Sentences with phrase «quality principal practice»

Not exact matches

The report includes several randomised controlled trials and documents how dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers» participation and attitudes to that activity) influence students» academic and behavioural outcomes, and teachers» attitudes and practices.

Yet until very recently there was little rigorous research demonstrating the importance of principal quality for student outcomes, much less the specific practices that cause some principals to be more successful than others.

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 Obama administration's $ 650 million Investing in Innovation Fund — designed to spur investments in innovative educational providers and practices — specified that applicants needed to «demonstrate their previous success in closing achievement gaps, improving student progress toward proficiency, increasing graduation rates, or recruiting and retaining high - quality teachers and principals.»

An effective principal has as a «multiplier effect» of good practice - creating and maintaining a high - quality staff and promoting a positive culture within the school.

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).

Designed for curriculum directors, principals, and other school and district leaders, this research - driven guide examines the most essential aspects of high - quality reading practice and the elements that accelerate reading growth.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

Using CEL's 5 Dimensions of Teaching and Learning ™ instructional framework, principals and assistant principals across the entire 89 - school district are working to improve their collective ability to analyze the quality of classroom teaching, bringing to life CEL's long held belief that in order to support high quality teaching, district and school leaders must be able to recognize quality classroom teaching and possess the ability to help teachers improve in their practice.

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.

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.

The training sessions center around helping principals learn to identify and support quality instructional practices.

High - quality training, credentialing, and ongoing professional development for principals to coach and mentor teachers to improve their practice.

The Peer Quality Review facilitates the same evaluative review, but it also allows participating principals to learn from practices at other schools.

While principals rely on after - school and summer programming to support in - school learning, there is still a thirst for best practice models and a great need to expand the number of programs implementing quality standards.

Practicing and rehearsing the work with principals as a group, followed by principals and team leaders practicing and rehearsing prior to asking teacher teams to engage in the work, increases the likelihood of success and greatly enhances the quality of the work of individPracticing and rehearsing the work with principals as a group, followed by principals and team leaders practicing and rehearsing prior to asking teacher teams to engage in the work, increases the likelihood of success and greatly enhances the quality of the work of individpracticing and rehearsing prior to asking teacher teams to engage in the work, increases the likelihood of success and greatly enhances the quality of the work of individual teams.

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.»

Just as teachers need high quality support to grow, principals must have access to relevant professional learning that systematically improves practices.

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.

The community of practice will involve a series of supports including in - person and virtual meetings, and program tools that will assist principals leading quality early education programs in Indiana.

As illustrated in Figure 1 below, NISL aims to provide high - quality training and coaching that is targeted to their contexts and levels of prior expertise of the principals receiving the coaching, to transform educational practices and improve school effectiveness on a large scale.

Foremost among their findings is that the principals who lead these schools do not rely on ineffable qualities like supersized charisma; rather, they enact a common set of actions and practices that, when implemented continuously and with fidelity, reliably enable teachers, students, and schools to thrive.

Judith consults, has led library and leadership associations, and has published and presented extensively including acting as committee co - chair / principal writer of Achieving Information Literacy Through Quality School Library Programs: The Vision and Standards for School Library Programs in Canada (Canadian Library Association 2003, 2006) and project coordinator / contributing writer for Leading Learning: Standards Of Practice For School Library Learning Commons In Canada (Canadian Library Association, 2014).

Massachusetts aims to strengthen the quality of school leadership across the state by strengthening principals» skills in three areas: observing classroom practice, analyzing measures of student learning and teacher effectiveness, and providing timely and high - impact feedback to their faculty.

The UCAPP program is transforming a high - quality, traditional university - based program into an innovative program that increasingly integrates graduate coursework and field experiences and prepares principals who can use data and evidence of classroom practice to organize change.

The Vermont Agency of Education will use robust and actionable data to build statewide communities of practice to engage in high - quality professional learning for principals and other school leaders.

In the project's early work, we found that not one of the school districts actually had a consensus around which five to 10 high - impact practices principals should be enacting every day to improve the quality of teaching.

Today AVC membership boasts over 1,000 veterinarians and veterinary students with a principal charge to provide high - quality continuing education to our members through best practices that veterinarians can implement immediately following our meetings as well as relevant research, much of which is cutting - edge

The scenic qualities of this area have long been recognised and the idea of granting it protection as a national park were put forward as early as the 1920s, the principal reasons being that it was an extensive area of beautiful and relatively wild country but these early plans never came to fruition and urban development and changing agricultural practices continued to impinge on the area's character with much of the traditional grass «downland» being turned over to arable farming.

Practice head Robin Skelton and principal associate Jonathan Pollard, who handles various acquisitions and disposals, takeovers and private equity transactions, are «top quality corporate law advisers».

During his term of office, the Court opened operations in New York and saw the inception of the Jerusalem Arbitration Centre and many changes to the practices of the Court, the principal purpose of which has been to improve the efficiency of the Court and the quality of the service that it offers to its users.