Sentences with phrase «school leaders and teachers through»

Create stronger and more effective school leaders and teachers through individualized professional development.

The Department's new program will guide school leaders and teachers through the steps they should take before buying education technology.

Not exact matches

Her uniquely effective parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field - tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children.

Creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts; and

In order to support school leaders and teachers to become their most effective at using digital technologies with new pedagogies, it is vital that a district support the digital transformation through varied building - level and district - level professional learning opportunities.

One of the teenagers, listening to the pitch for Deeper Learning Collaborative — a consultant group that brings instructional leaders together to spread deeper learning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in getting better.

Working with school leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of teachers in our schools to become leaders in their field, including: extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career; and creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts.

Doctoral learners from the University of Pennsylvania's Graduate School of Education will spend a «week in the schools» — the schools of Helsinki, that is — looking at a variety of research areas through the lenses of students, teachers, parents and leaders.

I've seen immigrant parents become school leaders and frustrated teachers become positive, effective educators through such partnerships.

From her early passion for literacy as a middle school Humanities teacher to her current work in developing leaders, common themes in City's work are collaboration, evidence - based discussion, asking the right questions, thinking and acting strategically, and learning through doing.

Teach Plus continues to recruit, develop, and support teacher leaders through partnerships with 13 schools in three districts, including Boston (see sidebar).

As I read through the article written from the lens of a teacher and school leader, I became curious as to how our parents would respond if given the opportunity to speak up about what they want teachers to know.

While we agree with Smarick that evidence is not clear on a single turnaround strategy that works, we do know that schools can accelerate improvement through strong, transformational leaders; collaborative teacher teams; and targeting expertise and resources to help students who have fallen behind.

Once a school opens, the foundation provides professional development opportunities to the growing network of KIPP teachers, school leaders, and support staff through content retreats and the weeklong KIPP School Sschool opens, the foundation provides professional development opportunities to the growing network of KIPP teachers, school leaders, and support staff through content retreats and the weeklong KIPP School Sschool leaders, and support staff through content retreats and the weeklong KIPP School SSchool Summit.

He has received national attention for moves favored by reformers, such as opening 75 new schools operated by outside groups and staffed by non-union teachers; introducing a pay - for - performance plan that will eventually be in 40 Chicago schools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education - schoolschools operated by outside groups and staffed by non-union teachers; introducing a pay - for - performance plan that will eventually be in 40 Chicago schools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education - schoolschools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education - schoolSchools, that recruit talented educators through alternatives to the traditional education - school route.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Teachers and school leaders, if they like to learn, do so through observation of and conversation regarding perceived «best practices.»

The seminar — promoted through a collaboration between HGSE and the Center for Public Policy and Educational Evaluation (Centro de Políticas Públicas e Avaliação da Educação, or CAEd) of the Federal University of Juiz de Fora in Brazil — focused on education reform, specifically U.S. efforts to develop 21st - century skills through teacher education, leadership development, and the definition of standards for teachers and school leaders.

The new Research Schools will work to build networks between schools in their local region, and will use their expertise to support up to 1,000 schools by providing training and professional development to senior leaders and teachers; supporting schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and Schools will work to build networks between schools in their local region, and will use their expertise to support up to 1,000 schools by providing training and professional development to senior leaders and teachers; supporting schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and schools in their local region, and will use their expertise to support up to 1,000 schools by providing training and professional development to senior leaders and teachers; supporting schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and schools by providing training and professional development to senior leaders and teachers; supporting schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and schools in their network to make use of evidence - based programmes and practices through regular communication and events.

From classroom teachers, school leaders and support staff, to academics and educational rockstars — there have been many words of wisdom shared through our articles during 2016.

In his Teacher article, Robert Marshall said there's no doubt that school leaders have a commitment to improvement, but explicitly communicating an improvement agenda and following through on it is the difficult bit.

There are great outfits today (examples include Teach For America, the Relay Graduate School of Education, New Leaders for New Schools, and the Broad Fellows program) that assist talented individuals who want to work in education to gain entry — as teachers, principals, leaders, and so on — without requiring them to pass through all the traditional certificationLeaders for New Schools, and the Broad Fellows program) that assist talented individuals who want to work in education to gain entry — as teachers, principals, leaders, and so on — without requiring them to pass through all the traditional certificationleaders, and so on — without requiring them to pass through all the traditional certification hoops.

