Sentences with phrase «school leadership policies»

«In particular, I am pleased that New Leader Principals Jessica Nauiokas and Joe Manko will have the opportunity to share their expertise and help strengthen federal school leadership policies.»

-- All 50 states, plus the District of Columbia, have adopted standards to guide school leadership policies.

Explore how your state and how all states approach specific school leadership policies.

Not exact matches

Not being a Mormon, but having grown up among Mormans (school, sports, dating, social functions), I find it amazing that anyone would rule out a person based on religion rather than leadership skills and policy viewpoints.

The Detroit - centered campus has recognized InterVarsity for over 75 years, but this past October the chapter was kicked off campus for a leadership policy the school deemed to be discriminatory.

This unusual policy mandates that all school - approved groups «allow any student to participate, become a member, or seek leadership positions in the organization, regardless of [her] status or beliefs.»

She has served in several board leadership positions, and through navigating the private, independent, and charter school experiences of her own five children, has gained valuable insights into the diversity of school policy and practice.

Character Education: State Board of Education Policy 2109 (2005) requires character education to be incorporated into the curriculum for all grades modeled by moral leadership from school administrators, teachers, and students.

The Chicago Food Policy Action Council and the Food Chain Workers Alliance have played a leadership role in the City's adoption of the Program by supporting the Chicago Good Food Taskforce organized by the Mayor's Office including multiple City of Chicago Sister Agencies (Chicago Public Schools, Chicago Park District, Chicago City Colleges, Chicago Housing Authority) and Departments (Department of Public Health, Department of Family and Support Services, Department of Cultural Affairs and Special Events, Aviation, and Procurement).

And now, more than ever, the role of school nutrition professionals in public policy demands engagement and leadership.

David Cameron lacked judgment in holding the referendum, but also to blame for the result was the lack of Labour leadership in promoting a vigorous campaign to expose the distortions and lies the Tories were using to blame Europe for the policies they had instigated, which had damaged schools, hospitals, social services and housing needs.

A damaging row over grammar schools policy, unease among the grassroots about the leadership's efforts to introduce more women and ethnic minority parliamentary candidates and Gordon Brown's self - assured performance as Prime Minister in the summer of 2007 imperilled the Tory recovery.

So why is the leadership so scared of progressive, equality based policies like funding parents not schools, patients not hospitals and welfare reforms which address people's needs, not their means?

Overall, nine people serve on the volunteer panel that has a voice on school policy, district leadership and the direction of Hartford's education reform efforts.

When announcing his leadership bid on Wednesday, Ed Balls mentioned the «I» word endlessly, and praised a politician whose sour countenance and self - styled toughness have long embodied the most dried - up school of Labour politics: Phil Woolas, this week heard bemoaning the fact that Labour failed to make more of the policy whereby benefits are refused to those seeking indefinite leave to remain (which would have made for very uplifting posters).

The coalition government's schools policy comes under fire from activists at the Liberal Democrat conference - in a move that risks embarrassing the party leadership, but not a vote that threatens the coalition says political editor Gary Gibbon.

«The education policies coming from the leadership of both major parties in the recent state budget — from underfunding public schools and promoting charter schools to modifying but not ending the high - stakes testing regime — are pro-privatization and anti-public schools.

«I want to thank Speaker Heastie and the Assembly majority for their leadership on so many issues — from school funding and workplace protections to tax policy and women's equality — that are critical to the lives of average New Yorkers,» UFT president Michael Mulgrew said in a statement.

Some U.S. officials are still attending COP23, but Michael Wara, director of the Climate and Energy Policy Program at Stanford University Law School, worries that without U.S. leadership, the Paris accord rules could end up vague.

Governors are focusing much of their attention on two critical areas of education policy — high school and preschool — a 50 - state look at the nation's governors and their leadership on education over the past year shows.

North Central Regional Educational Laboratory (NCREL) NCREL's mission is to «strengthen and support schools and communities in systemic change so that all students achieve standards of educational excellence,»... «to help teachers teach better, students learn better, administrators provide better leadership, and policy makers make better policy.»

In other words, as external pressures on the teacher increase, due to changes in government policy such as testing and changes in curriculum, the need for those responsible for the running of schools to step up and show true leadership and support becomes ever more important.»

Successful outcomes may range from negotiated improvements to ensure safer school conditions or improved special - education policies, to charter conversion or school leadership changes.

