Sentences with phrase «quality principal development»
As the discussion above suggests, creating high - quality principal development models that survive over the long term will require more systematic policy supports.
http://www.wallacefoundation.org/ Not exact matches
Many agencies within the profession, including teachers and principals, are concerned about finding a balance between the compliance discourse that accompanies standards and regulation and the discourse of innovation that is central to the development of rigorous and high quality teaching and educational leadership.
Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.
The report, «Learning To Lead, Leading To Learn: Improving School Quality Through Principal Professional Development,» stresses the need for continual, hands - on training in the classroom for principals.
The book makes three recommendations: a much smaller, selective, intellectually engaged, and better compensated teaching force supported by technology; an open, transparent, and accountable system of preparation and professional development that drives out inferior providers and rewards success; and increased responsibility for teacher development in the hands of principals, who may be the strongest determinant of teacher quality on the job.
A former teacher and assistant principal, Schargel also served on the Guidelines Development Committee for the Malcolm Baldrige National Quality Award in Education and, for two years, was an examiner for the Baldrige award.
18 - 19 — Professional development: «The Seven Habits of Highly Effective People: The «Principle - Centered» Approach to Quality Schools,» conference, sponsored by the American Association of School Administrators — National Academy for School Executives, for superintendents, central - office administrators, board members, principals, teachers, and parents, to be held at the Mills House Hotel in Charleston, S.C. Contact: A.A.S.A. - N.A.S.E., 1801 North Moore St., Arlington, Va. 22209 - 9988; (703) 875-0748; fax: (703) 841-1543.
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.
Included in Education Week's lineup of print editions are three high - profile annual reports — Quality Counts, Technology Counts, and Leaders To Learn From — and a mix of popular reports on such subjects as literacy instruction, personalized learning, student assessment, school principals, and teacher professional development.
This fact sheet summarizes key elements of high - quality and effective preparation and professional development programs designed to enable principals to improve student and school outcomes.
There is no getting around the fact that high - quality principal preparation and development require a comprehensive plan and significant financial commitment.
Most recently, she spearheaded the development of the New Jersey Leadership Academy with the NJASA, in which cohorts of superintendents, assistant superintendents, principals, assistant principals, supervisors, and directors collaborate for a yearlong experience of quality, sustained professional learning.
First, the design, quality, and impact of principal preparation and development programs can be significantly shaped by purposeful state and district policies.
States and districts will need to recruit, prepare, and retain talented teachers and principals and support them with high - quality professional development, curriculum and instructional materials aligned with standards, and the tools to support data - based decisions.
Provide effective support to teachers and principals in the form of high - quality professional development and measure the effectiveness of that professional development
We support the development of educational leaders throughout Cass County through frequent collaboration (Curriculum Directors» Meetings, Principals» Meetings), onsite consultation, and quality professional learning opportunities.
While some districts are building internal principal development programs to bolster the quality of their pool, a TNTP study found that assistant and regional superintendents report that «they had far fewer assistant principals — fewer than half in most districts surveyed — ready to become excellent principals than they had openings.»
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.
The pursuit of high - quality principal assessment reached a milestone in 2006 with the development of the Vanderbilt Assessment of Leadership in Education, or VAL - ED, a research - validated process created by a team from Vanderbilt University and the University of Pennsylvania, and supported by Wallace as an effort to address the lack of valid and reliable principal evaluation systems.
Specifically, these four charter school networks have built their own formal principal development programs to ensure that they have a pool of high - quality candidates prepared to meet the leadership standards of their networks.
The conference offers a range of professional development opportunities unrivaled in variety or quality, including 13 unique learning paths — such as principal leadership and effectiveness, student engagement, and poverty and equity — to deliver targeted content to educators of all backgrounds and interests.
States could encourage the widespread development of such high - quality principal preparation programs by incorporating the elements detailed above into policy through program accreditation or state licensing standards, a practice that several states have already undertaken.
