Sentences with phrase «rewarding teacher leaders»

At the same time, teachers and their union leaders are developing new approaches to identifying, promoting, and rewarding teacher leaders.

Special thanks to Rick Hendrick, MINI of Charleston, and the Charleston RiverDogs for their partnership with CCSD in recognizing and rewarding our teacher leaders through the Teacher of the Year process.

Special thanks to MINI of Charleston, the Charleston RiverDogs, and News 2 for their partnerships with CCSD in recognizing and rewarding our teacher leaders through the Teacher of the Year process!

Special thanks to MINI of Charleston, Heritage Trust Federal Credit Union, and Carroll School Services for their partnerships with CCSD in recognizing and rewarding our teacher leaders through the Teacher of the Year process!

Special thanks to Rick Hendrick's Volvo of Charleston for their partnership with CCSD in recognizing and rewarding our teacher leaders through the Teacher of the Year process!

Not exact matches

As a Professor of Global Education Leadership at Lamar University in Texas — the largest teacher training university in United States — I also believe that teachers and school leaders should be rewarded for entering into professional development, and my role as a Microsoft Professor of Advanced Learning Technology and an Apple Distinguished Educator allows me to do this.

The internal debate has serious implications for the organization, several of its leaders say, because any changes in the way teachers are rewarded would inevitably affect how instruction is delivered, how schools are organized, and what role teachers» unions play in such areas as collective bargaining.

Second, school and district leaders can use VAMs to make workforce decisions — recognizing and rewarding effective teachers and denying tenure and dismissing the lowest - performing teachers, according to Corcoran and Goldhaber.

School leaders would love to pay new staff an attractive salary and reward existing teachers properly but that's proving to be impossible.

As the only charity providing mental health and wellbeing support services to all education staff and organisations, Education Support Partnership is only too aware that whilst teaching can be one of the most rewarding careers, there's a growing impact from increasing stresses and strains at every level, from school leaders, teachers and support staff to lecturers.

Speaking to more than 1,000 heads and teachers at the Association of School and College Leaders» (ASCL) annual conference in Birmingham, the Secretary of State has said that his «top priority» is making sure teaching continues to be regarded as «one of the most rewarding jobs you can do».

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 standards.

School leaders who are not given the right to hire and fire teachers, reward and sanction personnel, or allocate resources can not be held fully responsible for the results.

School leaders and teachers can foster a culture of «school matters» by data collecting, rewarding regular attendance and building bridges between homes and school.

Advocates say that schools should be rewarded financially for performing well on standardized tests, and that providing such incentives will motivate school leaders and teachers to teach effectively and raise student performance.

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.

Some school leaders reward their teachers who make an extra effort to reach out to single parents by coming in early, staying late, or coming in on a Saturday.

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.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

IF the IDOE collaborates with key stakeholders, including LEAs, institutions of higher education, and educator associations, to refine existing human capital management systems that leverage evaluation and support systems to recruit, prepare, develop, support, advance, reward, and retain great teachers and leaders, THEN increased educator capacity and effectiveness will ensure equitable access to excellent educators and lead to improved student outcomes.50

It would be designed by next spring by a coalition of legislators, education associations, teachers, parents, and business and academic leaders, and would offer support to failing schools while rewarding high - achieving schools.

Our leaders seek to solve the problem of the poor by blaming the teachers and schools that seek to serve them, calling the deepening levels of poverty an «excuse,» rewarding schools that keep out and push out the highest need students, and threatening those who work with new immigrant students still learning English and the growing number of those who are homeless, without health care and without food.

Party leader Nick Clegg told the Daily Mail online that «quite a fierce debate» had taken place in government over the issue and suggested that the scope to reward the best teachers had been «resisted» by the Conservatives.

Lessons learned by Pitt County include the importance of having teacher leaders also be classroom teachers (to bolster their credibility) and the reality that financial bonuses are important to attract teachers to tough schools, but not sufficient; teachers seek nonmonetary rewards as well.

Feller reports on the establishment, growing pains, and initial good results of the Teacher Leader Cohort plan, which uses financial and other rewards to encourage teachers with success at raising student achievement to transfer — in cohorts — into the lowest - performing schools in the district.