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

SESP develops teacher leaders through partnerships with schools and museums, an alternative certification program, a teacher in residence program and the use of video analysis to understand student thinking.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

With the Leading Educational Innovation and Improvement Micromasters we are supporting teachers and school leaders in improving educational practice through a stackable, modular and portable offering that can lead to a certificate, advance their career and accelerate their progress through the master's program upon admission into the School of Educschool leaders in improving educational practice through a stackable, modular and portable offering that can lead to a certificate, advance their career and accelerate their progress through the master's program upon admission into the School of EducSchool of Education.

NTC builds capacity through district partnerships to develop effective teachers and school leaders on the job.

Funded by: U.S. Department of Education - IES Amount: $ 1,000,000 Dates: 7/1/14 — 12/31/18 Summary: The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision - making and improve student outcomes through meetings with MA Gateway City school and government leaders, as well as collaboration between researchers and teachers in the target communities.

Through the Teachers and School Leader Incentive Program, ED shall award competitive grants to eligible entities for the development, implementation, or expansion of performance - based compensation systems or human capital management systems.

Trains and mentors public, public - charter and private school teachers and school leaders, through both on - site and online programming.

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

Through an advisory council of business leaders, community members and educators, increased funding for professional development, the designation of teacher leaders to lead the work, and expectations of central office to partner with the school in development of the work (among other things), we created a model for other high schools to follow.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

They have targeted strategies to get strong teachers and leaders into high - poverty / high - minority schools and can swiftly remove ineffective teachers; they are closing low - performing schools and offering high - quality choices through both traditional and charter schools; and they have adopted demanding graduation standards and assessments so that students leave high school capable of attending college and ready for careers.

Well, they «ll support the schools, leaders, and teachers through the districts.

Through application of effective PDS practices, we hope to help increase teacher leader capacity in our partner districts and school sites.

Through workshops, coaching, and modeling, CEI arts educators work with teachers and school leaders to incorporate arts - based strategies (visual art, music, theater, dance) into academic instruction across disciplines.

Special thanks to MINI of Charleston, Heritage Trust Federal Credit Union, and Carroll School Services for their partnerships with CCSD in recognizing and rewarding our teacher leaders through the Teacher of the Year pteacher leaders through the Teacher of the Year pTeacher of the Year process!

This set of seventeen studies investigated three aspects of teacher leaders» involvement in teams: the impact of teacher leaders» through facilitation of school teams, factors that influenced the effectiveness of teacher leader - led teams, and the prevalence of teacher leader participation on teams.

Imagine selected me for their Grow Your Own Leaders program, which allows teachers to gain leadership experience through professional development, observing and shadowing administration from different campuses, and then taking that knowledge back to our own schools to create and lead a task force.

This is a specialized Leadership Institute designed to address the needs of school leaders in implementing structures and processes for providing teacher feedback and growth through an inquiry stance.

Alumni are leading change at the school level — managing people, data and processes to foster school improvement as coaches, teachers leaders, and school principals; and at the district level — working to shape a vision of academic success for all students, through various central administrative roles.

«Through programmes like School Direct and Teach First, we are helping schools recruit candidates they may have previously struggled to bring in, and our Talented Leaders initiative is also placing outstanding head teachers into struggling schools,» she said.

In this Best of Dropout Nation, Editor RiShawn Biddle points to the economic reasons why we must commit to providing all children with strong, comprehensive, college prep curricula and nurturing kids through high expectations (along with improving teacher and school leader quality, and expanding school choice and Parent Power).

Through our federally - funded Partnership for Innovation and Collaboration for Charter Schools (PICCS) project, CEI has helped schools implement human capital management systems (HCMS) that provide continuous professional growth for teachers and school lSchools (PICCS) project, CEI has helped schools implement human capital management systems (HCMS) that provide continuous professional growth for teachers and school lschools implement human capital management systems (HCMS) that provide continuous professional growth for teachers and school leaders.

This book explores the importance of effective classroom assessment to student achievement and the role of school leaders to model and spark positive change through building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more.

Partway through the PLC, project leaders conducted a learning walk at the school with the teacher leader and the principal, where they went into classrooms, and chatted briefly with teachers about their work to differentiate instruction.

Principals cultivate positive school cultures that are built on trust, strengthen the principal pipeline by identifying teacher leaders and nurturing assistant principals, and through interdependent relationships with superintendents, contribute to strong, district leadership.

Clearly that relies on leaders, teachers and support staff taking ownership to drive through and sustain new systems and processes, and that is only possible where all members of the school community are engaged in and contributing to the process.