Sentences with phrase «responsibility for the learning improvement»

Not exact matches

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

«The idea of a Learning Club,» says Joyce Jackson, a teacher of 30 years who works with Kentucky's Division of School Improvement, «is that responsibility for learning and implementing new techniques isLearning Club,» says Joyce Jackson, a teacher of 30 years who works with Kentucky's Division of School Improvement, «is that responsibility for learning and implementing new techniques islearning and implementing new techniques is shared.

Teachers working in teams have primary responsibility for analyzing evidence of student learning and developing strategies for improvement.

This paper seeks to clarify the responsibilities of policy makers to create the conditions for an effective accountability system that produces substantial improvements in student learning, strengthens the teaching profession, and provides transparency of results to the public.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.

The learning agenda contributes to a school culture necessary to sustain continuous improvement as well as shared responsibility for schoolwide success.

The study, which analysed the results of different methods of teaching maths in three American high schools, found that an approach that involved students not being divided into ability groups, but being given a shared responsibility for each other's learning, led to a significant improvement in the achievements of high and low achieving students.

Learning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alLearning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning communities committed to continuous improvement, collective responsibility, and goal alignment.

Discover the leadership responsibilities that are most strongly connected to student achievement and learn practical strategies to develop a purposeful, positive school community, initiate and manage change within your school, and choose the right focus for your school's improvement initiatives.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

Districts that invest heavily in better training and support for their principals, only to treat them as ciphers once they are hired, are a long way from cultivating the brand of leadership described in this report, which holds that authority and responsibility must be broadly exercised in order to create sustainable learning improvements schoolwide.

In all 15 schools, the improvement was a result of a team of educators within the school recognizing what their students needed to learn and how they could learn best and accepting responsibility for meeting that need.

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alLearning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal allearning communities committed to continuous improvement, collective responsibility, and goal alignment.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Professional Responsibility (Practice + Professionalism)- Fall 2016, Fall 2017 Quantitative Methods for Lawyers (Legal Analytics I)- Spring 2016, Fall 2016, Fall 2017 Legal Project Management + Legal Process Improvement - Spring 2017, Spring 2018 Legal Analytics II (Machine Learning for Lawyers)- Spring 2017, Spring 2018 Blockchain, Cryptocurrency + Law - Spring 2018 Electronic Discovery - Fall 2015 Civil Procedure - Spring 2016

In this self directed learning approach to professional development, each lawyer has the responsibility for the ongoing maintenance and improvement in the substantive, technical, practical or intellectual components of the practice of law.

Strong procedures are in place to encourage a school - wide, shared responsibility for student learning and success, and to encourage the development of a culture of continuous professional improvement that includes classroom - based learning, mentoring and coaching arrangements.

The Curriculum and Instruction program addresses teacher empowerment and leadership in the expanded roles and responsibilities of teachers in schools, including data - driven assessment for school improvement, professional learning communities, applying research to practice, improving instruction and student learning outcomes, and collaboration with families and communities.