Sentences with phrase «school or district leaders»

At least in the early going, teachers may just need to trust their school or district leaders» judgment on the value of particular materials.

What recommendations do you have for school or district leaders who are responsible for adopting edtech tools?

How could you help your school or district leaders understand the need to examine the current curriculum and recognize the benefits of developing «power standards»?

However, school or district leaders can not use these funds to purchase new staff positions, such as new art teachers, additional math teachers, or classroom aides.

Tension also surfaced when school or district leaders called for data - informed decisions to be made in areas where those decisions had traditionally been made by teachers on the basis of their individual and collective expertise.

In some parts of the country, parents haven't waited to be asked for their input — they've grabbed their pitchforks and forced school or district leaders to pay them heed.

For now, we need to rally together to ensure that this Superintendent resigns immediately and any school or district leader who had information that was not acted upon is also promptly removed.

What can a school or district leader do with this data?

Therefore, a school or district leader should expect this work to be personally and politically challenging.

A good school or district leader uses her knowledge of herself and her community to take on and address inequities that have been in place for decades.

As a school or district leader, you are probably thinking all the time about how you and your team of educators can:

Not exact matches

The group should meet regularly with each other and perhaps quarterly with the school district leader, explains lead author Elizabeth Budd, M.P.H. Tapping into existing committees and resources (like the Parent Teacher Association, physical education teachers, and parents and community members with pertinent knowledge or skills) for help also can be key.

While it wasn't easy or quick (Chef Tim emphasizes «baby steps»), these changes are possible in all school districts with strong leaders.

In some cases, a DOE website blocked voting by parents eligible to choose candidates seeking to sit on district Community Education Councils or on high - school councils, parent leaders told The Post.

Phil Haberstro of the Wellness Institute of Greater Buffalo, a key volunteer leader of the policy writing team, noted that the work of policy implementation is the next phase of work that is currently being accomplished through the newly formed District Health Council, the Board and the community at large - The public may view the District wellness policy on the Board of Education Web Site or by contacting Sue Ventresca, the Buffalo School District's Director of Health Related Services.

The long - simmering issue came to the forefront during recent negotiations for a new contract with the Buffalo Teachers Federation, when district leaders noted that one in four teachers missed 15 or more days during the 2015 - 2016 school year.

Faced with a $ 2 billion budget that falls short by at least $ 101 million, the district must cut spending on each school by 6 percent, leaving district leaders to strip some or all art, music, physical education and library programs from three out of four schools next fall.

Elected and parent leaders urged Albany not to back down from efforts to achieve bold, structural change to expand access to high - quality schools — district or charter.

Reflecting the expanding responsibilities of technology directors and heightened demand for schools to build students» 21st - century skills, the Consortium for School Networking has updated its framework detailing how chief technology officers, or CTOs, can become educational leaders in their districts.

Your district and union leaders might know your state's plans, or you can contact the state board of education — besides the governor, the state's schools chief and the president of the state board of education sign off on the applications, so those offices and their Web sites may have information.

Teams can be comprised of district or school staff, including classroom teachers, instructional leaders, teacher leaders, and administrators

Last year, at the National Education Summit, governors and business leaders concluded that «efforts to set clear, common... academic standards for students in a given school district or state are necessary to improve student performance.».

Are the education leaders of your school or district truly committed to implementing their 21st century education initiative?

But each time enrollment falls, district leaders seem to be caught off guard, forced to dip into reserves, pare down extracurriculars, and make out - of - cycle pleas for rescue funding in order to avert salary freezes, seniority - based layoffs, or school closures.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

It is not morally acceptable to wait for either the charter school market to improve or for the current district leaders to come up with a plan.

Amidst the summer lull, I've spent a bunch of time over the last month or two talking about «cage - busting» to school and system leaders in a bunch of districts, state gatherings, and university programs.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

This led to a patient explanation from other charter leaders as well as district leaders about how hard it is for communities to see a building shuttered or handed over to a charter school when generations of neighborhood kids, some of whom went on to be accomplished leaders, attended the school.

