Sentences with phrase «school and classroom leaders»

At the same time, the district is investing in professional development to retain effective school and classroom leaders and paying for assessments so existing teachers can be licensed in needed subject areas.

In recent years too many school and classroom leaders have got caught up in looking for quick...

Without great school and classroom leaders to make sure reforms are implemented, even the most ambitious and sweeping policy changes can sputter out by the time they hit your children's classrooms.

Not exact matches

The Summer Leadership Seminar is limited to middle school, high school, and district level leaders; it is not intended for classroom educators.

Her uniquely effective parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field - tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children.

In K - 12 education, teachers, educators, and school leaders can create environments in the classroom that change students» mindsets by implicitly and explicitly giving them messages around belonging and possibility.

Dr. Hightower in his presentation cited Ms. McCarthy's stellar record as a classroom teacher, where she was recognized as a Teacher of the Year, and as a school administrator and district leader.

But no, as talk turned to rising class sizes in primary schools, and new schools being built in areas with surplus places, our leaders were catapulted into a classroom full to bursting with red - faced, Capri Sun - pumped, blue Smartie overdosing, sticky - suited schoolkids.

If approved by voters those propositions will: 1) Create a redistricting commission to draw the new state legislative and House of Representatives» district lines every 10 years, with the commission members appointed by the state legislative leaders, 2) amend the current constitutional requirement of distributing paper versions of proposed bills to state legislators to allow for electronic distribution and 3) authorize New York State to borrow up to $ 2 billion for school funding, with a stated purpose of «improving learning and opportunity for public and nonpublic school students», including the purchase of equipment, expanding school broadband access, building classrooms for pre-K and replacing trailers and installing «high - tech security features.»

There are three ballot propositions on the November ballot: 1) Creation of a redistricting commission to draw the new state legislative and House of Representatives» district lines every 10 years, with the commission members appointed by the state legislative leaders, 2) amend the current constitutional requirement of distributing paper versions of proposed bills to state legislators to allow for electronic distribution and 3) authorize New York State to borrow up to $ 2 billion for school funding, with a stated purpose of «improving learning and opportunity for public and nonpublic school students», including the purchase of equipment, expanding school broadband access, building classrooms for pre-K and replacing trailers and installing «high - tech security features.»

Influential charter school leaders, including Success Academy founder and longtime de Blasio foe Eva Moskowitz, urged de Blasio to hand them space in city classrooms in a strident letter sent to City Hall Thursday.

The report listed «educational resource deficiencies» that were familiar to the platoon of school leaders — ranging from increased class size and libraries being repurposed for classrooms to staff cuts and the reduction of pre-K programs from full - day to half - day.

Shadow a school leader for a day and you will likely be running from meetings to crises, from classroom observations to lunch duty, from performances to conversations with parents, and from dismissal back to more meetings.

Some school leaders and classroom teachers may not believe in the value of independent, for - pleasure reading, or that kids can read for as long as they truly can.

As such, decisions to «give» teachers more devices tend to originate from the wrong starting place; teachers should be designing their classrooms and schools and then discussing, with leaders and technologists, what devices can best support that design.

We begin with a prominent question for many school and district leaders: What conditions must we create in order to promote the scaling of identified classroom innovations?

Suitable for school leaders and classroom practitioners of all stages in their careers, and in all educational settings.

Caroline Wright, BESA director said, «British teachers are world - leaders in the use of educational - technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK's schools.

Talk to your union representatives and school district leaders about how to promote your innovations to state leaders and how it can be scaled up to illustrate its effectiveness outside your classroom door.

It is human nature to feel defensive when being critiqued; it is our work as leaders (of districts, schools, classrooms) to move beyond defensiveness and embrace feedback as sustenance for our own ongoing learning, growth, and improvement.

It's time to start putting leaders in place in the classroom and at the school level first.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

By encouraging leaders to connect with relevant information sources and professionals beyond the classroom walls, we are taking an important step in equipping schools for the future.

What would the social - emotional environment of middle schools look like if school leaders, teachers, and reformers listened to 11 - year - olds as they looked at the nature of their schools and classrooms?