«Together, Emmerich, Irvin, and Bertrand bring to our faculty a tremendous amount of experience and expertise in areas that are absolutely critical to advancing our work — including international education policy, school leadership, and learning design,» Ryan said.

She has written extensively on education policy issues including school leadership and the use of technologies in schools, school improvement, professional standards and on a range of issues relating to school leadership.

On October 13, Governor Jeb Bush spoke at the Harvard Graduate School of Education (HGSE) Askwith Forum on new opportunities for state leadership on K - 12 education policy

The new course, Thinking and Acting Like an Education Reformer, will use the case method to understand leadership and policy challenges in high schools.

HGSE offers 13 master's programs, leading to careers in school leadership, teaching, language and literacy, international education policy, and many other fields.

For example, I started writing about: the implementation of educational policy, when research at the time focused almost exclusively on the development of policy; the importance of qualitative methods, as a complement to quantitative methods that at the time ruled at the Ed School; the unheroic dimensions of leadership, when the focus was on the bigger - than - life hero who, like the Lone Ranger, rode into town with silver bullets.

It is central to a vibrant community of students who are pursuing doctoral and master's degrees in areas that include education policy, school leadership, international and comparative education, technology and innovation, language and literacy, teaching and learning, and education research.

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.

Her interests lie in leadership coaching, the management of organisational change and improvement, educational policy, curriculum, assessment and school improvement.

Program is designed to prepare graduates for a variety of system - level leadership responsibilities in organizations such as school systems, state departments of education, U.S. Department of Education, national policy organizations, national nonprofits or mission - based for - profits, and foundations / funders.

Trained as a historian under Harvard scholar Bernard Bailyn, Tyack believed that the careful sifting of past education policies could inform policymakers» debates on reforms such as desegregation, vouchers, charter schools, and leadership.

At HGSE, Payzant will focus his time with students and faculty interested in urban school district reform; leadership; and ways to connect research, policy, and practice in urban school districts.

You can choose additional courses — in human development, mind and brain research, social policy, and organizational leadership — from every department of HGSE, and from other schools at Harvard — including the Harvard Business School, the Harvard School of Public Health, and the Harvard Kennedy School — as well as at MIT — through cross-registration.

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.

The four - day leadership development program drew on the expertise and research of Harvard faculty and leading practitioners in framing the challenges faced by charter schools and their school communities while also addressing the larger state - level policy environment.

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.

Looking beyond the traditional notion of the PTA bake sale, Warren wants to see parent and community groups become involved in leadership positions and decision - making within schools and in district policy.

«We broadly support the direction of policy and that includes the concept of system leadership by schools, but I am surprised at the speed and timeline.

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 consensus appears to be that these higher levels of performance have less to do with policy than with everything else: the «ecosystem» of reform in a given place (usually a city) and its network of «human - capital providers,» expert charter - management organizations, leadership - development programs, school - incubator efforts, local funders and civic leaders, etc. — in other words, what conservatives like to call «civil society»: the space between the government and the individual (in this case, between government and individual schools).

Instructional Leadership at BISS (a school policy document) describes how the principal exercises instructional leadership by facilitating teacher learning.

Liberal Democrat leader Nick Clegg is also expected to announce four other measures concerning educational policy, including the protection of spending per - pupil, a guarantee ensuring all teachers in state - funded schools will be qualified by September 2016, the establishing of a Royal College of Teachers and a National Leadership Institute to promote high quality leadership in schools in deprived areas.

Education secretary Nicky Morgan made the announcement in a speech at the Policy Exchange, saying that rural schools and coastal schools will be the focus on the new plans, which will see teachers offered higher salaries, future leadership roles and relocation costs as incentives.

The Guidance lays out a 6 - prong approach that begins with leadership and includes legislative reform, integrating the issue into national policies and plans, and ensuring that schools are safe and supportive.

If differentiated instruction has a single «voice,» it may be that of Carol Ann Tomlinson, a professor of educational leadership, foundations and policy at the University of Virginia's Curry School of Education.

I had a moment of reflection and decided to go back to school to develop my skills and leadership, to pursue a graduate studies program that I felt would launch me into a new career, to catapult me into education policy like a slingshot.

HGSE faculty, students, and alumni produce groundbreaking research in fields as diverse as the moral development of children, international education policy, organizational leadership, neuroscience and cognitive development, and the role of the arts in schools.