Sentences with phrase «school and district level leadership»

«We are committed to providing not only the best technology platform available to manage that change, but also to ensuring school and district level leadership have the necessary coaching and support to lead the way.»

Not exact matches

Provide teachers the support and time they need to be successful both in the classroom and in the leadership opportunities that emerge when they are asked to share their input and generate solutions to school - and district - level problems.

Districts can support teachers and improve retention by, first and foremost, ensuring effective leadership at the school level.

In 2000 the foundation committed $ 150 million over five years to improving leadership at the school and district level and is now underwriting in 24 states a wide variety of programs: leadership academies, university - school district partnerships, research, changes in what it takes to become certified as a principal, and superintendent training.

It is leadership at the district level, the school level, and the classroom level, even at the student level.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

In order for the maker movement and maker education to take shape and become truly embedded in schools and classrooms, district and site - level administrative leadership and support are essential.

Suzanne Bond, an associate professor in educational leadership at Seattle Pacific University in Seattle, Washington, has helped to facilitate the development of mission statements at both the school and district level.

«Research clearly shows that no school improvement effort can succeed without effective leadership, and such leadership is needed at all levels - federal, state, district, and school - in our current systems and in the systems we will create in the future,» said M. Christine DeVita, president of The Wallace Foundation, which provided a $ 10 - million grant to support the effort.

prepares experienced educators for system - level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.) empowers cutting - edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

In this chapter, I will address school - and district - level leadership for teacher workforce development through improving teacher learning and capacity.

District leadership is critical for successful efforts at the school level, since those leaders can ensure college and career readiness is a priority and that advisors are empowered to best serve students.

The Foundation Series connects the research on school - and district - level leadership; the Framework Series examines the components of the Balanced Leadership Framework; and the Future Series puts it all together, challenging leaders to apply the knowledge, tools, and strategies they've learned in their own districts.

And while school leadership is essential, there also must be consistent, strong leadership at the district level.

Her roles include: membership on the school instructional leadership team and math leadership team; serving as district - wide Unit Study Seminar Facilitator for the BPS Math Department and as a district - level Developing Mathematical Ideas facilitator for the district; and facilitating Math Professional Development Sessions for Math teachers in the district.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

We did see examples in some schools of principals providing leadership for data use in the absence of well organized district - level leadership and support.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

In addition we examined the degree to which leadership is exercised to promote a focus on improved curriculum and instruction, both at the school and district level.

Finally, while school level had a significant, inverse relationship with student achievement in mathematics, district / school leadership and teacher influence were not significantly related to achievement.

At the secondary level, high schools show a higher «leadership deficit» than middle schools, as well as lower ratings on climate, openness to parents, and district support.

Even states that have long sought to build school - level leadership through professional development have now shifted that work, in some measure, to superintendents and districts.

This prestigious award recognizes and honors an NSELA member, who, through their professional work, has demonstrated outstanding leadership in science education at the school, district, county, regional, and / or national level.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

Unpacking the challenges of leadership at the school and district level.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

School improvement requires shared leadership at the state and district level.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

He is currently in his seventh year as principal of Ronald W. Reagan Elementary in Sanger Unified School District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supschool by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supschool statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supports.

Benjamin Fenton, the founder of New Leaders, a New York City - based group that trains aspiring principals and consults on school and district leadership, said the district's focus on school - level leadership, and philanthropic investment from local and national foundations, had brought his organization to the city in 2004 and opened the doors for others since.

We've come from many backgrounds, worked at every level of the public education system from the classroom to administrative leadership, taught in both school district and public charters, from grassroots to national networks.

Ruopp and others say that although such a job is important, it does not replace having an advocate at the top level of leadership in the large school district.

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

Starting in the 2010 - 11 school year, the district's Research, Assessment and Data Department provided principals and site - level leadership teams with chronic absence data.

Even those in the upper levels of educational leadership should be modeling what it looks like to learn and lead online; for example, Chris Kennedy, Superintendent of West Vancouver School District, uses blogging to model transparency, open leadership, and lifelong learning.

The district leadership established and trained district - and school - level data teams, allotted time to engage in collaborative analysis, and made available meaningful data displays driven by essential questions.

He has served in educational leadership or research positions in private industry, in an urban public school district, in a state department of education, and at the university level.

This occurs best when schools adopt and practice effective shared leadership approaches that involve collaborations among teachers, support staff, related service specialists, administrators, and others at the district level.

Our case study on the key distributed leadership practices of one middle school in the Bronx, Creston Academy for Responsibility and Excellence, presents a guide intended to help other New York City principals reflect on their own approaches to meeting district - level expectations.

Beverly LaCoste, a leadership coach with UIC College of Education's Urban Education Leadership program, has more than 38 years» experience as a teacher, principal and district level administrator in several urban school districts.

Mr. Conley has 20 years of experience in urban education, and has been deeply involved in classroom teaching, school leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 mischool leadership, and district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 district - level decision making in Baltimore for more than 10 of those years Mr. Conley previously served two years as an assistant superintendent in the School District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 miSchool District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 District of Philadelphia, most recently overseeing 22 elementary, middle, and high schools serving 11,000 students with an annual budget of $ 74 million.

Successful candidates for MSA's Superintendent of the Year Award will demonstrate magnet school leadership in his or her magnet schools within the district, state and national level in the following areas:

Building - level math coaches support the work within schools, administrative meetings have an agenda focused on math leadership, observation feedback to teachers centers on the elements of powerful instruction supporting student learning, and a regular newsletter, titled «Connections,» is sent to all staff to enhance district - wide collaboration and communication.

These boards provide important administrative oversight relative to the educational policies and programs they institute; play a central role in establishing systems and processes to ensure the school system's fiscal, programmatic, and outcome accountability; and undertake broad human resource functions that include making crucial decisions regarding the district's top - level leadership and key staff.

CEC works with union and district leadership, teachers, administrators, and board members to build collaborative structures and processes at the district, school, and classroom level to implement school transformation and drive instructional improvement.

It, however, required leadership engagement at the highest level — and a tremendous amount of time and energy by the school, school district officials, and advocates — to accomplish a common sense result in response to Endeavor's modest facilities request.

Additionally, state level leadership in Texas, Tennessee, North Carolina, New York and Veromont, as well as school districts in Illinois, Georgia and Mississippi have sought leadership policy and planning assistance from UIC.

After the Leaders» Meeting where the Hi - FIVE announcement was made and we celebrated the achievement of the Level 5 schools, Dr. Plummer from Progress Charter School wanted to meet with several members of the district leadership team about his quandary.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

This resource, created by the National High School Center at the American Institutes for Research, discusses four aspects that are recommended to support RTI efforts at the state, district and school levels, including leadership, data - based decision making, interventions and professional develoSchool Center at the American Institutes for Research, discusses four aspects that are recommended to support RTI efforts at the state, district and school levels, including leadership, data - based decision making, interventions and professional develoschool levels, including leadership, data - based decision making, interventions and professional development.