As a school leader or principal, you can often focus more time on improving teaching and learning beyond one classroom, giving others greater confidence and impact.

This year, the Teacher team was lucky to speak to many classroom teachers, school leaders and academics about the work that they are doing and the changes that they are making.

If Teach First and schools can nurture new recruits through the earliest, most critical stages of their career we create a strong new generation of classroom leaders.

These students are in classrooms in most school systems — and face some of the steepest odds for graduating from high school — yet only one - third of district - level leaders believe educators in their schools are prepared to effectively teach English - learners, according to an Education Week Research Center survey from late last year.

Through a 2 - year professional development program that incorporates continuous quality improvement methods, UBC provides classroom teams and school leaders training and in - classroom coaching to maximize language instructional strategies, instructional time, effective interactions and attendance.

While school leadership in the 20th Century relied on printed paper and face - to - face learning in «private» classrooms, the 21st Century challenges leaders to perform in very different ways.

These organizations seek to provide in - depth training to potential school leaders, including both classroom and on - the - job components.

These are the kinds of problems — murky, time - sensitive, and without clear roadmaps — that educators, school leaders, and parents know well, says Professor Meira Levinson, a former teacher who now studies ethical dilemmas in the classroom.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

We found that the pathway to becoming the leader of a classroom starts in middle and high school, so we ask: How do we engage middle and high school students to think about teaching as a career?

«Administrators build their credibility as instructional leaders when they consistently demonstrate classroom expertise by modeling instructional practices, collaborating on curricular initiatives, and enacting the classroom culture they envision for the whole school,» she says.

In particular, growth in use of tablet devices by teachers and students was clear; 81 per cent of participating school leaders now own and use tablets for professional learning, and the majority of CC21 schools used project funds to purchase and trial iPads in the classroom.

In a strongly worded letter sent this month to chief state school officers, legislators, state board of education members, representatives of the National Education Association, and publishers nationwide, the Florida leaders point to the «pervasive» influence of textbooks and other classroom materials on the educational process and say that their state's school - improvement efforts «have been impeded repeatedly by the declining...

The seventh, comparing classrooms within schools that did and did not have an MCL, showed no statistically significant impact, because reading improved in both types of classrooms after multi-classroom leaders began leading some of the teachers in each school.

University researchers are conducting important laboratory and classroom research and there is a growing body of teachers and school leaders who recognize one of the great ironies of education in the United States today: that the organ of learning is the brain but few educators have ever had any training in how the brain works, learns, and most importantly for students, changes.

Those leaders will no longer be able to maintain the fantasy of high - school educators floating from classroom to classroom like Mary Poppins because of their love of children while at the same time haggling over pay, benefits, and working conditions as if they were automobile workers.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

Nathan has also accepted two invitations to Buenos Aires, where she has shared strategies for enhanced classroom participation with more than 100 teachers, school administrators, and cultural leaders.

School leaders and classroom teachers would have greater say over how they'd be assessed, as well as increased autonomy.

And will school leaders be able to push those instructors out of the classroom?

Of course now, as an adult with over 14 years of experience in the education field as a teacher and school leader, Camacho Lewis knows that the problem her teacher had is not unusual; not every educator can artfully and caringly address difficult social problems, especially matters of race and class, in the classroom.

The 13 master's programs at the Harvard Graduate School of Education attract extraordinary students from every imaginable background: classroom teachers, district leaders, nonprofit workers, public policy researchers, social entrepreneurs, and software engineers.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).

More than 100 teachers and leaders from around the country were invited to share their approaches to piloting and scaling blended learning in classrooms and schools, which we summarized in our latest report, «From the frontlines: Takeaways from the 2016 Blended and Personalized Learning Conference,» out this week.

ACER Chief Executive Officer, Professor Geoff Masters AO, began by telling the audience of school leaders and classroom practitioners that there's a common way people think about assessment and teaching, and it's problematic.

But edtech innovations hold real promise for improving student learning outcomes if education leaders use them to redesign classroom and school models in ways that transform teachers» instructional practices.