Sentences with phrase «school leadership practices through»

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high quality professional learning experiences.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences and through high - profile recognition programs like the Breakthrough Schools Program.

NASSP advocates on behalf of all school leaders to ensure the success of each student and strengthens school leadership practices through the design and delivery of high - quality professional learning experiences.

Not exact matches

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.

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.

While most central office administrators spoke about unevenness in the leadership strengths of their principals, leaders in higher - performing districts expressed greater confidence in their ability to improve the quality of school leadership through hiring practices, leadershipdevelopment programs, school placement, and supervision (see also Section 2.2 of this report on district contributions to principals «efficacy).

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

In this fourth webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to use a cycle of inquiry as a means of strengthening instruction and leadership through collecting and analyzing data, developing areas of focus, learning and implementing new strategies to improve practice, and analyzing the impact of the new practices.

The nationally recognized Ed.D program guides a carefully selected group of school leaders through three years of intensive leadership study and practice, preparing these prospective principals to enter schools with the most need and ensuring they have the proven training necessary to create a positive impact.

Her study examines principals in diversifying suburban schools as well as their transformative leadership practices used to advocate the elimination of deficit thinking through the promotion of cultural competence and social justice so that all students have equitable educational opportunities in classrooms and on standardized assessments.

«ASCD's mission and positions on teaching and learning reflect my own values and beliefs, so I see the opportunity to join the Emerging Leaders program as a way not only to articulate the shared best practices, but also build leadership skills through working with ASCD leaders and outreach initiatives,» said Brad Cawn, senior manager of school performance for Chicago Public Schools and a 2011 Emerging Leader.

Through discussion with a range of stakeholders we've developed guidance and practical support addressing both the school - level cultural and leadership practices needed and the systemic and institutional changes required to enable a truly research - engaged education system.

How Adlai Stevenson High School District near Chicago, Illinois, evolved from «already adequate» to world - class status — through leadership practices that any school leader could immediately benefit from and by making a religion of teamwork and teacher leadeSchool District near Chicago, Illinois, evolved from «already adequate» to world - class status — through leadership practices that any school leader could immediately benefit from and by making a religion of teamwork and teacher leadeschool leader could immediately benefit from and by making a religion of teamwork and teacher leadership.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

The purpose is to enhance the clinical practice and leadership skills of school nurses in North Carolina through ongoing education to maximize the health and well being of the state's school age children and adolescents.

We fulfill this mission through promoting, sponsoring and disseminating research on the essential problems of schooling and leadership practice; improving the preparation and professional development of educational leaders and professors; and positively influencing local, state, and national educational policy.

Further research into the mechanisms behind these experiences would provide the education community with better information as to how to incorporate these experiences into policy and practice and improve schools through principal leadership.

Building Safe and Serious Schools to improve student achievement through development of the intellect and personalization and by improving leadership, classroom practice, school design, and community connections.

The Perseverance to Succeed in School and Career: Report Card Analysis & Student - Led Conferencing details the practices cultivated at I.S. 126 through the leadership of assistant principal and Career Competency Fellow Kristen O'Brien.

Through her coaching, Gretchen has become an integral part of the Mt. Morris Consolidated Schools team, as she dedicates herself to impacting classroom instruction and leadership practices.

After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom «walk - throughs» — the most typical instruction - related activity of principals in Miami - Dade schools — were negatively associated with student performance, especially in high schools.

There is general agreement among educators and policy makers on the need for a new approach to school leadership through «teacher leaders,» «hybrid teachers,» or «teacherpreneurs» — educators who continue to work with students in classrooms, while also coaching or otherwise supporting peers, and actively shaping instructional practice and policies.

Our consultant will collaborate with school leadership to decide on a topic aligned to the school's curriculum in order to nurture instructional excellence through the introduction of research - based best practices.

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching students.

Through the Parent Ambassador Program, parents of current Los Angeles Unified School District students will have the opportunity to use their leadership skills in support of improving local educational policies and practices that benefit all students.

In 15 years of elementary school teaching, Tim earned and renewed National Board Certification as a Middle Childhood Generalist, held multiple leadership positions in the National Council of Teachers of Mathematics, and developed scholarship focused on mathematics teaching practice through the Center for Proficiency in Teaching Mathematics at U-M and the Carnegie Foundation.

