Sentences with phrase «school leadership culture»

Not exact matches

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

Neither school has yet achieved the accepted standard of a university, in the sense of providing broad intellectual leadership and contributing to the growth of knowledge and culture; and neither has won sufficient recognition among evangelicals themselves to be said to typify the movement's university aspirations.

Building on an outstanding foundation of curriculum, programming and thought leadership at Drexel, the Close School is the engine driving the expanded culture of entrepreneurship envisioned by the University's strategic plan.

His leadership in this area has been the catalyst for Special Olympics» implementation of a youth - led strategy to bring together multiple elements of the Special Olympics movement in schools and create a tipping point for culture change in schools.

Baed on a flexible structure designed to meet the needs of a diverse group of students» needs through a positive school culture based on student leadership, personal relationships, high expectations, and celebration.

But they also found that all schools with great food culture had a few things in common — with one trait being leadership from the Head teacher.

As I look back on a 30 - plus year career split equally between Harvard Medical School and the School of Medicine and Public Health at the University of Wisconsin, Madison, I am struck by the even greater contrasts in culture, values, leadership style, and work ethic between the «Eggheads» of the Ivy League and the «Cheeseheads» in Wisconsin.

Oversight appears to have broken down in fundamental ways and seeped into the culture of the center well before the medical school leadership discovered them.

There are many other factors to consider, such as administrators making time to visit classrooms, capable instructional leadership, clear expectations and common language around school or district initiatives, creating a culture of risk taking, etc..

The approaches used by Denver schools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growthschools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growthSchools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growth years.

In the ten years Ive been teaching at my school, the culture has shifted significantly, largely due to the leadership efforts of our principal.

When leadership becomes an exercise in maintaining (and advancing) our position, we fail to nourish school cultures based on creativity, openness, and comfort with ambiguity — qualities defining many leading - edge businesses that still seem scarce in the world of education.

This approach to school improvement requires an environment of trust and a culture of ongoing or continuous learning and risk - taking by the school leadership and staff.

The program promotes a whole - school culture, in addition to transition skills, leadership, positive relationships, resilience, and mental and social health.

Create a positive school culture and climate that includes high - quality teaching and learning, safety, caring relationships, supportive, and challenging learning environments, sense of community and inclusion for all students and subgroups, and distributed staff leadership

Such change must be supported and championed at the top, since leadership teams have a powerful impact on school culture — and since a failure of leadership can leave employees rudderless and allow «venting» to devolve into something far worse.

Managing and inspiring others, making well - informed decisions and shaping culture is part and parcel of school leadership.

These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.

Kate Nehring, president and founder of Infused, a leadership organization trying to create more inclusive school and nonprofit cultures, argues that change begins only with exploring and understanding personal histories and identities — and finally becoming aware of one's own biases.

Where these conditions have not yet been established, the principal and school leadership team have to build the capacity of the staff and culture within the school in order to build a culture suitable for coaching or mentoring conversations to be used.

The leadership, absolutely, has to create a culture that encourages people to [look to] research, they have to set out processes by which all this work can inform the school agenda, they have to know about effective professional development, they have to have the guts, to be honest, to stop things that are not working.

He has presented at State, National and International conferences on leadership, school culture and implementing learning communities.

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instruction.

Finally, to instill a culture of high expectations and college access for all students, we started by setting clear expectations for school leadership.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

Tom presents internationally on topics of transforming school cultures, high expectations for differentiated instruction, trauma - informed practice, wellbeing, the application of positive psychology, and effective school leadership.

It also highlights that although standards of behaviour can be a challenge for schools, leadership is key to creating the right culture to tackle this issue.

Project Zero's 13 - week online, coach - facilitated course offerings — among them Creating Cultures of Thinking: Learning to Leverage the Eight Forces that Shape the Culture of Groups, Classrooms, and Schools; Multiple Intelligences: Expanding Our Perspectives to Support All Learners; Thinking and Learning in the Maker - Centered Classroom — are grounded in day - to - day teaching and leadership practice.

A study of six Texas community colleges where higher - than - expected numbers of poor and first - generation students progress to four - year schools finds that a structured academic pathway, student - centered culture, and culturally sensitive leadership are common threads among them.

The challenges of instruction, leadership, parent engagement, school culture, and professional capacity of teachers are things controlled by us, Knowles noted, pointing out that they also can lead to students 10 times more likely to make substantial improvement and 30 times less likely to stagnate.

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.

Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for teachers to learn from one another and work together through shared planning periods, teacher leadership roles, and professional learning communities.

Once a leadership team has helped the school community understand the importance of culture and climate, they are ready to consider assessing it.

The superintendent says to you, «I understand you are in a leadership position in your school's culture and climate committee.

Also from Elias, «You Need an Elevator Pitch About School Culture and Climate,» which highlights how your school's leadership team can help the community understand the importance of culture and climate — and improSchool Culture and Climate,» which highlights how your school's leadership team can help the community understand the importance of culture and climate — and imprCulture and Climate,» which highlights how your school's leadership team can help the community understand the importance of culture and climate — and improschool's leadership team can help the community understand the importance of culture and climate — and imprculture and climate — and improve it.

The researchers are also analyzing hiring practices in schools, and continuing to work on teachers» careers, professional culture, principals» leadership, and curriculum.

Katherine Boles helping me understand how school culture impacts teacher leadership.

A change in a community's expectations of students and autonomy given to their leadership will help prove that young people have an incredible ability to organize positive social change to a school's and community's culture.

I think there are two forms of leadership that are really important - the first is what a school leader does around setting a culture of professional learning and building it into strategic planning.

The report explores the reality in schools, highlighting the «endemic» racial inequality in school leadership, the chronic under - representation of BME teachers in schools and the pervasive culture of racism facing BME teachers.

In examining the digital transformation of the pathfinder schools in the United Kingdom, United States, New Zealand and Australia that have normalised the use of the digital, evident in all was the leadership's concern to integrate all the school's operations: educational and administrative, physical and online, in and outside the school walls, and to create an ecology and a culture that enhances student learning.

The culture of a school is interrelated with most other concepts in managing schools, including organizational structures, motivation, leadership, decision making, communication and change.

Building a culture of collegiality has strengthened our leadership model and seen the emergence of many teacher leaders across the school.

School practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of suSchool practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of suschool organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of suschool, family, and community partnerships; and indicators of success.

This is why leadership, like principals who build school cultures of collaboration and risk taking, is so important.

Hamilton had seen how his wife used her business school training to build a leadership team and create a culture of learning at the Academy of the Pacific Rim.

The report says that the school leadership team is in an ideal position to influence the financial results for the school, as well as build a culture that promotes collaboration and good value for effort.

Leading Change will focus on three essentials for school improvement: adaptive leadership, culture, and equity.

The key objective of the scheme is to support BME teachers to progress into senior leadership positions so the school workforce reflects the diversity of the pupils and staff it represents and so becomes an accepting environment for all cultures and backgrounds, ensuring that BME pupils across the country have strong role models to inspire them.

He has presented at state, national and international conferences on leadership, school culture and implementing learning communities.