Sentences with phrase «school district leaders work»

Yet, as school district leaders work to meet these challenges, they are shamed and blamed by corporate competitors.

Not exact matches

Elia, in approving Bierwirth's recommendations and action plan, emphasized that district leaders and school board trustees must work with the special adviser in making changes.

«If you work in a district like that, no matter how effective you are you come out with a scarlet A on your head,» he said, to applause from the audience, which included state legislators, Board of Regents members, school board leaders and teachers union officials.

Additional participants in the Jamaica Now Planning Initiative include: 165th Street Business Improvement District, 180th Street Business Improvement District, Jamaica Center Business Improvement District and Sutphin Boulevard Business Improvement District, A Better Jamaica, A Better Way Family & Community Center, Addisleigh Park Civic Association, Alliance of South Asian American Laborers, America Works, Antioch Baptist Church, Brinkerhoff Action Associates, Inc., Center for Integration & Advancement for New Americans, Center for New York City Neighborhoods, Chhaya Community Development Corporation, Citizens Housing & Planning Council, Community Healthcare Network of New York City, Cultural Collaborative Jamaica, Damian Family Care Center, Edge School of the Art, Exploring the Metropolis, Farmers Boulevard Community Development Corporation, First Presbyterian Church in Jamaica, Fortune Society, Goodwill Industries of Greater New York & New Northern New Jersey, Greater Allen Development Corporation, Greater Triangular Civic Association, Indo Caribbean Alliance, Jamaica Center for Arts & Learning, Jamaica Hospital, Jamaica Muslim Center; Jamaica Performing Arts Center, Jamaica YMCA, King Manor, LaGuardia Community College Adult & Continuing Education, Mutual Housing Association of New York, Neighborhood Housing Services Jamaica, New York Alliance for Careers in Healthcare, Queens College, Queens Council on the Arts, Queens Economic Development Corporation, Queens Hospital, Queens Legal Services, Queens Library; Queens Workforce1 Center, SelfHelp, Sikh Cultural Society, Sunnyside Community Services, Inc., The Jamaica Young Professionals, The Jamaica Youth Leaders, The Tate Group, Upwardly Global, Visiting Nurse Service of New York, and Y - Roads.

The pair, Miss Lois Boahemaa who is a JHS «2» student of Modern Preparatory School at Jema and Master Abubakari Osman who is in form «3» at D / A Junior High School (JHS) at Pramposo have therefore called on the government, district assemblies, civil society organizations, parents, traditional and religious leaders to work collectively to eliminate things that impede the rights and safety of children.

The City Council and leaders of the city's two school districts agreed Thursday night to work together to keep police officers in the schools.

Hartford's Equity 2020 committee, the advisory panel that city school leaders formed months ago to consider school consolidation, got its first glimpse of what the district's consultants have been working on in recent weeks — three possible scenarios to help shrink the school system starting in the 2017 - 18 school year.

But as WXXI's Hélène Biandudi Hofer reports, some believe there's one key element that can't be overlooked as District and school leaders work to improve the future of East High.

«Already, the leaders of the city, the school district, and the county have begun discussing how the three of us can work together.»

Phil Haberstro of the Wellness Institute of Greater Buffalo, a key volunteer leader of the policy writing team, noted that the work of policy implementation is the next phase of work that is currently being accomplished through the newly formed District Health Council, the Board and the community at large - The public may view the District wellness policy on the Board of Education Web Site or by contacting Sue Ventresca, the Buffalo School District's Director of Health Related Services.

Where I get hung up, though, is with the idea that great leaders can make schools — and especially school districts — work well, given the dysfunction of the larger system within which they must work, and the Gordian knot that's been tied by decades of contradictory, often compromising, laws and regulations, not to mention the impossible politics often created by unruly elected school boards.

This work will be shared with school and district leaders, our school board, and all stakeholders both in and out of district.

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.

Over the course of the 2015 — 2016 school year, in collaboration with district and family leaders, educators, and community partners, we developed a framework with four dimensions, to be integrated with the work of instruction, not positioned as a separate initiative.

That's a big departure from the state - level Race to the Top competitions, which just looked at educators who actually work in schools, not district - level leaders.»

Good news for education researchers: Your work is influencing district and school leaders, helping to guide their decisions.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

EdTechTeacher hosts a series of summer workshops on the campus of Harvard University for teachers and school leaders and works with schools and districts throughout the year in the Teaching for the 21st Century program.

In a NAPCS survey of charter school leaders, nearly two - thirds said working with the district was a problem.

