The study ranks the largest
school districts in the country based on the opportunities their students have to attend their preferred school.
Not exact matches
Lecturer David Rose, Ed.D.» 76, hopes and believes that he and his colleagues are part of a revolution — a revolution called Universal Design for Learning (UDL), which is increasingly taking hold
in schools and
school districts across the
country and seeks to design curriculum from the outset that can accommodate all types of learners, rather than retrofitting existing curriculums on an ad hoc, as needed
basis.
In 2000, I left Drake to join the Career Academy Support Network, where I was a consultant to schools and school districts from around the country in school redesign, project - based learning, small learning communities, and school leadershi
In 2000, I left Drake to join the Career Academy Support Network, where I was a consultant to
schools and
school districts from around the
country in school redesign, project - based learning, small learning communities, and school leadershi
in school redesign, project -
based learning, small learning communities, and
school leadership.
«The U.S. market for tech tends to be handled on a
school - to -
school or
district - to -
district basis, where
in other
countries the purchasing decisions are made on the state or federal level.
In almost every school district in the country, teachers are currently paid based solely on their years of experience and degree level, despite a consensus in the scientific community that these two factors bear little relationship to their success in improving student performanc
In almost every
school district in the country, teachers are currently paid based solely on their years of experience and degree level, despite a consensus in the scientific community that these two factors bear little relationship to their success in improving student performanc
in the
country, teachers are currently paid
based solely on their years of experience and degree level, despite a consensus
in the scientific community that these two factors bear little relationship to their success in improving student performanc
in the scientific community that these two factors bear little relationship to their success
in improving student performanc
in improving student performance.
The good news is that
in pockets across our
country,
schools and
districts are unleashing contemporary technology — combined with classic methods of inquiry -
based learning that date back to Plato and Socrates — to transform the learning process into a rigorous and more relevant experience.
In this webinar, NTC and district partners will outline: • The challenges districts face sifting through what works and investing in programs that increase student learning and achievement • The evidence - based programs and research that have proven to increase student learning • How such programs have been successfully implemented in districts and schools across the countr
In this webinar, NTC and
district partners will outline: • The challenges
districts face sifting through what works and investing
in programs that increase student learning and achievement • The evidence - based programs and research that have proven to increase student learning • How such programs have been successfully implemented in districts and schools across the countr
in programs that increase student learning and achievement • The evidence -
based programs and research that have proven to increase student learning • How such programs have been successfully implemented
in districts and schools across the countr
in districts and
schools across the
country.
What has happened
in Gadsden shows how the push to rank
schools based on measures like graduation rates — codified by the No Child Left Behind Act and still very much a fact of life
in American public education — has transformed the
country's approach to secondary education, as scores of
districts have outsourced core instruction to computers and downgraded the role of the traditional teacher.
In 2010, Steve formed Future Is Now
Schools, built on the successful secondary Green Dot Public
Schools model, union reform and systemic
district change, to take the foundational principles, lessons learned and successes achieved on the local level of Southern California and expanded this
base to other communities around the
country.
The Copper
Country Intermediate
School District participates
in the
School -
Based Medicaid Program provided by the State of Michigan.
If we provide
district and
school leaders with tools, resources, and guidance
based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems
in which all
schools are at least as effective as
schools in the highest performing
countries.
This annual institute offers families,
school district personnel and community groups from across the
country the opportunity to network, obtain resources and information, and receive training and bilingual materials on IDRA's nationally - recognized research -
based model for parent leadership
in education.The institute is interactive and participatory.
Park City is the first
school district in the
country to use this system which was developed by AtlasRTX, a company
based in Park City.
Both local
school districts and a charter
school will have the opportunity this coming
school year to visit
schools across the
country that use competency -
based education
in a new pilot program from the Utah State Board of Education.
Since 1979, he and his RBT colleagues have taught
in - depth professional development programs centered on the knowledge
base of teaching to educators
in more than 200
school districts each year
in the United States and other
countries.
These included a strong vision of and value for public education
in which almost Finnish children participate as the creator of Finland's future society; resulting high status for the
country's teaching profession whose members are stringently selected through rigorous university -
based teacher education programs that confer Masters degrees on all of them; a widespread culture of collaboration
in curriculum development among teachers
in each
school district; an equally robust culture of collaboration among all partners
in strong local municipalities where most curriculum and other policy decisions are made; and a system of widespread cooperation and trust instead of US - style test -
based accountability.
