High -
quality school leadership is pivotal to delivering the best outcomes for young Australians.
High -
quality school leadership is outlined in the Australian Professional Standard for Principals and the Leadership Profiles (Principal Standard) and the Australian Professional Standards for Teachers (Teacher Standards) at the Highly Accomplished and Lead career stages.
A full year of school leadership advocacy and promotion globally keeping in mind our goal to «focus on what is best for students in our schools through
quality school leadership».
High -
quality school leadership can be demonstrated by individuals at all levels of a school, including those in formal leadership positions, such as assistant principals or curriculum leaders, and those without a formally defined role.
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.
When you make a gift to NYC Leadership Academy, you will join us in our mission to increase student achievement across the country through high -
quality school leadership.
NYCLA is committed to improving outcomes nationwide, particularly for the most vulnerable students, through high -
quality school leadership.
«The most effective response to today's findings is focusing on what works across reading, mathematics and science - high -
quality school leadership and great teachers delivering an engaging curriculum which includes strong basic skills, attitudes and behaviours that can equip young people to succeed,» he said.
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.
[4] When theological
schooling is defined as preparation for filling the functions that make up the role of professional church
leadership, graduates turn out to be incapable of nurturing and guiding congregations as worshiping communities, the health of whose common life depends on the
quality of the theology that is done there.
These students showed exemplary scholastic abilities and
leadership qualities, outstanding standardized test scores and significant involvement in their
school and community.
«D.J. and Joe are talented athletes whose
leadership and teamwork
qualities have made them standouts at their high
schools,» said Mark Davis, deputy assistant Secretary of the Army for Marketing.
Free
schools are here to stay, proving the value of strong
leadership and effective governance in delivering high
quality outcomes for pupils.
Sammy Awuku, what Ghanaians are demanding from your Party is absolute Unity and cohesion within the NPP, and Dr. Hassan Ayariga is ever ready to
school Nana Addo on the principle of
quality leadership.
«We need him to build on his phenomenal success in improving our
schools, to continue his national
leadership in reducing crime and getting illegal guns off our streets and to keep improving our
quality of life as no other has in my 27 years in government.»
The levels of motivation, teamwork and
leadership required of service personnel are significant, and these are
qualities that can only benefit Britain's students both at
school and beyond: who better to teach them, than those who have had to learn them to the highest level themselves?
«Under their
leadership, rental assistance for new and expanding New York City charter
schools will increase, translating into more high -
quality schools being opened.»
The
School of Engineering's mission is to educate engineers committed to the innovative and ethical application of science and technology in addressing the most pressing societal needs, to develop and nurture twenty - first century
leadership qualities in its students, faculty, and alumni, and to create and disseminate transformational new knowledge and technologies that further the well - being and sustainability of society in such cross-cutting areas as human health, environmental sustainability, alternative energy, and the human - technology interface.
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
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
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.
When
leadership becomes an exercise in maintaining (and advancing) our position, we fail to nourish
school cultures based on creativity, openness, and comfort with ambiguity —
qualities defining many leading - edge businesses that still seem scarce in the world of education.
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.
Create a positive
school culture and climate that includes high -
quality teaching and learning, safety, caring relationships, supportive, and challenging learning environments, sense of community and inclusion for all students and subgroups, and distributed staff
leadership
A new report by Ofsted questions the
quality of teaching and
leadership during Key Stage 3 education, raising concerns over whether students are sufficiently supported and challenged to make the best start to secondary
school.
These
school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum
quality, student attitudes and culture, attendance, and
school leadership and management.
She added that «the new organisation can play a significant role in supporting the development of high -
quality leadership in all our
schools, something that we believe is crucial.
After sharing my experiences with our
school leadership team, we set up a teacher recording studio in our new Bright Learning Centre so that our teachers can produce high
quality video lessons at
school:
Along with the
school's senior
leadership team, the SENCO had also identified the need to develop the whole
school workforce to ensure that all staff had the skills, knowledge and understanding they needed to provide high -
quality teaching and learning opportunities for all pupils.
As important as a company's expertise and systems are to its
schools, the
quality of the
school - level
leadership is still critical for the success of EMO - run
schools.
Due to all the hard work and collaborative energy of teachers, administration,
school - based
leadership teams, community partners, students, and families, the Edwards has reached and continues to meet our goals for student achievement and for providing middle
school students in Boston with
quality education in academics and enrichment.
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.»
The idea was that expert inspectors would comment on standards of pupil achievement, the strength of the principal's
leadership, the use of
school resources, and the
quality of what we called, rather quaintly, «social, moral, spiritual and cultural education.»
Instances of good teaching undoubtedly exist in
schools where the
quality of
leadership is weak, but high
quality leadership is a prerequisite for this to be spread throughout the
school.
Research on teacher
quality, charter
schools,
school leadership, class size, and other factors in
school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.
Put simply, a principal and
leadership team that knows how to use the resources and expertise available to them in ways that maximise the outcomes students can achieve is a key determinant of the success of the
school and, in particular, the extent to which teachers can deliver high
quality teaching to each and every class.
Indeed, those championing more flexible, creative, and
quality - and cost - conscious
leadership have been pilloried for pursuing «corporate - style
school reform.»
The Aspiring Principals Program (APP) is the centerpiece of the Bloomberg - Klein regime's efforts to boost the
quality of
school leadership — and central to their broader strategy of empowering principals with greater autonomy.
What is needed is standardisation of the
quality assurance process across all
schools and a focus on priorities that are critical to staff development and the targets set by senior
leadership teams.
Additionally, 43 per cent of respondents felt unhappy with the
quality of
leadership in their
schools, and 41 per cent were unhappy with pay.
But even with new district
leadership in St. Louis, it is unlikely that students will see much change in the
quality of instruction as the public
school cartel gears up for its next political battle over who gets what, when, and how.
According to the Australian Council for Education Research and Queensland Department of Education, Training and Employment's National
School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.&
School Improvement Tool (2012), «Research is revealing the powerful impact that
school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.&
school leadership teams can have in improving the
quality of teaching and learning... and establishing strong professional learning communities.»
While research on the model remains in its early stages, the theory provides hope that perhaps educators and
schools can help young people develop the
qualities that will lead to responsible, productive
leadership.
Longtime Edutopia contributor Aguilar highlights the three
qualities she thinks most indicative of a great
school leader: visionary
leadership, community builder, and emotional intelligence.
It is a powerful tool for teaching and learning that can be used as compelling evidence within each of the four cornerstones of the new Ofsted inspection framework: the achievement of pupils at
school; the
quality of teaching; the
quality of
leadership and management; and the behaviour and safety of pupils at
school.
Quality schools depend on recognising the strategic importance of principal
leadership: great
schools have great leaders.
Diverse investments in innovative approaches to scale, such as back office and data management services,
leadership training, and technology platforms for promising stand - alone charter
schools, might have vastly increased the
quality and number of new
schools throughout the country.
Since 2010, ministers have been emphasising that it is the
quality of teaching and
leadership at a
school, not the bricks and mortar, that make a difference to the results it chalks up.
«It would be worth establishing the extent to which out - of - field teachers are supported by in - field teachers and by the
school leadership, particularly in relation to access to high -
quality professional learning.»
The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all
schools have access to good examples of top
quality teaching and
leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing
school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in
schools.
It may also be that these are simply bad
schools, with weak
leadership, low -
quality teaching, and a broken climate, and their high suspension rates are an indicator of campuses that are barely keeping it together.
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.