Sentences with phrase «school diversity need»

The decision by Donald Trump's education secretary, Betsy DeVos, to kill Opening Doors was a reminder, if any was needed, that proponents of school diversity need to look beyond the federal government for support during Trump's administration.

Not exact matches

Once diversity is tied to business needs, adds Nancy DiTomaso, a professor of management and global business at Rutgers Business School in New Brunswick and Newark, N.J., it needs to be «sufficiently inclusive to build alliances and bridges, rather than create disruption and discord.»

That diversity of views and experiences created a particularly stimulating atmosphere and led to many productive discussions about how to improve school food while meeting the needs of school districts.

Or to be more specific: when Balls takes the need to respect diversity away from the curriculum of faith schools, he takes away the freedom of vulnerable, young children to explore their desires without being crippled by the stigma and idiocy which faith will impose on them.

BHA Faith Schools Campaigner Richy Thompson commented, «We will continue to campaign for this information to be published, as while we are not opposed to Free Schools, we do have concerns around the diversity of religious and pseudoscientific Free Schools which are being backed to open by the Government, and believe there therefore needs to be more transparency in the approval process.»

And, I am pleased that we are heading in the right direction in this much needed reform,» said Reverend Que English, Stuyvesant High School Alumni Association Diversity Committee and Co-Founder, Bronx Clergy Roundtable, Stuyvesant HS,» 81.

Also last night, a Conservative amendment to give local authorities and the secretary of state a new duty to encourage schools to become self - governing trusts - something the party insisted was needed to increase diversity - was rejected by 376 to 169.

«Schools need help and support, as the report highlights, to tackle bullying and to create a climate in which difference and diversity are recognised, respected and celebrated.

«Schools need help and support to create a climate in which difference and diversity is recognised, respected and celebrated.

Mayor Bill de Blasio's plan for increasing school diversity, released on June 6, is a much - needed response to segregation in New York City public schools.

«As students we often complain that we need more minority faculty, more diversity in the school.

UBC sociology professor and study co-author Rima Wilkes said the findings highlight a need to show greater diversity of skin tones in teaching tools used by medical schools.

«More diversity needed in medical school textbooks.»

«Our findings present a need for broadening local food opportunities beyond the privileged, higher - income consumer, through alternative payment plans and strategic efforts that make fresh foods accessible to a diversity of people,» said James Farmer, assistant professor in the Department of Recreation, Park and Tourism Studies in the IU School of Public Health - Bloomington.

The drama school, which was first formed in response to the lack of diversity in the movie industry, is spreading its wings Stateside, where Femi, who also co-founded UpperRoom productions with Boyega, sees another void that needs filling.

I didn't know anything about open education philosophy, but as soon as I read the school's literature — the emphasis on diversity, student choice, and the development of creativity and a lifelong passion for learning — I knew Piedmont was exactly where I needed to be.

The results also highlight the need for a review of workforce diversity policies in Australian school systems, with the authors calling for action to redress this imbalance.

She said: «I have made it a personal mission to increase the capacity and diversity of the school system so that there is a good school place that caters to the individual needs and abilities of every single child, whatever their background and wherever they live.

2011 In my third year of directing the School Leadership Program, I brainstormed with students about what they would need to be transformative leaders around equity and diversity.

Similarly, national standards will fail because it is not possible to have a centrally determined set of meaningful standards that can accommodate the legitimate diversity of needs, goals, and values of all of our nation's school children.

Updated guidance from the Department for Education has opened up criteria for opening a free school to include addressing a «social need», a need for «innovation» or a need for «greater choice and diversity».

Second, we identify that we need a government review of workforce diversity policies in schools.

Conceivably, the market strategies of charter schools and large CMOs, rather than the needs of families and students, could drive the market, leading to more imitation and less diversity.

The idea was to drive budget authority and decision - making power down to the school level, allowing those in the trenches to respond to local needs and promoting diversity and flexibility within the system.

Located in different boroughs, serving students of all grade levels with varying needs, and implementing a range of instructional and organizational models, C3S aims to exemplify the diversity, innovation, quality, and commitment - to - community that inspired the original vision of the public charter school movement.

Communities must ask our districts and charter schools to be transparent about their data and the plans to address the need for more diversity in our schools and classrooms.

This type of data is needed to accurately describe changes in diversity as students move between sectors because there is significant variation in student demographics at the school level that is often obscured when examining the issue at higher levels of aggregation (e.g. comparing charters as a group to surrounding school district or metropolitan area) and can complicate the drawing of valid inferences about the relationship between public school choice and racial sorting.

