Sentences with phrase «quality principal training»

Financial investments in high - quality principal training yields substantial benefits in student achievement, as well as teacher quality and retention.

Not exact matches

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.

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.

Those involved in the review process, especially principals or their designees, need to be intensively trained in how to spot quality instruction when they see it — not a strength of many current school principals.

Luckily, the number of superintendents and principals who do understand this, and are starting to see the importance of providing quality training for their staff, is growing, at least in some places, including Melrose, Massachusetts, Lemay's district.

Third, we worked hard to improve the quality of our principal training and credentialing, year - after - year, to ensure accuracy in classroom observations.

This groundbreaking report documents the qualities of eight exemplary principal training programs and concludes, in the words of lead author and Stanford professor Linda Darling - Hammond, that «high - performing principals are not just born, but can be made.»

Such collaborations are viewed by many educators as key to high - quality training for aspiring principals.

In Australia, the Australian Professional Standards for Teachers and for Principals were introduced in 2013, while in Germany there has been a «quality offensive» in teacher training.

Title II of the ESSA remains geared toward preparing, training, and recruiting high - quality teachers and principals.

Pre-service principal training programs, run by universities, nonprofits or districts, recruit and select only the people with the potential and desire to become effective principals and provide them with high - quality training.

Recruiting, retaining, training, and rewarding high - quality teachers and principals must be a high priority.

Title II of the law — «Preparing, Training, and Recruiting High Quality Teachers and Principals» — is the federal government's chance to make a strategic investment in creating a quality teaching worQuality Teachers and Principals» — is the federal government's chance to make a strategic investment in creating a quality teaching worquality teaching workforce.

Over the next five years of the initiative, the six districts will be able to replace all their retiring principals and assistant principals with graduates of high - quality training programs.

Based on 10 years of research, Wallace has identified four key parts of a «principal pipeline» that can develop and ensure the success of a sufficient number of principals to meet district needs: rigorous job requirements, high - quality training, selective hiring, and on - the - job evaluation and support.

Nationwide, the quality of pre-service principal training has risen in recent years as the role of principals in improving schools has been more widely recognized and understood.

This includes training principals and teachers on the new standards, designing and purchasing high - quality curricula, making sure assessments meet higher standards, and securing technology for the new state exam.

The additional funding is targeted toward proven reforms like reducing class sizes, ensuring qualified teachers in all core subjects, increasing the number of high school counselors, quality teacher and principal training, time for collaboration, and promoting parental involvement.

States can leverage funds under Title II of the Every Student Succeeds Act (ESSA), which provides funding to support high - quality programs for principal preparation, including school leader residency programs, offering a full year of clinical training.

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

Home» Federal Programs» ESEA» Title II: Preparing, Training, & Recruiting High Quality Teachers & Principals

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

It describes the four components of the pipelines: Job standards for principals, high - quality pre-service training, rigorous hiring procedures, and tightly aligned on - the - job performance evaluation and support.

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.

It will also share information about the Teacher Incentive Fund, a federal program that helps high - need schools develop and implement performance - based teacher and principal compensation systems, and Title II of the Elementary and Secondary Education Act, which focuses on preparing, training, and recruiting high - quality teachers and principals.

«We need to create quality neighborhood schools where we can continue to keep our students in the same classroom while improving the conditions around them, from better facilities to specially trained principals and teachers to updated curriculum.

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.

We will support evidence - based policy reforms aimed at ensuring principals have the autonomy and data they need to lead schools with strong cultures focused on improving teaching and learning, and that they are trained to use teacher evaluations to deliver high - quality observations and feedback.

Of particular interest for AACTE members is Title II: Preparing, Training, and Recruiting High - Quality Teachers, Principals, or other School Leaders, which spans about 100 of the 1,061 - page bill (pp. 298 - 408).

In an op - ed for School Administrator, Eli Broad describes the success of New Leaders and his support of New Leaders» research to identify training components that result in higher quality principals.

Created to build a pipeline of high - quality Principals and Assistant Principals for the Jersey City Public Schools, JCLI will train the next generation of transformational leaders to improve the academic outcomes for Jersey City's 30,000 students and help inspire teachers and staff while creating schools of excellence.

The goal is to test the following: If an urban district, and its principal training programs, provide a large number of talented aspiring principals with the right pre-service training and on - the - job support, the result will be a pipeline of principals able to improve teacher quality and student achievement, especially in schools with the greatest needs.

Providing high - quality training for mentors is one essential step, as not all experienced and successful principals have the skills to mentor new ones.

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.

To probe these questions, The Wallace Foundation in 2011 launched a five - year, $ 75 million initiative to help six large districts build stronger principal pipelines by (1) creating clear job requirements detailing what principals and assistant principals must know and do, (2) ensuring high - quality training for aspiring leaders, (3) developing more selective hiring procedures, and (4) using well - crafted evaluations to identify the needs of principals and ongoing support to address them.79 Over the life of the initiative, it is expected that participating districts will have filled at least two - thirds of their principal slots with graduates of high - quality training programs - enough to enable independent researchers to gather meaningful evidence on whether and how better leadership can transform the academic fortunes of children.

The organization provides leadership training, networking opportunities, and support for school leaders; advocates to improve the quality of childhood, public education and principals; and aims to increase respect and prestige of principals.

Sarah Newell Usdin is the founder and past - CEO of New Schools for New Orleans (NSNO), a nonprofit organization that directly launched / expanded charter schools, invested in recruitment / training for principals and teachers, and incubated quality support providers to serve schools citywide.

Most important, the research finds that it is possible for districts to put in place the four key parts of a strong principal pipeline: apt standards for principals, high - quality pre-service training, rigorous hiring procedures, and tightly aligned on - the - job performance evaluation and support.

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.

Unfortunately, many principal preparation programs and school systems currently lack sufficient training to teach principals how to design and lead quality early childhood programs.

■ High - quality Training: Pre-service principal training programs recruit people who show the potential to become effective principals and give them high - quality training that responds to districTraining: Pre-service principal training programs recruit people who show the potential to become effective principals and give them high - quality training that responds to districtraining programs recruit people who show the potential to become effective principals and give them high - quality training that responds to districtraining that responds to district needs.

The key tenets of these pipelines are principal standards, high - quality training, selective hiring, and a combination of solid on - the - job support and performance evaluation, especially for new hires.

Ivan Tashev — principal software architect for Microsoft Research «There are improvements in the way we prepare and train the audio pipeline to meet the higher - quality criteria and higher speech - recognition criteria,» «That means software and...

The principal oversees their development and on - the - job training and is responsible for the quality of their assigned student's articles.

Hong Kong About Blog Asia - Pacific Aromatherapywas established in 1999 by Christine Saunders, now our Honorary Principal, with the vision of promoting the benefits of aromatherapy in the Asia - Pacific region through the training of top quality professional aromatherapists.

He is a Co-Founder and Principal Consultant with thePHP.cc and offers consulting, training, and coaching services to help enterprises improve the quality assurance process for their PHP - based software projects.