By providing flexible funding for a broad range of field - driven projects and allowing states,
school districts, non-profits, and businesses to partner together to develop and grow innovative programs, projects funded by EIR will not only contribute to the production of actionable, proven interventions
in a given community or population, but will generate an evidence
base that can be adapted to inform practices and funding decisions for states and
school districts across the
country.
I am pleased to say that unions
in conjunction with their
school districts across the
country are working to enhance student learning with teacher induction programs
based on the successful medical model.
Through evidence -
based approaches piloted and now implemented
in 30 major
districts throughout the
country, TDS has played a lead role
in helping
schools and
districts mobilize existing staff and support organizations
in ways that are proven to make considerable differences
in attendance, climate and overall academic achievement.
One reason D.C.'s education reforms attracted significant attention across the
country was their timing: DCPS started using IMPACT to evaluate teachers during the 2009 — 2010
school year, just as the education reform organization The New Teacher Project (TNTP) released a report recommending that
districts develop evaluation systems that rate teachers «
based on their effectiveness
in promoting student achievement.»
Large and small
districts across the
country have worked to improve infrastructure and connectivity
in schools as curriculum and statewide testing continue to migrate to web -
based platforms.
Based on years of on - the - ground experience
in states,
districts, and
schools across the
country, Insight ADVANCE has developed a suite of products that connects self - reflection, coaching and peer collaboration, observation, and evaluation
in one place to permanently impact how all educators involved
in teacher growth are supported.
Major milestones
in Jason's work at Insight include co-authoring a book, Strategic Design for Student Achievement (Teachers College Press, 2009), serving as the chief architect of customized instructional frameworks for multiple
school districts, providing leadership support for standards -
based initiatives
in schools across the
country, and serving as the lead designer of a national teacher certification and training program for The New Teacher Project.
This unique funding mechanism, utilized by roughly 30
school districts in the
country, is
based on a belief that
school principals are better equipped to make financial decisions — on how many teachers to hire, for example — than those
in the
district's North Avenue headquarters.
In addition to ESEA waiver requirements that districts incorporate evaluation data into personnel decisions (though compensation isn't specified), the Teacher Incentive Fund (TIF), a federal grant program that has allocated over $ 2 billion since its inception, began supporting state and district efforts to implement performance - based compensation in 2006.79 Grantees from across the country have included Miami - Dade County Public Schools, Mississippi, Pittsburgh Public Schools, Seattle Public Schools, and Washington, D.C. Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System
In addition to ESEA waiver requirements that
districts incorporate evaluation data into personnel decisions (though compensation isn't specified), the Teacher Incentive Fund (TIF), a federal grant program that has allocated over $ 2 billion since its inception, began supporting state and
district efforts to implement performance -
based compensation
in 2006.79 Grantees from across the country have included Miami - Dade County Public Schools, Mississippi, Pittsburgh Public Schools, Seattle Public Schools, and Washington, D.C. Public Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System
in 2006.79 Grantees from across the
country have included Miami - Dade County Public
Schools, Mississippi, Pittsburgh Public
Schools, Seattle Public
Schools, and Washington, D.C. Public
Schools (see Case Study: Lessons From Washington, D.C.'s IMPACT System).
Ostro previously served as Chief Financial Officer of Chicago Public
Schools, where she helped usher
in a more equitable, student -
based school funding model while responsible for financial operations of the third largest
district in the
country and a nearly $ 6 billion annual budget.
Based on widespread acclaim for the program
in Florida, CEL is now offering this professional learning program directly to
school districts and states across the
country.
Teachers
in the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in the United States spend far more time engaged
in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in active instruction than teachers
in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in other high - performing
countries.1
Based on self - reported data, teachers
in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers
in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in Singapore, who teach for only 17 hours per week, or teachers
in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in Finland, who teach for a total of 21 hours per week.3
Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
in these
countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140
school districts, the average length of a U.S. teacher's workday is 7.5 hours.5
In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
In another analysis of more than 120
school districts, the most common length of time allotted for planning was 45 minutes per day.6
In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwor
In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwork.
Gayle has worked with Instructional Leadership Teams
in many
schools and
districts throughout the
country focusing on data analysis using both formative and summative assessment; and differentiating instruction
based on readiness, learning profiles, and interests.
In these sessions,
based on your
district size, you will have an opportunity to discuss with board members from around the
country relevant and timely issues facing urban
school districts and share best practices and policies that are working.
Socratic Labs and Kaplan's new TechStars - powered ed tech accelerator, both of which are
based in New York City, offer education entrepreneurs the chance to experiment within the
country's largest K - 12
school district and
in the backyard of major content companies.
Coastal California showed the biggest differences
in home prices
in the
country based on
school districts.