Sentences with phrase «rural school leaders»

Though these pioneers are few and most are in the early stages of implementation, they do provide insights for state policymakers and rural school leaders.

The national teacher corps Teach For America is launching a Rural School Leaders Academy to help its teachers transition into roles as principals in rural areas.

While city educators and «country» educators might argue whose hardships are greater, rural school leaders unquestionably recognize that their greatest challenge today is building, sustaining, and supporting a teacher corps so that schools can operate at high levels.

As a teacher, principal, superintendent, and rural school leader, Johnny has personified the highest standards of professional service, ethics, and dedication to students, staff, and his rural communities through administrative and instructional leadership.

Not exact matches

I've started to use your ideas, themes and language within professional development sessions for leaders in schools and social services in our quiet corner of very rural England.

It's summer vacation for school children, leaders of New York's rural schools are worrying about the new school year, and say they are squeezed by a tax cap and other factors.

It is summer vacation for school children, but leaders of New York's rural schools are worrying about the new school year and say they are squeezed by a tax cap and other factors.

The Rural School and Community Trust's semiannual «Why Rural Matters» report, released Feb. 12, says state leaders should consider the distinctive factors that affect rural schools and adopt and amend policies to help them impRural School and Community Trust's semiannual «Why Rural Matters» report, released Feb. 12, says state leaders should consider the distinctive factors that affect rural schools and adopt and amend policies to help them impRural Matters» report, released Feb. 12, says state leaders should consider the distinctive factors that affect rural schools and adopt and amend policies to help them imprural schools and adopt and amend policies to help them improve.

When the leaders of a rural school district in South Dakota decided to adopt a four - day school week this fall, they had a familiar example to follow.

In a decision designed to spark a transformation of New Jersey's school finance formula, the state board of education concluded last week that poor rural districts have been shortchanged in a state known nationally as a leader for providing billions of dollars in extra aid and programs to its poor urban districts.

«I spoke to leaders of coastal schools, inner - city schools, rural, primary, secondary, alternative provision and asked them what they did.»

This will reassure the dedicated teachers and leaders in such schools, who are often at the heart of rural communities.

School leaders in small, rural and remote communities can have a range of extra responsibilities.

Teacher recruitment and certification in rural communities is a struggle for school and district leaders, as well.

One is that, typically, rural, regional and remote schools are someone's first posting as a leader (not exclusively), so it's the experience base.

I am a teacher and literacy program leader at a small, rural school in Ontario, Canada, with 14 years of teaching experience both in the classroom and on e-learning platforms.

A leader and active member in many student groups while at the Ed School, including FIERCE (Future Indigenous Educators Resisting Colonial Education) and the HGSE Rural Educators Alliance, Barraza, as noted by a peer who nominated her for the Intellectual Contribution Award, «never shied away from difficult conversations with peers and professors and she modeled what it means to stand up for what one believes in.»

But many rural educators see consolidation as a disaster: Since schools are often the heart of small communities, there are devastating social implications when they are closed, including that parents and town leaders lose control and interest.

Telia Kapteyn Learning and Teaching Hometown: Atlanta Experience: Taught kindergarten as a Teach For America corps member in Brooklyn, New York; high school English teacher in a rural fishing village in Malaysia on a Fulbright Scholarship; elementary school teacher at a KIPP school in the Arkansas Delta Future plans: First - grade teacher at Brooke Charter School in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their classchool English teacher in a rural fishing village in Malaysia on a Fulbright Scholarship; elementary school teacher at a KIPP school in the Arkansas Delta Future plans: First - grade teacher at Brooke Charter School in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their classchool teacher at a KIPP school in the Arkansas Delta Future plans: First - grade teacher at Brooke Charter School in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their classchool in the Arkansas Delta Future plans: First - grade teacher at Brooke Charter School in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their clasSchool in Roslindale, Massachusetts; cohort leader in Teach For America's Education 4 Justice pilot program, which seeks to prepare teachers to incorporate social justice pedagogy into their classrooms

This paper, written for the Rural Opportunities Consortium of Idaho, offers policymakers and philanthropic leaders a set of recommendations to capitalize on the potential of technology to serve students: expand broadband access to schools lacking it, create an elite corps of proven teachers who would be made available to students across the state, and provide districts and schools with the flexibility to develop new models of staffing and technology and to achieve the most strategic combination of personnel, facilities, and technology.

The FRS publication, A Guidebook for Success: Strategies for Implementing Personalized Learning in Rural Schools, helps education leaders capitalize on existing assets while addressing their community's challenges.

Rural leaders can re-envision the way that schools access quality instruction through the use of communication technology and digital learning resources.

