Sentences with phrase «school leadership quality»

The NYC Leadership Academy is committed to improving academic success for students by strengthening school leadership quality and practice nationwide.

Teacher quality is the single most important school - based factor in student achievement, followed closely by school leadership quality.

There remains, however, another important policy lever that has been overlooked: investment in school leadership quality and stability.

Not exact matches

Topics included: early reporting on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the practices of Scientology; corruption in the leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public schools; an early exploration of deceptive practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.

[4] When theological schooling is defined as preparation for filling the functions that make up the role of professional church leadership, graduates turn out to be incapable of nurturing and guiding congregations as worshiping communities, the health of whose common life depends on the quality of the theology that is done there.

These students showed exemplary scholastic abilities and leadership qualities, outstanding standardized test scores and significant involvement in their school and community.

«D.J. and Joe are talented athletes whose leadership and teamwork qualities have made them standouts at their high schools,» said Mark Davis, deputy assistant Secretary of the Army for Marketing.

Free schools are here to stay, proving the value of strong leadership and effective governance in delivering high quality outcomes for pupils.

Sammy Awuku, what Ghanaians are demanding from your Party is absolute Unity and cohesion within the NPP, and Dr. Hassan Ayariga is ever ready to school Nana Addo on the principle of quality leadership.

«We need him to build on his phenomenal success in improving our schools, to continue his national leadership in reducing crime and getting illegal guns off our streets and to keep improving our quality of life as no other has in my 27 years in government.»

The levels of motivation, teamwork and leadership required of service personnel are significant, and these are qualities that can only benefit Britain's students both at school and beyond: who better to teach them, than those who have had to learn them to the highest level themselves?

«Under their leadership, rental assistance for new and expanding New York City charter schools will increase, translating into more high - quality schools being opened.»

The School of Engineering's mission is to educate engineers committed to the innovative and ethical application of science and technology in addressing the most pressing societal needs, to develop and nurture twenty - first century leadership qualities in its students, faculty, and alumni, and to create and disseminate transformational new knowledge and technologies that further the well - being and sustainability of society in such cross-cutting areas as human health, environmental sustainability, alternative energy, and the human - technology interface.

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.

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.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

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

A new report by Ofsted questions the quality of teaching and leadership during Key Stage 3 education, raising concerns over whether students are sufficiently supported and challenged to make the best start to secondary school.

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.

She added that «the new organisation can play a significant role in supporting the development of high - quality leadership in all our schools, something that we believe is crucial.

After sharing my experiences with our school leadership team, we set up a teacher recording studio in our new Bright Learning Centre so that our teachers can produce high quality video lessons at school:

Along with the school's senior leadership team, the SENCO had also identified the need to develop the whole school workforce to ensure that all staff had the skills, knowledge and understanding they needed to provide high - quality teaching and learning opportunities for all pupils.

As important as a company's expertise and systems are to its schools, the quality of the school - level leadership is still critical for the success of EMO - run schools.

Due to all the hard work and collaborative energy of teachers, administration, school - based leadership teams, community partners, students, and families, the Edwards has reached and continues to meet our goals for student achievement and for providing middle school students in Boston with quality education in academics and enrichment.

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.»

The idea was that expert inspectors would comment on standards of pupil achievement, the strength of the principal's leadership, the use of school resources, and the quality of what we called, rather quaintly, «social, moral, spiritual and cultural education.»

Instances of good teaching undoubtedly exist in schools where the quality of leadership is weak, but high quality leadership is a prerequisite for this to be spread throughout the school.

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.

Put simply, a principal and leadership team that knows how to use the resources and expertise available to them in ways that maximise the outcomes students can achieve is a key determinant of the success of the school and, in particular, the extent to which teachers can deliver high quality teaching to each and every class.

Indeed, those championing more flexible, creative, and quality - and cost - conscious leadership have been pilloried for pursuing «corporate - style school reform.»

The Aspiring Principals Program (APP) is the centerpiece of the Bloomberg - Klein regime's efforts to boost the quality of school leadership — and central to their broader strategy of empowering principals with greater autonomy.

What is needed is standardisation of the quality assurance process across all schools and a focus on priorities that are critical to staff development and the targets set by senior leadership teams.

Additionally, 43 per cent of respondents felt unhappy with the quality of leadership in their schools, and 41 per cent were unhappy with pay.

But even with new district leadership in St. Louis, it is unlikely that students will see much change in the quality of instruction as the public school cartel gears up for its next political battle over who gets what, when, and how.

According to the Australian Council for Education Research and Queensland Department of Education, Training and Employment's National School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.&School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.&school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.»

While research on the model remains in its early stages, the theory provides hope that perhaps educators and schools can help young people develop the qualities that will lead to responsible, productive leadership.

Longtime Edutopia contributor Aguilar highlights the three qualities she thinks most indicative of a great school leader: visionary leadership, community builder, and emotional intelligence.

It is a powerful tool for teaching and learning that can be used as compelling evidence within each of the four cornerstones of the new Ofsted inspection framework: the achievement of pupils at school; the quality of teaching; the quality of leadership and management; and the behaviour and safety of pupils at school.

Quality schools depend on recognising the strategic importance of principal leadership: great schools have great leaders.

Diverse investments in innovative approaches to scale, such as back office and data management services, leadership training, and technology platforms for promising stand - alone charter schools, might have vastly increased the quality and number of new schools throughout the country.

Since 2010, ministers have been emphasising that it is the quality of teaching and leadership at a school, not the bricks and mortar, that make a difference to the results it chalks up.

«It would be worth establishing the extent to which out - of - field teachers are supported by in - field teachers and by the school leadership, particularly in relation to access to high - quality professional learning.»

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.

It may also be that these are simply bad schools, with weak leadership, low - quality teaching, and a broken climate, and their high suspension rates are an indicator of campuses that are barely keeping it together.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

The Education Scotland report stated: «Recent complaints against the school had highlighted concerns about leadership, management of challenging behaviour of children and young people, staffing skills... and quality of learning experiences.

The three qualities I find most indicative of a great school leader are visionary leadership, community builder, and emotional intelligence.

And we know that you are going to present to your board suggestions for spending more money on, according to the Times, five «broad priorities: early childhood education, teaching quality / principal leadership, school options, community engagement and out - of - school youth.»

When national resources are used to minimise student residualisation, to ensure that every school has access to high quality teaching and school leadership, and to promote the use of effective, evidence - based practices in every school, it is more likely that every student will receive a high quality education regardless of the school they attend.

The Principals» Center has dedicated itself to the support and development of leaders who influence the character and quality of a school, providing new perspectives on leadership and enabling participants to engage in personal reflection and develop strong professional networks.