Sentences with phrase «quality teachers and school leaders»

Have made significant improvement in other areas (graduation rates, high - quality teachers and school leaders);

However, we are deeply disappointed that the Trump Administration has proposed slashing more than $ 9.2 billion for education programs, including the entire Title II - A program to support high - quality teachers and school leaders.

Prior to his time in Chicago, Knowles served as deputy superintendent for teaching and learning at the Boston Public Schools — where he created two organizations devoted to building the pipeline of high quality teachers and school leaders — and served as codirector of the Boston Annenberg Challenge, a nationally recognized effort to improve literacy instruction.

Missouri should not have a system that puts our neediest communities at a disadvantage when it comes to recruiting talented teachers and states should not impose a tariff on attracting quality teachers and school leaders.

Mr Gibb conceded that schools face a «challenge» when it comes to recruiting enough high - quality teachers and schools leaders.

Not exact matches

«Despite all these shortcomings in way in which GCSEs have been reformed, teachers and school leaders have continued, as ever, to ensure that pupils receive high quality learning experiences and can secure the best possible chance of exam success tomorrow.

«Ofsted must now take this opportunity to engage with teachers and school leaders to ensure that inspection can be reformed further so that it accurately reflects the full value that schools add to the quality of children and young people's lives and their future prospects.»

The 2015 School Travel Forum (STF) survey of over 2,000 teachers and subject leaders found that 75 per cent of respondents had no awareness of the LOtC Quality Badge.

Ofsted's chief inspector Sir Michael Wilshaw has warned that the biggest challenge facing schools in England is a lack of quality teachers and leaders.

Working with school leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of teachers in our schools to become leaders in their field, including: extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career; and creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts.

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.

One of the challenges facing school leaders right now is striking the right balance between pragmatism to make sure that every class has a teacher, and ensuring the bar continues to be set as a high as it should be in terms of teaching quality.»

Gibb's comments were in response to the Committee's inquiry into the well publicised issues with teacher supply, and followed evidence given by Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), who told the Committee that school leaders felt there was a shortage of quality tTeachers (NAHT), who told the Committee that school leaders felt there was a shortage of quality teachersteachers.

Is PBL really so difficult that only a select number of masterful teachers, innovative schools, and dynamic school leaders can pull off high quality projects?

I credit these qualities — along with the tireless dedication of our teachers and school leaders, who instill in our students the values of integrity, humility, hard work, and service — for our remarkable success.

The goal is to provide great resources for teachers and school leaders, ensuring outstanding value for money and quality.

Therefore, it's up to charter school leaders and teachers to prove to parents that their children are getting a high - quality education and laying the foundation for a life of opportunity.

This is troubling, as the demands of leading such schools, including the need to attract and retain high - quality teachers despite less desirable working conditions, may amplify the importance of having an effective leader.

I am continually amazed and the quality of workshops, both on - site and virtual, that are available to teachers and school leaders over the summer.

Notably, the quality reviews were not conducted by bureaucrats in New Orleans and Baton Rouge, but by the state's network of «teacher leaders,» two from each school, chosen by the LDOE.

Its goal is to establish adolescent literacy initiatives with measurable goals, and it funds curriculum materials, instructional tools, and intensive high - quality professional development for teachers, literacy coaches, and school leaders.

School leaders can use the SPTQ to gain a useful overview of the quality of teaching in their school, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching stanSchool leaders can use the SPTQ to gain a useful overview of the quality of teaching in their school, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching stanschool, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching standards.

Most of the information comes from theNYC School Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievSchool Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievschool leaders, and evaluates how well the enterprise supports student achievement.

In the Jan. 30 speech, he said he would form a group including business, labor, and political leaders to craft a 21st Century Education Plan focusing on school finance, teacher quality and compensation, and urban schools.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

Here, I'll concentrate on teacher - student feedback, but should point out that my research into highly effective departments and schools has shown that successful leaders provide high - quality feedback to their staff, an important influence on the quality of teaching in their schools.

This service is just what teachers have been asking us to provide for years and to finally be able to provide a service of the highest quality from the market leader demonstrates why Schools Advisory Service is the UK's largest supplier of staff absence insurance.»

Liberal Democrat leader Nick Clegg is also expected to announce four other measures concerning educational policy, including the protection of spending per - pupil, a guarantee ensuring all teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in depriveteachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in depriveTeachers and a National Leadership Institute to promote high quality leadership in schools in deprived areas.

The AACTE is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PreK - 12 student learning.

Recognising the BESA logo as a mark of high level of quality and service, teachers and school leaders can be sure that they are working with education companies who are as dedicated to providing high - quality education to children as they are.

Salaries paid to personnel in public schools impact both the ability to attract high - quality professionals to serve students and the budgets of the school districts in which teachers, central office administrators, school leaders, and support personnel work.

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.

Teachers received a single - page handout on the seven qualities of effective schools: nuggets such as «the climate of an effective school is NOT OPPRESSIVE,» «the principal acts as an instructional leader,» and effective schools offer the «opportunity to learn and student time on task.»

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

In 2013, CCSSO and the Council of the Great City Schools (CGCS) jointly released Commitments on High - Quality Assessments which is a set of principles to guide state and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents, and teQuality Assessments which is a set of principles to guide state and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents, and tequality, coherent, and meaningful to students, parents, and teachers.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Invest in management and capacity to develop teachers and leaders Developing school leader capacity is crucial to supporting quality teaching.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

They have targeted strategies to get strong teachers and leaders into high - poverty / high - minority schools and can swiftly remove ineffective teachers; they are closing low - performing schools and offering high - quality choices through both traditional and charter schools; and they have adopted demanding graduation standards and assessments so that students leave high school capable of attending college and ready for careers.

To: Speaker Carl Heastie Assembly Majority Leader Joseph Morelle Assembly Minority Leader Brian Kolb Assembly Education Committee Chairwoman Catherine Nolan Majority Leader John Flanagan Senate Democratic Leader Andrea Stewart - Cousins Senate Education Committee Chair Carl L. Marcellino Governor Andrew Cuomo Educators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality educators.

No school can succeed for long without doing so, but, especially for community schools, success depends on the quality of the relationships that school and district staff maintain with various partners, including teachers, counselors, social workers, parents, clergy, elected officials, business leaders, volunteer tutors, and others.

Insight in Action As part of a statewide initiative to develop and support quality mathematics programs, school - based teacher leaders supported the implementation of the Investigations curriculum in grades K - 5.

For nearly 40 years, SSA has partnered with hundreds of schools, districts, and state education organizations throughout the United States and Canada to provide high - quality professional development for teachers, administrators, and school leaders.

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.

Given that the quality of school leadership is the second most important factor in student achievement (after the quality of teachers), 1 school districts must create the conditions to systematically support, develop, and retain highly effective leaders.

Riley and others also ignore another culprit: Low - quality teachers and lackluster school leaders — or, «the other knuckleheads, as Fordham Institute scholar Peter Meyer calls them — who perpetuate cultures of low expectations by failing in reading instruction and failing to properly manage classrooms.