The Future Ready Schools ® (FRS) publication, A Guidebook for Success: Strategies for Implementing Personalized Learning in Rural Schools, helps education leaders capitalize on existing assets while addressing their community's challenges.

The leaders of SHINE (Schools and Homes in Education) Afterschool Program recently resolved to improve the school - day attendance for the students at their 21st Century Community Learning Centers in rural Pennsylvania.

NSBA looks forward to working with Congress and the Administration in addressing the flexibility states and local school districts need to ensure equity and excellence in public education; such as the development of innovative programs that address the unique needs of each school district and respective community, programmatic flexibility and compliance for rural districts, and recruitment and retention of highly effective teachers and leaders.

These include the development of a clear vision and plan of action when transitioning to a personalized learning model by district leaders, the need for rural leaders to collaborate with other Future Ready Schools, and provision of funds by state governments and departments of education to support the implementation.

In several of the higher - performing districts in our sample (including large urban / suburban as well as rural districts), for example, district leaders and school personnel described recent and ongoing district - wide efforts to support teacher implementation of differentiated instruction.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

This strategy makes relevant face - to - face learning opportunities available within a reasonable distance to school leaders in remote rural areas.

How to recruit and retain teachers and other leaders in hard - to - staff rural and small school districts.

The tools represent the best thinking of school board leaders from urban, suburban, and rural districts across every region in the country.

Educational barriers and challenges often vary by region, yet at districts where odds seem disproportionately stacked against student success — such as Jefferson County Schools (JCS) in rural West Virginia — school leaders know that delivering excellence in education requires vision, strategy and, sometimes, complete process overhaul.

The findings were also based on interviews with school leaders from eight districts across Montana, representing both urban and rural districts and varying in size.

RSCT efforts include education, research, advocacy, and building the capacity of grassroots leaders and community - based organizations to positively impact rural school reform.

He has provided creative and purposeful solutions to state departments of education, superintendents, principals, curriculum directors, the CCSSO, and teacher leaders in over 100 urban, suburban, and rural school districts in the US, Canada, and Central America.

This blog post examines ways education leaders in Oregon are working to address the problem of rural students struggling to get a head start on college while still in high school.

In order for children to succeed in rural schools, school leaders must build strong supports around a bold new agenda to ensure that teachers succeed as well.

Members of the Rural Schools Alliance become part of a unified network of rural leaders committed to the success of our rural schools and studRural Schools Alliance become part of a unified network of rural leaders committed to the success of our rural schools and stSchools Alliance become part of a unified network of rural leaders committed to the success of our rural schools and studrural leaders committed to the success of our rural schools and studrural schools and stschools and students.

Instructional expertise data comparing over 2,500 urban, suburban and rural school and district leaders will be shared.

Committee for Children recently addressed the issue of SEL in rural education, presenting to about 90 Washington rural education leaders in the Rural Alliance as they seek to infuse SEL into their schools and education sysrural education, presenting to about 90 Washington rural education leaders in the Rural Alliance as they seek to infuse SEL into their schools and education sysrural education leaders in the Rural Alliance as they seek to infuse SEL into their schools and education sysRural Alliance as they seek to infuse SEL into their schools and education systems.

While the challenges addressed in this article are not necessarily unique to rural schools, leaders need to find effective, rural - specific responses to address them.

To that end, school leaders should connect with higher education programs to immerse prospective teachers in the rural experience and help them build a body of place - specific knowledge and competencies — understanding the ties between an area's economic history and culture, for instance — that will enable them to succeed in the rural context.

The Education Trust published recommendations for state leaders to close gaps created when experienced, highly qualified teachers shy away from working in urban and rural schools.

Many states have attempted to «grow their own» teachers or school leaders to mitigate shortages, especially in rural districts.

How did leaders in a rural school district in middle Georgia consistently improve math outcomes for traditionally underperforming students?

For rural school districts without a local industry presence, the Department will occasionally bring business leaders from across the state or connect them to the classroom through web - based video conferencing software.

Rural schools in Arizona have a broad spectrum of needs and the proposal to increase teacher funding by 20 % over three years and restore soft capital funding over five years enables local school leaders to more effectively address the challenges facing our schools.

The Illinois Center for School Improvement (Illinois CSI) is an organization created by the Illinois State Board of Education (ISBE) and American Institutes for Research to help district leaders from urban, rural, and suburban schools transform their systems to ultimately drive higher student achievement.

PERSPECTIVES + OPINIONS Newcomer Students in Rural and Suburban Communities Insights for school and district leaders on how to welcome and...

Organizational Context There is a rich body of evidence about the relevance to leaders of such features of the organizational context as geographic location (urban, suburban, rural), level of schooling (elementary, secondary) and both school and district size.