These days, with the federal Race to the Top program and state legislation loosening teacher tenure, many districts across the country are looking for a new kind of school leader — principals with an intense focus on evaluating teachers, helping them improve, rewarding those deemed «most effective,» and firing ones who are persistently substandard.

Elevating the profession means doing a far better job of preparing, attracting, developing, evaluating, coaching, recognizing, rewarding, and advancing quality teachers and leaders in our school system.

He zeroed in on a critical policy weakness in our efforts to recruit, retain and reward our best teachers and leaders, even though research has shown the quality of a child's teacher and school leader are the two most important school - based factor impacting a child's success.

Leaders also have shared with me how over the past few years, they've seen good teachers become great, talented new teachers come to their district, and excellent teachers rewarded and recognized for their skills.

The U. S. Department of Education is announcing today the first grant competition under the Teacher and School Leader (TSL) program to provide funding for states, districts, and nonprofit organizations to support, train, and reward excellent teachers and school leaders.

Personally, I've found it stretching but hugely rewarding and I really enjoy seeing the commitment school teachers and leaders bring to improving the lives of their students.»

That's why Kindezi's promotion process holistically rewards teachers and leaders for demonstrating instructional excellence, strong academic and socio - emotional outcomes and contributions to school culture.

His overarching vision, «North Carolina will be the education leader not just in the Southeast or in the nation, but in the world,» is achievable by traveling all five of the following paths: creating prosperity and jobs for graduates, a rewarding career for teachers and principals, instilling a joy of reading and math for every child, excellent innovative learning options for families, and cost effectiveness for taxpayers.

It has been a pleasure and very rewarding to continue my work with teachers and leaders as we all learn together to further learning and success for Alabama children.

In particular, I think the plan must be strengthened to include stronger student - centered outcomes, clearer indicators for success, and more innovative career pathways that reward teacher expertise and keep teacher leaders from leaving the classroom.

Ensure that every student has a great teacher and school leader — and that the most effective teachers are compelled and rewarded for working with the students with the greatest need

So we must continue to overhaul how we recruit, train, evaluate, and reward teachers; develop stronger, more - entrepreneurial school leaders; expand the number of high - quality school options for all kids; provide all kids with rigorous college preparatory curricula; make parents the lead decision - makers in education and given them the tools they need to make smart decisions for their kids; and build cultures of genius in which the potential of all kids can be nurtured.

This «rock star,» yet again, brought with her her one string guitar, speaking in favor of South Carolina's House Bill 4419 that «addresses the way teachers are evaluated [i.e., using VAMs], rewards effective teachers with recognition and the opportunity to earn higher salaries [i.e., merit pay] and gives school leaders the opportunity and the tools to build and maintain a quality team of teachers [i.e., humbuggery, for the lack of a more colorful term].»

In education, we should reward and enable those teachers and school leaders who do whatever it takes to help more and more Tennessee children succeed and take charge of their own lives.

Under that plan, local school leaders are required to identify the top 25 percent of teachers to reward them with 4 - year contracts and $ 500 annual bonuses.

Blum - DeStefano earned her PhD in Education Leadership from Teachers College, Columbia University, after nine rewarding years as a teacher and school leader in alternative education settings.

HISD's Career Pathways Teacher Leader program allows schools to recognize, reward, and retain their best teachers.

In this report Harris makes «Recommendations to Improve the Louisiana System of Accountability for Teachers, Leaders, Schools, and Districts,» the main one being that the state focus «more on student learning or growth --[by] specifically, calculating the predicted test scores and rewarding schools based on how well students do compared with those predictions.»

Personnel policies designed to attract, retain, and reward teachers and leaders committed to excellence.

Ohio is prioritizing set - aside funds to develop a teacher leader framework that prepares, recruits, and selects teacher leaders, enhances teacher leadership during the later years of induction, and recognizes and rewards the contributions of teacher leaders.

While many state policymakers are continually drawn to accountability measures that rely on sanctions and rewards, effective school and district leaders know that true accountability can only be attained when teachers have the necessary knowledge and skills to improve student learning.