USP is a rigorous course of study designed for professionals who have worked in metropolitan school districts as teacher - leaders, school principals, or central office administrators.

For the last 10 years, she has worked with teachers and leaders in over 75 school districts to improve teacher and student learning.

At the district and school levels, it is helpful for urban school leaders to wisely use data to inform their work.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

She has participated in dozens of school visits with Starr and other district leaders, and worked with teams dedicated to redesigning MCPS's middle schools and engaging the community in the life of the district.

School and district leaders will inevitably face challenges and questions based on their own beliefs and the contexts in which they are working.

It's no secret that the HR practices of private and charter schools — neither of which typically practices tenure — work far better than those of district schools from the standpoint of both school leaders and their students.

Meanwhile, the district's mixed signals regarding autonomy undermined all school leaders» trust in central office administrators, and in particular, compromised opportunities for the sectors to work together.

ExEl works with state and district superintendents, along with business leaders, legislators, unions, and parents, to improve struggling schools.

Hoping to make a big system feel more intimate, leaders of the Charlotte - Mecklenburg, N.C., schools are working to divide the district into smaller parts.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

Drawing on the knowledge of people within districts, the CLG will support the growth and development of school leaders and work with them on achieving improvement over time.

Preliminary attempts to describe why these leaders lead well are part of the ongoing work initiated by the Clark County School District Instruction Unit.

«Being selected to participate in a national network of education leaders as a Strategic Data Project partner allows our district to learn from and work with some of the most skilled analysts in the field,» said Sharon L. Contreras, superintendent of the Syracuse City School Ddistrict to learn from and work with some of the most skilled analysts in the field,» said Sharon L. Contreras, superintendent of the Syracuse City School DistrictDistrict.

Salaries paid to personnel in public schools impact both the ability to attract high - quality professionals to serve students and the budgets of the school districts in which teachers, central office administrators, school leaders, and support personnel work.

Our comprehensive leadership development offerings are designed to address the complex and critical work of school and district leaders throughout their careers, within specific school settings, and related to a broad range of topics that impact teaching, learning, and leadership.

He eschews micromanaging school leaders and instead works alongside them to help them meet the goals of the district's long - range plan and to improve teacher performance in their schools.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

Reformers are school district leaders who aim to make centralized, government - run educational systems work more effectively by imposing new rules and regulations concerning what school administrators and teachers can and can not do.

As the leader of an entire district of charter schools in Lake Wales, I wanted the NAACP's education task force to hear from someone who has worked for nearly three decades in both traditional public schools and in charter schools, which are also public.

I am also continually working on improving and expanding our Digital Leadership & Learning practice area at the International Center for Leadership in Education (ICLE) to help districts, schools, leaders, and educators initiate sustainable change.

The CORE districts are early adopters of the new accountability paradigm: local leaders using multiple measures of school performance and working together to figure out collectively what works best for struggling schools.

Prior to joining Education Northwest in 2011, he spent three years with the University of Chicago Consortium on School Research, where he managed their nationally focused policy and capacity - building initiatives and worked closely with policymakers, district leaders and researchers developing and using early warning and college readiness indicators.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

These grants are an unprecedented opportunity to follow the example of a bold group of district leaders and teachers, and work together to ensure that all students are taught by effective teachers, in our cities and beyond,» said Gene Wilhoit, Executive Director of the Council of Chief State School Officers.

Can those who argue for staying the course identify instances where a school district leader discontinued a program or policy because research had shown it to be ineffective, or adopted a new program or policy based on a report in the What Works Clearinghouse?

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

One can even say that it is underlying disdain for the very kids in his district that is a critical reason why he is such an abject failure as a school leader: If you don't care for kids, you can not do the hard work of transforming the quality of instruction, curricula and leadership that is needed to give kids cultures of genius in which to succeed.

The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.

This week, the IES launched a new version of its What Works Clearinghouse that allows school and district leaders to search for research - proven programs based on the specific characteristics of their schools.

In «Partnership Is a Two - Way Street: What It Takes for Business to Help Drive School Reform» we argue, «Too often, business has put its good intentions to work in the service of ineffectual systems... If business leaders are serious about school improvement, they must play a more forceful role and drive harder bargains with state officials and school district educators.&School Reform» we argue, «Too often, business has put its good intentions to work in the service of ineffectual systems... If business leaders are serious about school improvement, they must play a more forceful role and drive harder bargains with state officials and school district educators.&school improvement, they must play a more forceful role and drive harder bargains with state officials and school district educators.&school district educators.»