Through a careful balance of coursework, a year - long clinical residency, and extended on - site coaching across three full years of leadership practice, the Ed.D Program in Urban Education Leadership targets the skills and dispositions that leaders need most to transform the cultures of underperforming urban schools.

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

With a Masters (MA) in Educational Leadership and Management and a Masters (MEd) in Practice - Based Educational Research, Nicola's areas of professional expertise includes: school improvement through action planning and impact analysis; and leadership development through coaching and mentoring.

Dr. M. Jeremy Tucker, Superintendent of Schools, Liberty 53 School District, Liberty: Under Dr. Jeremy Tucker's leadership, EPiC Elementary has become a model school for creativity and problem - based learning that uses visionary and innovative practices advanced through the use of technSchool District, Liberty: Under Dr. Jeremy Tucker's leadership, EPiC Elementary has become a model school for creativity and problem - based learning that uses visionary and innovative practices advanced through the use of technschool for creativity and problem - based learning that uses visionary and innovative practices advanced through the use of technology.

Support for implementation of the framework is provided to schools through assessment tools and the data obtained with those tools, an external facilitator, an internal leadership team, schoolwide efforts, and study groups that focus on implementing effective practices.

Prior to joining ACE, Kole was Co-Founder of Schools That Can Milwaukee, a non-profit aimed at dramatically increasing the number of high - quality urban Milwaukee schools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best praSchools That Can Milwaukee, a non-profit aimed at dramatically increasing the number of high - quality urban Milwaukee schools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best praschools through onsite executive leadership coaching, professional development, and cross-sector peer - to - peer sharing of best practices.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

These variables include, but are not limited to, philosophy of administrators and teachers, school leadership factors, classroom practices that support diverse learners, the degree of collaboration and joint ownership for all learners across the entire faculty, and the ability of the leaders to organize the delivery of services through innovative scheduling and staffing practices.

TISS is a comprehensive support model designed to sustain the successful turnaround of chronically low - performing New York City (NYC) public schools through the cultivation of effective leadership practice, focused on the development of high - functioning teams of school leaders.

Judith consults, has led library and leadership associations, and has published and presented extensively including acting as committee co - chair / principal writer of Achieving Information Literacy Through Quality School Library Programs: The Vision and Standards for School Library Programs in Canada (Canadian Library Association 2003, 2006) and project coordinator / contributing writer for Leading Learning: Standards Of Practice For School Library Learning Commons In Canada (Canadian Library Association, 2014).

In Breaking Ranks II and Breaking Ranks in the Middle, school leaders are provided with a framework for improving the performance of each student by: implementing best practices through collaborative leadership and professional learning communities, creating relevance through personalizing the environment, and addressing issues of rigor through curriculum, instruction, and assessment.

The 2015 conference promises to be a remarkable event which will highlight evidence - based practices and leadership at all levels, offering ample opportunities to examine how schools and communities around the country are realizing mutual goals and aspirations through productive partnerships.

Nichols has a history of turning around low - performing schools through a mix of strategic use of data, collaborative leadership, and innovative education practices.

• Identify specific student groups whose needs are not being met; • Work closely with principals and teachers to change adult behavior and provide conditions in which students who have historically struggled can thrive; • Change system policies and practices that are barriers to students» success — school discipline and access to culturally relevant pedagogy are two key areas; • Engage parents to become involved in their children's education and empower them to be advocates; • Work with students through teachers and mentors to cultivate deep relationships and trust; • Provide students with leadership and advocacy opportunities to build agency.

John consults with schools on the inclusion of character in academic, leadership and athletic programs through his collaboration with Dave Shearon, and Sherri Fisher at www.FlourishingSchools.com, an organization that integrates best practices in education with cutting edge Positive Psychology research.

This 12 - week course develops unique leadership qualities and practices in educators and administrators by guiding them through the process of creating efficient strategies, networks and systems for leading sustainable school - wide SEL and school culture / climate initiatives.

CASP's Mission is to provide high quality educational and leadership programs, that maintain high standards of practice for school psychologists through legislative advocacy, professional development, communications, publications, ethics guidelines, and direct services to members, to enable the growth and development of the profession, and to ensure safe, healthy, and successful outcomes for the children, schools and communities we serve.