Sentences with phrase «school leadership gaps»

Not exact matches

This gap between the immense curiosity about leadership and the few hard and fast rules about how to do it well has spawned an entire industry dedicated to pedaling dubious leadership «truths,» Stanford business school professor and author Jeffrey Pfeffer warns in a recent McKinsey Quarterly article.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.

Our faculty is studying the most pressing issues facing our educational system today — the achievement gap, language and literacy, urban school reform, new leadership models, testing and accountability, to name just a few.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

One of those gaps, which seems to be universal across school systems, is what I call the leadership paradox.

And we'll share some of our favourite snippets from interviews with previous EPPC presenters exploring classroom wellbeing, school leadership, staff PD, closing student achievement gaps, and new ways of teaching and assessing maths.

For reducing the achievement gap between the Atlanta Public Schools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall Confschools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall ConfSchools 50th Annual Fall Conference.

Under the leadership of Dr. Beverly L. Hall, the Atlanta, Georgia, Public Schools have seen achievement rise as the achievement gap shrinks.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

The gap is becoming a crisis in schools where leadership has supported or initiated purchasing initiatives (especially such high - profile technologies as tablets, laptops, Internet - connected handhelds and such high - volume technologies as handhelds and AlphaSmart) that create expectations within the school community, and then has failed to articulate or energize a vision for using those technologies.

What are some ideas you can propose for identifying leadership gaps in schools?

She said «good school leadership teams should reflect the diversity of the teaching profession and recent figures show that there are still significant gaps — particularly for BME individuals».

Demonstrated effective school leadership experience in working with students, teachers, parents, donors, and the community, preferably in a «gap - closing» school

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

Standards focus on equity and achievement gap, teacher retention and leadership, academic standards, coaching, and school climate.

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

With early childhood education recognized as an effective strategy for raising school achievement and reducing achievement gaps, there is increased demand for skilled, knowledgeable education leadership for infancy, preschool through third grade (P — 3).

The more likely scenario is that gaps in principals «leadership expertise are identified through ongoing monitoring and discussion about school performance and improvement plans.

While the leadership deficits we have uncovered can not account in any direct way for the achievement gap, they do provide significant evidence that leadership is unequally distributed among U.S. schools.

He suspected that a number of practices contributed to this gap — uneven teacher collaboration, inconsistent assessment practices, and a lack of shared leadership — and he resolved to lead his school toward ensuring an equitable education for all students.

He is currently in his seventh year as principal of Ronald W. Reagan Elementary in Sanger Unified School District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supschool by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supschool statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and SupSchool recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supports.

Some solutions include ever - increasing support of equity, investment in collaborative leadership development, continue to strengthen our work with schools and workforce systems, and focusing on communities where opportunity gaps are the greatest.

National Board Certification filled that gap between teacher leadership and school administration — providing a way to analyze, develop, and reflect on what mattered most — my students.

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.

As a result, school leadership is the key to closing achievement gaps and increasing student performance in all subjects across all grade levels.

For example, undertake a school needs assessment or have a structured conversation with a supervisor to identify gaps in leadership capacity.

She wrote the chapter on leadership coaching for the 90/90/90 School Improvement Notebook and co-authored The Blueprint for Educational Excellence, an objective assessment for school districts to clarify the gap between expectations and reSchool Improvement Notebook and co-authored The Blueprint for Educational Excellence, an objective assessment for school districts to clarify the gap between expectations and reschool districts to clarify the gap between expectations and reality.

Education Northwest researchers and evaluators will share their findings at seven sessions addressing achievement gaps among Pacific region students, leadership to promote equitable outcomes, out - of - school time learning, and implementation of new programs.

With rapid principal turnover in high - need schools and principals retiring each year, districts must have a talent identification pipeline in place to tap future leaders for principal positions so they are able to quickly fill any leadership gaps — both foreseen and unforeseen.

To address this gap, school leadership decided to help students build and genuinely internalize the belief that effort and the use of strategies will lead to success.

Gardner provided leadership for statewide initiatives such as Texas» higher education planClosing the Gaps by 2015, the college and university electronic library resource sharing consortium, the Texas Accountability System for Higher Education, and the Texas Public Education Information Resource, which includes information on all students enrolled in Texas public schools, as well as public and private higher education institutions in Texas.

In partnership with the United Way, a dozen public school districts and higher learning institutions, local museums, local medical partners, and under the leadership and guidance of the YMCA of the USA, the YMCA of Greater Rochester continues to implement innovative programming that strengthens their communities, help children to be active and make healthy food choices, develop passions for arts and sciences, and strives to close the achievement gap.

Summit Academy Charter School bridges the gap between aspirations and realities by preparing 6th through 12th grade scholars to gain acceptance to, excel in and graduate from college by using three pillars of success: mastery of core subjects, character building, and community leadership.

During the session, experts will share information on specific provisions in ESSA that can be used to bolster states» school leadership investments, especially for the lowest - performing schools, schools with large, persistent achievement gaps, and other schools identified as a state priority based on other crucial indicators of school capacity and performance and student success.

Teacher leaders can also fill critical gaps in the leadership pipeline by creating stability when schools demand a source of prepared leaders.29 Additionally, career pathways can support strengthened licensure systems.

Tre: Something I encounter is the gap between what school leadership believes about their students and the true capacity of their students.

Summit Academy Charter School bridges the gap between aspirations and realities by preparing 6th through 12th grade students to gain acceptance to, excel in and graduate from college by using three pillars of success: Mastery of core subjects, Character building, and Community leadership

Eliminating the achievement and opportunity gaps for every student will require new leadership for schools all over the country: the Deeper Learning Leadership Forum is a place for leaders to connect with each other and make collective impact.

It involved a thorough review of empirical research (see the Bibliography for a selection of supporting sources) and sought the input of researchers and more than 1,000 school and district leaders through surveys and focus groups to identify gaps among the 2008 Standards, the day - to - day work of education leaders and leadership demands of the future.

Even if teaching, leadership, incentives and cultures in our most troubled schools improved exponentially overnight, we would move the needle on the achievement gap only slightly.

We can begin to understand the many variables that contribute to achievement gaps by examining how these factors might affect the school system at 3 different levels: district / school leadership, classroom, and student.

As the world gets smaller and demands on students increase, strengthening school leadership to raise student achievement and close achievement gaps is crucial.

An expert in the area of «attitude transformation,» Principal Kafele is the leading authority for providing effective classroom and school leadership strategies toward closing what he coined, the «Attitude Gap.»

Given the importance of school leaders to improving schools, closing student achievement gaps, and attracting and retaining effective teachers, states should consider leveraging the number of opportunities available within ESSA to invest in school leadership (see text box that follows).

Many authors write about urban school leadership, giving advice on such topics as school culture, authentic leadership, bedrock principles, closing the achievement gap, and social justice.

Is the school leadership team passionate about closing the gap between where our learners are and where we want them to be?

Fill employment gaps with relevant experience and skills gained from doing volunteer work and your involvement in other activities — parent council, community service, school leadership activities, coaching, tutoring, seminars / workshops, sport interests, hobbies (building things), self - directed study, etc..

The Commission commends COAG for its Closing the Gap commitments in the Northern Territory in the areas of governance and leadership, early childhood, schooling, health, economic participation, healthy homes and safe communities.

The Closing the Gap Strategy aims to address Aboriginal and Torres Strait Islander disadvantage by achieving outcomes and equality across seven «building blocks» or areas of life (early childhood, schooling, health, economic participation, healthy homes, safe communities, governance and leadership).