Tags: Aaron Fernander APS APS Superintendent Atlanta Public Schools Dr. Donyall Dickey Jason B. Allen PD Principals Professional Development School Leadership teacher effectiveness teacher quality
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 invest in high - quality principals by using federal funds available under the Every Student Succeeds Act (ESSA) for teacher and school leader development in addition to state funds.
On the other hand, 62 percent of principals thought teacher quality could be boosted «very effectively» by increasing professional development; 54 percent, by decreasing class size; and 45 percent, by raising teacher pay.
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.»
Her work with principals and instructional coaches has helped bring alignment of professional development and quality instruction to schools with a diverse student population.
High - quality training, credentialing, and ongoing professional development for principals to coach and mentor teachers to improve their practice.
In recognition of the pivotal role of quality teaching and school leadership, the Foundation also supports teacher and principal recruitment and retention efforts as well as leadership development strategies.
Professional / staff development — Training for teachers, principals, superintendents, administrative staff, local school board members and Board of Education members designed to enhance student achievement and is required by the Standards of Quality.
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.
Developing teachers: Great principals set high expectations for learning, then equip teachers to meet them through ongoing feedback, quality professional development, and collaboration with colleagues.
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.»
I have always considered myself an advocate for principals and the need for quality professional development that builds leadership capacity and enables us to lead for the future.
This article is primarily about (1) the extent to which the data generated by «high - quality observation systems» can inform principals» human capital decisions (e.g., teacher hiring, contract renewal, assignment to classrooms, professional development), and (2) the extent to which principals are relying less on test scores derived via value - added models (VAMs), when making the same decisions, and why.
administrators instructional leadership principals professional development teacher quality
Effective PreK - 3rd provides: High - quality and unified learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong principal leadership that includes supporting professional development time for teachers to plan for effective coordination across and between grades; and includes families and communities that share accountability with PreK - 3rd schools for children's educational success.
Preparation should be comprehensive, aligned to the expectations set out in the Principal Standard, and ensure quality professional learning experiences are available to all those ready to undertake them so that aspiring principals are ready to step into principalship and begin their ongoing development in the role.
Within an ACS, all principals will have access to high - quality professional development and opportunities for action research through the NISL Executive Development Program (EDP) and relateddevelopment and opportunities for action research through the NISL Executive Development Program (EDP) and relatedDevelopment Program (EDP) and related offerings.
«They really do provide us with quality professional development,» agreed Lori Smith, who's in her second year as associate principal at John F. Kennedy Elementary School after teaching elementary school for more than a decade.
Taking advantage of Title II's optional 3 % leadership set - aside funds that can enable states to strengthen the quality of school leaders by investing in principal recruitment, preparation, induction, and development focused on supportive school leadership.
SLP previously seeded some of the most innovative and effective school leadership development programs in the country — including New Leaders, the NYC Leadership Academy, and other high - quality, evidence - based principal preparation and professional development programs.
Title II of the Every Student Succeeds Act (ESSA) is the major federal funding stream that provides flexibility for states and districts to support professional development for their teacher, paraprofessional, and school leader workforce to help ensure all students have equitable access to high - quality teachers and principals.
equitable federal, state, and local funding is needed to provide quality principal preparation and ongoing professional development programs for principals; and
Other organizations signed on to the compact include: AASA, the School Superintendents Association; Alliance for Quality Education; The Albert Shanker Institute; American Youth Policy Forum; Center for Teaching Quality; Coalition for Community Schools; Committee for Economic Development; Education Law Center; League of United Latin American Citizens; Institute for Educational Leadership; National Association of Bilingual Educators; National Association of Secondary School Principals; National Education Association; Opportunity to Learn; Partnership for 21st Century Skills; and Southeast Asia Resource Action Center.
Examine high - quality adult learning and implications for competency - based development of turnaround principals
Through invaluable on - the - job training, transformative coaching experiences, and the highest - quality formal and informal professional development, KIPP principals and leadership teams strengthen the skills and competencies they need to be effective in their roles.
Invest in the development of high - quality principals who work to include teachers in decision - making and foster positive school cultures.