What to watch: The OSSE also uses the collaborative to link teacher preparation programs to their graduates» outcomes, including assignment to high - need schools, diversity, retention, and effectiveness.

In this third webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to establish rigorous expectations for every student while responding to individual student's needs as well as the diversity of students in the school by creating effective systems of collaboration.

18 He disparaged African Americans.19 At his rallies, he encouraged violence.20 In short, the nation needs an effort to bring its citizens closer together, and public schools are a critical space for teaching and embracing this nation's diversity.

Charter Awareness Day Celebrates Diversity, Highlights Need for Fairness and Equity for Connecticut's Charter Schools

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

In acknowledging the benefits of school diversity, ED, HUD, and DOT stressed to state and local agencies the need to begin breaking down the silos between education, housing, and transportation policy and planning.

Among the policies needed in New York, Dr. Orfield said, were citywide efforts to educate parents about magnet schools, transportation options to help children get to schools outside their often - segregated neighborhoods and accountability for diversity.

In addition to an impressive list of keynote speakers, author presenters, and concurrent sessions, this year's convention will feature special events for NAESP's Diversity Program, a series of special sessions that will focus on the needs of principals serving largely minority student populations in urban schools.

IDRA's Education of English Language Learners in U.S. and Texas Schools — Where We Are, What We Have Learned and Where We Need to Go from Here — A 2009 Update gives an overview of increasing numbers of ELL students, distribution of ELL students, increasing diversity and varying languages, instructional programs provided, and funding provided to ELL programs along with recommendations.

Massachusetts» increasing student diversity is unmasking the urgent need to differentiate our practices and how we organize our schools.

Faced with such diversity, many schools are implementing differentiated instruction in an effort to effectively address all students» learning needs.

Diversity and Equity in Today's Schools Judith Richardson, NASSP director of diversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasinglyDiversity and Equity in Today's Schools Judith Richardson, NASSP director of diversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasingly dSchools Judith Richardson, NASSP director of diversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasinglydiversity, equity, and urban initiatives, discusses what diversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasinglydiversity and equity mean in today's schools and the kinds of tools principals need in schools that are increasingly dschools and the kinds of tools principals need in schools that are increasingly dschools that are increasingly diverse.

When I was at the Department helping to craft this grant, we took the necessary time and energy to meet with districts who wanted and needed federal support to pursue diversity strategies in their schools as part of their effort to close the achievement gap and uplift ALL students.

The author's twenty - five years of classroom experience in meeting the needs of a diversity of students at large, urban Title I schools (including teaching gifted and special needs students, as well as English Language Learners) ensure his advice is teacher - friendly and timely — and actually works!

«That said, some school leaders and staff clearly need more support, and occasionally more challenge, to help them to become tolerant and their schools more welcoming of diversity.

Other steps needed to address achievement gaps include better promotions of promising teaching and relationship - building strategies in schools, a review of bias in disciplinary consequences and identification of gifted students, and effective steps to increase racial diversity in Kentucky's teaching force.

The summit was a daylong conference conducted by the Associated Colleges of Illinois Center for Success in High - Need Schools to engage teacher candidates and faculty in interactive discussions focused on increasing diversity in the teacher workforce.

Family Engagement University, a program of Metro Nashville Public Schools» Department of Family and Community Partnerships, and Building Bridges, a program of Oasis Center, worked to elevate the need for policies that advance teacher quality through trainings and preparation around diversity, identity, privilege, and equity for all students.

Professor Orfield's next recommendation is, «To achieve better outcomes, communities and school districts need coordinated plans to support successful and lasting diversity and to help stabilize areas threatened by resegregation.

Virtually every school is experiencing growth in the number of students who have special educational needs as well as those who bring cultural and language diversity to the classroom.

In the final day of the conference, Richard Kahlenberg, Senior Fellow at The Century Foundation, discussed why he thinks magnet schools are a crucial part of the future of education in the U.S. «There is a felt need in our society for institutions that will strengthen our democracy, and magnets with their focus on school diversity are a perfect vehicle for that,» he said.

Equity in education, teacher education, content and / or disciplinary literacy, content and language integrated learning (CLIL), multi-lingualism and schooling, evaluation of learning, Systemic Functional Linguistics and educational linguistics, discourse analysis, queer theory, linguistic diversity among students with special needs, (auto) ethnography, and youth culture

«Across the country, many urban school districts are recognizing that they need to hire teacher workforces that better reflect the diversity of their students.