Sentences with phrase «school leader and teacher needs»

The tension here behind school leader and teacher needs is obvious.

This is key because while an outside partner may be able to jump - start improvement, local school leaders and teachers need the capacity to sustain it (The Century Foundation, 2015; Kaufman, Grimm, & Miller, 2012).

Krueger said next year's report will provide detailed information that school leaders and teachers need to make the most of the delegation's experiences.

Not exact matches

Our middle son is a member of the Council, a worship leader and a Sunday school teacher, and out of respect for his need for space and because I knew there were a few people in the congregation for whom my transition would be a problem, I have stayed away.

«The Secretary of State needs to take seriously the very deep concerns and anger of teachers and school leaders.

At 8:45 a.m., state Education Commissioner MaryEllen Elia will address the Fall Conference of NYSATE / NYACTE, and speak about the need to prepare and support teachers and school leaders, Gideon Putnam Hotel, 24 Gideon Putnam Rd., Saratoga Springs.

The Union therefore accepts that there is a need for an on - entry assessment to establish a benchmark for evaluating future pupil progress, but these assessments must be administered in ways that are manageable for schools and do not create additional workload burdens for teachers and school leaders.

UFT Chapter Leader Michael Grant, one of the speakers, said there was no need to close the school and that closing it would betray the legacy of the young teacher for whom the school was named.

As schools move away from local authority control and the government gives them an increasing amount of autonomy to spend their budgets as they see fit the need for teachers, the reason for ICT heads and school leaders to visit Bett strengthens.

Effective leadership is a pre-requisite for a successful school; in successful schools head teachers and senior leaders understand the changing needs of their schools and their staff, continually communicate their ideals, vision and expectations, use robust monitoring and evaluation, balance support with challenge and plan ahead to sustain excellence.

And it means that the district provides teacher leaders like Golden to support them in that effort — teacher leaders who meet monthly with the district's academic services division for professional learning to equip them with the skills they need to help schools succeed.

This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional development for teachers and leaders.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

This course focuses on providing school administrators and teacher - leaders with the skills and insights needed to implement successful inclusive education.

Likewise, senior leaders should be embedding regular opportunities for continuing professional development (CPD) across the whole school, giving teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.

For long - term success, schools and districts need to cultivate a pipeline of competent teacher leaders who are trained to share their on - the - ground experience and play an active role in peer - to - peer learning and support.

From time to time, all teachers and school leaders have the need to be inspired, to gather new ideas...

All we need to do, as teachers and school leaders, is to perfect what we already know — and then we never have to learn to do anything new or differently.

The community of educators that has developed around Bett is testament to the fact that teachers, business managers and school leaders have long recognised the need to come together, discuss and discover best practices and the best products.

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.

School leaders, this research is liberating because it suggests that you don't need to take care of everyone; you just need to build teams that can support each other, provide new teachers with coaches and mentors, and establish nets that teachers will fall into when they inevitably fall.

Just providing time is not enough, the time needs to well planned and facilitated by leaders — system, school and teacher.

Charlotte, N.C.'s Project L.I.F.T.: Designing New Teaching Roles to Create Culture of Excellence in High - Need Schools and Charlotte, N.C.'s Project L.I.F.T.: One Teacher's View of Becoming a Paid Teacher - Leader were co-authored by Jiye Grace Han and Sharon Kebschull Barrett, with contributions from Public Impact's Joe Ableidinger, Bryan C. Hassel, and Emily Ayscue Hassel.

Funders may need to be more deliberate by creating a robust entity that has the sole job of coordinating across the entire geographic cluster to make sure that system leaders, principals and other school leaders, blended learning directors, teachers, and education technology companies have frequent opportunities to network and spend time with each other learning and building in a deliberate way on each other's successes and setbacks.

By developing a framework for effective teacher teams that includes five criteria — leadership, task focus, collaborative climate, structure and process, and personal accountability — Troen and Boles provide school leaders with the tools needed to navigate this relatively new terrain and to make effective teacher teams a reality.

School leaders need such metrics to help them ensure that the technologies they purchase are actually helping teachers to be more productive and flexible, rather than merely providing instructional bells and whistles.

But a new report based largely on interviews with 30 local union presidents who each have spent less than eight years in office paints an evolved picture of leaders who are often involved in collaborative relationships with their school superintendents; who have to work constantly to balance the needs of a new generation of teachers with the needs of older members; and who see the importance...

They need to either give on - the - ground educators the authority and resources to make technology adoption and implementation decisions, or they need to work very closely with students, teachers, and school leaders to ensure that top - down efforts will effectively address educators» day - to - day challenges.

Lahey, Kegan, and Miller hope school leaders will consider how the DDO can help teachers and administrators make leaps in their own capabilities — something needed to help turn around the education sector.

Teachers and school leaders need to be driven by evidence of what is and isn't working.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

It is morally indefensible — and it is most damaging to the very students who most desperately need the help of their teachers and school leaders.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

School leaders and teachers are caught in a position where they need to act.

This is troubling, as the demands of leading such schools, including the need to attract and retain high - quality teachers despite less desirable working conditions, may amplify the importance of having an effective leader.

England urgently needs to recruit good leaders for its schools, and needs a national system that identifies, trains and nurtures leadership skills among teachers, says Ofsted chief Sir Michael Wilshaw.

There is much need for professional development and leadership skills among South African principals, many who work double duty as school leaders and teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.

CZI seeks to empower more teachers and school leaders to create learning environments that meet the unique needs, interests, and learning preferences of each student while supporting them as a whole person.

Chris Keates, general secretary of the NASUWT, said: «Teachers and school leaders take very seriously their duty of care to their students and it is clear there is a great deal of concern in the profession about the gulf in the availability of expert psychological support and counselling for pupils with mental health needs.

Public school leaders throughout the United States are approaching consensus about what it takes to educate all students well: more class time, smaller schools, a college preparatory curriculum, instructional coaching for teachers, and utilization of data to understand student needs.

The platform also provides teachers and school leaders with the data they need at the click of a button, reducing the administrative workload for teachers while offering powerful insight into students» progress for teachers and school leaders.

School leaders need to think carefully about any changes they are proposing and consider, as part of their assessments, the impact they will have on workload and teacher morale.

Principals, working with teacher - leaders and staff leaders from various vantage points within the school, are positioned to address the wide spectrum of environmental needs that confront high - poverty schools.

TIE was ideal — it equips you to take advantage of the enormous space for innovation in education; to engage with international leaders in the field; to gain a deep understanding of education policy, leadership practices, school cultures, and student and teacher needs; to build invaluable contacts.

ASCL, NAHT, NEU, UCAC and Voice believe that the STRB needs to set a benchmark for teacher and school leaders» pay which will make teaching competitive with other graduate professions and aid both recruitment and retention.

I saw this in research, class, and practice this year, and am more convinced than ever that we need strong leaders in our schools who are deeply committed to the development of their teachers.

Good schools, however they are constituted, need to continue to attract talented teachers and inspirational leaders to succeed.

What makes these programs particularly interesting is that their founders were leaders from the charter school sector who created their own teacher certification and master's degree programs after concluding that the teachers who graduate from most traditional teacher education programs lack the skills needed to teach successfully.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

The current National College for Teaching and Leadership supply model needs reviewing and updating and more support is needed for school leaders to retain experienced teachers five years into the profession and beyond.