USP is a rigorous course of study designed for professionals who have worked in metropolitan school districts as teacher - leaders, school principals, or central office administrators.

After several years of noticing students who had unstable homes or no homes struggle in school and / or drop out, Maplewood Richmond Heights (Missouri) School District superintendent Linda Henke and several community leaders decided to create a home for some of these stuschool and / or drop out, Maplewood Richmond Heights (Missouri) School District superintendent Linda Henke and several community leaders decided to create a home for some of these stuSchool District superintendent Linda Henke and several community leaders decided to create a home for some of these students.

In a district, progress reports would enable the leader to evaluate the school - level leaders and district team members responsible for implementing changes by tracking the results achieved for defined groups of students within or across schools.

These «thought partners» — as school leaders often refer to them — may be district leaders, consultants with long - standing relationships with a school, or external regional partners supporting PL in local schools.

«Often when school leaders fail, either at the schoolhouse or the district level, it's not because of education issues, but communication issues.»

But doctoral student David Sherer is more interested in «informal» leaders — the people in a school or district who may or may not have official leadership roles but are nonetheless prominent, and often formidable, in the organization's social network.

My guess: For each instance where school district leaders and unions succeed in stopping a high - performing charter, there will be two instances where expansion gets approved and / or district leaders and charters agree to some form of collaboration.

Even if you are thinking about purchasing through a co-op, consider putting out your own RFI or RFP to give your school leaders a chance to evaluate whether the product will serve your district's educational goals.

How can leaders tell if those problems exist in their school or district?

Most school districts have some type of mentorship or principal training program for their future school leaders, but even the most sophisticated programs can fall short of its goal.

What are school or district professional development needs, and how can education leaders get buy - in from their teaching, student, and parent communities?

We need to understand much more about the interactive processes involved in research use, or what Tseng (2007) has called «the demand side» of research use before we can improve district and school leaders» research use.

For plans covering the time period, February 2, 2004 and thereafter, each school district or BOCES shall describe in its plan how it will provide teachers it employs holding a professional certificate and / or Level III teaching assistant certificate with opportunities to complete 175 hours of professional development or 100 hours of continuing teacher and leader education, as required every five years under Part 80 of this Title;

(iii) Each school district shall establish a comprehensive developmental school counseling / guidance program advisory council to be comprised of representative stakeholders (such as parents, members of the board of education, school building and / or district leaders, community - based service providers, teachers, certified school counselors and other pupil personnel service providers in the district including school social workers and / or school psychologists).

Can those who argue for staying the course identify instances where a school district leader discontinued a program or policy because research had shown it to be ineffective, or adopted a new program or policy based on a report in the What Works Clearinghouse?

Although the external environment lies outside of a school or district's direct control, education leaders can influence change with enough time, energy and effort.

School districts and BOCES shall be required to maintain a record of professional development successfully completed by certificate holders, who are subject to the professional development requirement and / or continuing teacher and leader education requirements prescribed in Part 80 of this Title, and who take professional development and / or continuing teacher and leader education offered by the school district or BOCES or by entities on behalf of the school district or School districts and BOCES shall be required to maintain a record of professional development successfully completed by certificate holders, who are subject to the professional development requirement and / or continuing teacher and leader education requirements prescribed in Part 80 of this Title, and who take professional development and / or continuing teacher and leader education offered by the school district or BOCES or by entities on behalf of the school district or school district or BOCES or by entities on behalf of the school district or school district or BOCES.

Most often the target audience includes principals or aspiring leaders, but may also include teacher - leaders, other members of school leadership teams or district staff.

Teams composed of school - level leaders together and one or more district - level leaders are encouraged.

Designed for district and school leaders, as individuals or in teams, looking to develop or advance their practice in turning around under - performing schools.

Accountability means that all participants in the education system - the child, the teacher, the school and district leader - know what they must produce by way of results, how they will be measured, and what will happen if they do or do not attain the desired results.