Sentences with phrase «school leadership content»

New Leaders releases a policy brief summarizing the school leadership content in states» Every Student Succeeds Act (ESSA) plans.

-- that summarizes its analyses of the school leadership content in states» Every Student Succeeds Act (ESSA) plans.

Not exact matches

We provide compelling, educational and resource - filled high school sports articles and content reinforcing positive self image and confidence, leadership and acceptance, and health and nutritional enrichment — core values found in the team experience and encouraged by active, healthy lifestyles.

We are failing to leverage the immense knowledge of our content experts in schools, districts and state initiatives, and at the same time, failing to continuously develop those content experts so they may move into meaningful leadership roles in which they expand the scope of their impact by supporting and developing others.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

Related Teacher content: Distributed leadership - Professor Alma Harris explains what it is, what the evidence says, and if it could work for your school.

Just as they do when choosing a math text, SIS (student information system), CMS (content management system), or classroom teacher, school leadership needs to find the best «fit.»

Highly effective teaching entails not only the application of research - based methods, but also leadership, content knowledge, life experience, organization, commitment, wisdom, enthusiasm, and applied knowledge (including a practical sense of how schooling can be put to use).

WakeEd Partnership is a unique, strategic, education nonprofit focused exclusively on transforming teaching and leadership modeling in Wake County Public Schools to provide graduating students with the content knowledge and skills they need to succeed in a complex and changing workplace.

Teacher leaders need deep knowledge of mathematics and science content to work effectively with leadership teams, whether it is a grade - level team, a school leadership team, a committee, or a task force.

Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.

Yost et al. (2009) reported in a study of teacher leadership in mathematics and reading, content expertise was one factor that supported teacher leaders who were responsible for leading professional development in their middle schools.

The CPE Briefing Room adds value to the reports found on the CPE public website with content designed exclusively for the use of local school boards and district leadership teams.

If candidates are exposed to high quality ELL content knowledge and leadership strategies then they will modify the school environment to foster ELL success.

In addition to her work as a school leader, Nikki has trained and lectured nationally and internationally on literacy content and leadership development.

Develop models of distributed leadership that empower teacher leaders to drive weekly, content - specific adult learning and practice in their schools.

While principals have never been more challenged to provide exceptional instructional leadership that requires a unique blend of expert content knowledge and pedagogical fluency, more than ever, their focus on relationships is proving to be key to the success of our nation's schools.

Even rigorous studies of programs designed to include the elements researchers have identified as essential to effectiveness — including inquiry - oriented learning approaches, a strong content focus, collaborative leadership, and coherence with school curriculum and policies — have yielded disappointing results (see Garet, Porter, Desimone, Birman, & Yoon, 2001; Penuel, Fishman, Yamaguchi, & Gallagher, 2007).

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

School division personnel purchasing devices should consult with instructional leadership regarding the needs of teachers and students and what content creation hardware and software can best meet those needs.

School leadership teams will be introduced to a school - wide content area reading model, create a status update for staff and families, create a plan to support a common content area reading strategy, and craft an implementation plan to support the installation of a school - wide content area reading School leadership teams will be introduced to a school - wide content area reading model, create a status update for staff and families, create a plan to support a common content area reading strategy, and craft an implementation plan to support the installation of a school - wide content area reading school - wide content area reading model, create a status update for staff and families, create a plan to support a common content area reading strategy, and craft an implementation plan to support the installation of a school - wide content area reading school - wide content area reading model.

Let's be clear: The need for rigorous, college - preparatory curricula with strong content is as critical an element in reforming American public education as advancing standards and accountability, overhauling teacher quality, expanding school choice, bolstering Parent Power, improving school leadership and building robust data systems.

Sessions related to the content and / or structure of, environments for, or policies surrounding professional development work with mathematics teachers, administrators, and other school personnel engaged in teacher leadership.

Deliberately offering NB content and resources into the pre-service phase via a systemic introduction to National Certification will increase leadership awareness, content specific instructional effectiveness, and more equally distribute accomplished beginning teachers in schools across the country.

→ Educator - and student - led workshops aligned to five content strands: school design, student voice, classroom practices, community connections, and leadership / professional development.

As the founder and leader of ED - Volution Education Group, a boutique K - 12 education consulting firm, she has worked with leading sector entrepreneurs and philanthropies on strategy, new initiative design, partnership creation, growth and launch, and management and the content areas of school turnaround; charter management; state, city and district redesign; and human capital with special focus on school leadership.

Specific content is determined in consultation between CORE and the school and / or district leadership.

Once the design task was completed, the team disbanded and the work became the responsibility of existing middleweight teams (curriculum content area teachers, division leadership teams, school faculties) to determine what existing tasks would provide evidence of student learning on the continua and to develop new tasks that would provide additional evidence and opportunity to learn.

In a multiyear process, our content leadership teams (one teacher representative from each school) designed a set of curricular resources aligned with the Common Core initiative.

Although billed as «a leadership fable», the content of this tale resonated with me deeply, as I know it will for many other school leaders too.

The content and tone of the Statement to the Commissioner and the communication surrounding the development of this document make it very clear that while some school superintendents» support «reform efforts» and others raises serious concerns about particular elements of the reform agenda, there is broad - based opposition about the way Commissioner Pryor and his leadership team have been operating.

Supported by a dedicated group of regional funders including Baptist Community Ministries and the Kellogg Foundation, the Fellowship program currently partners with 13 schools to empower teams of educators to drive toward school - wide impact for all students by participating in a year - round program that expands their content knowledge, leadership skills, and equitable teaching and leadership practices.

I teach, coach and consult from Kindergarten to Grade 12 in mathematics content knowledge, pedagogy and leadership for the Greater Essex County District School Board and independently for school distSchool Board and independently for school distschool districts.

Often teachers become labeled based on the content area they teach and end up overlooked for leadership opportunities within the school.

For the 21 schools in 7 districts that are part of a 5 year Striving Readers Research Project, efforts to sustain the use of the school wide PD model, CTL's Adolescent Literacy Model (ALM), and the infrastructure support of the school literacy coach and literacy leadership team will be crucial in continuing to ensure that students have sufficient literacy skills to master content at the middle and high school levels.

That's exactly what the leadership team has done at Valor Collegiate Academies in Nashville, Tennessee, a school network committed to balancing academic content with non-academic skills and habits in the curriculum to help better prepare students for their future.

teacher6402: «The reason that scores and achievement are so low in urban districts is due to many factors: transient leadership, unqualified administrators, lack of curricula, poverty and transient students, lack of parental and community support, politicians posturing at the expense of poor and urban communities, and yes - ineffective teachers who often get in to urban school districts because they lack the skill set and content knowledge to get in to other districts.»

School leadership, from formal and informal sources, helps to shape school conditions (including, for example, goals, culture, and structures) and classroom conditions (including the content of instruction, the size of classrooms, and the pedagogy used by teacSchool leadership, from formal and informal sources, helps to shape school conditions (including, for example, goals, culture, and structures) and classroom conditions (including the content of instruction, the size of classrooms, and the pedagogy used by teacschool conditions (including, for example, goals, culture, and structures) and classroom conditions (including the content of instruction, the size of classrooms, and the pedagogy used by teachers).

Attendees can also explore topics such as addressing bullying, adapting content - area curriculum and instruction for diverse classrooms, and developing leadership skills to build and maintain a positive school climate.

In 2014, Osgoode launched its Research Digital Commons — Canada's «first open - access platform» for law school content including thought leadership.

We have received training in many areas including full enrollment, school readiness, family engagement, ongoing monitoring, screening, transitions, personnel issues, leadership development, all content areas, and many other topics.