quality leadership development and practice.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences and through high - profile recognition programs like the Breakthrough Schools Program.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high quality professional learning experiences.

UCEA has opened an opportunity for submissions of 5 - minute videos that explore broadly the landscape of quality leadership preparation, including our research and engaged scholarship, our preparation program designs and improvement efforts, our policy work, and the practice of educational leaders.

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.

High - quality implementation of standards - based reform requires the following: specificity in stating the content goals of teaching and learning; consistency / alignment among the policies and practices put in place to pursue those goals (e.g. content standards, student achievement tests, performance standards, curriculum materials, professional development, accountability); authority / legitimacy to those charged with implementation; power through rewards and sanctions; and stability — when policies, practices, and leadership are in a state of flux, it is difficult to take each new thing that comes along seriously.

There are many characteristics that you need to take into consideration when you want to make a school a high - performing kind such as, effective methods that will help in improving the school, expanding the idea of productive leadership, increased trust among the students and the people within the organization, monitoring the school activities, excellent instruction quality, improving the practices of giving grades.

As the project has progressed, teachers have increased in leadership in substantive and practical ways: taking responsibility for project logistics (communication, calendar planning and recruitment), co-constructing the agendas, sharing more openly about the dilemmas and successes in practice, and ultimately using the team meetings as a context to problem - solve as a group to increase the quality of their teaching.

Assistant Professor of Practice — Math Department Duties (Focus on elementary teacher preparation).5 FTE (90 % teaching, 10 % service) Typical load: 2 courses per semester Duties: The successful candidate will be expected to assume a leadership role with respect to the Mathematics department's courses for pre-service elementary teachers, maintaining a partnership with the Department of Teaching Learning and Teacher Education (TLTE) to ensure both the quality of the department's offerings and the professional development of graduate teaching assistants.

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.

Under the leadership of California Commission on Teacher Credentialing Chair Linda Darling - Hammond, the state has forged a new path around program quality and assessment, revising its policies and practices to focus on outcomes instead of inputs.

Indeed, we found that graduates of these innovative programs report higher quality program practices, feel better prepared, feel better about the principalship as a job and a vocation, and enact more effective leadership practices than principals with more conventional preparation.

educational leadership and administration hiring practices teacher quality teacher recruitment staffing

Given the acute market risks we face, and the rare qualities required for effective Catholic school leadership today, does our next Head of School also need to self - identify as a practicing Catholic?

The idea was that the key policies and practices that affect the success of school leaders — the standards that define high - quality leadership and provide a basis for holding leaders accountable; the training that prepares leaders for their role as catalysts for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved student learning at all levels of public education: state, district and school.

Both Standards recognise that high - quality school leadership is the practice of positively influencing individual and collective teaching expertise in a professional learning culture to secure a strong rate of progress for all learners.

Prior to joining ACE, Kole was Co-Founder of Schools That Can Milwaukee, a non-profit aimed at dramatically increasing the number of high - quality urban Milwaukee schools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best practices.

The NYC Leadership Academy is committed to improving academic success for students by strengthening school leadership quality and practice nationwide.

When you add in the other educational supports of ESEA — material resources, additional applicable services, proven practices, teacher and counselor development, and training to develop responsive state leadership — you do improve the quality of education for all but it begins with addressing a known disadvantage, poverty.

Leaders who've participated in Lead Learn Excel say they've honed their leadership skills and learned how to better inspire teachers to implement high - quality practices.

School Improvement Grants 1003g and 1003a; school turnaround and transformation; effective leadership; effective instruction; using data to drive interventions; equitable and high quality programs for all learners; working in convergence at the SEA and the LEAs; sustainable practices; effective use of federal and state funds