Not exact matches
The mayor said his
turnaround plan has «never been tried before» and that he was confident it would work under the
leadership of
Schools Chancellor Carmen Farina.
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter
Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci
Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide
turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing
schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring;
Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public
Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based
school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial
leadership.
Meanwhile, the education chapters offer the not - so - stunning conclusion that there's very little research to guide
school turnaround efforts, though some evidence shows that the strategy can work, under the right conditions, with the right
leadership.
As part of the state's Race to the Top grant, Tennessee implemented a number of
school turnarounds, all of which involved a change in
school leadership and a substantial turnover of teachers.
Join the American Institutes for Research (AIR) in learning more about the importance of
leadership coaching and
leadership academies as part of the larger
school turnaround effort.
Other
leadership actions that nurture
school turnarounds include (1) sending a clear signal that dramatic change is urgently needed, (2) maintaining a consistent focus on improving instruction, (3) making visible improvements quickly, and (4) building a staff that is committed to the
school's improvement goals.
The program helps educators understand the core elements critical for a
school's
turnaround plan, and addresses key
leadership skills and strategies for
turnaround success.
The program helps those in a
turnaround setting to understand the core elements critical to a
school's
turnaround plan and the key
leadership skills and strategies for successful implementation.
Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional
leadership roles within their
schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need
schools; rigorous, ongoing
leadership development training for teacher leaders and principals,
leadership roles for teachers aimed at
school turnaround; and the creation of new salary structures based on effectiveness.
She serves on the CTAC team which guides
school turnaround initiatives nationally, manages national symposia, and coordinates
leadership and networking summits in CTAC's community development initiatives.
Previously, he served in hybrid teacher
leadership roles developing and operationalizing successful
school turnaround, design initiatives, and change - management efforts within the Los Angeles Unified School Dis
school turnaround, design initiatives, and change - management efforts within the Los Angeles Unified
School Dis
School District.
The CST offers a variety of technical assistance services to state education agencies and local education agencies, including direct and targeted support in any or all of the four domains for rapid
school improvement:
turnaround leadership, talent development, instructional transformation, and culture shift.
Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign
schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Work
schools for instructional and
leadership excellence; An Excellent Principal for Every
School: Transforming
Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Work
Schools into
Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring
schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Work
schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing
Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Work
Schools; Importing Leaders for
School Turnarounds; Going Exponential: Growing the Charter
School Sector's Best; the Public Impact series Competencies for Turnaround Success;
School Restructuring Under No Child Left Behind: What Works When?
This speaks to how empowering teachers — through effective
leadership — can improve student achievement and change outcomes for
turnaround schools.
His
leadership style brings me back to a quote about failing
schools and
school turnaround from former Interim APS Superintendent, Errol Davis:
Because
school leadership is so important for
turnaround, it is important to make sure the right principal is in place from the outset.
Maryland's plan includes a strong focus on personalized professional learning for new and veteran teachers as well as a strong
school system - focused approach to supporting all low performing and high poverty
schools, with specific emphasis on
turnaround leadership, talent development, instructional transformation, and culture shifts.
State and District leaders can help more
turnaround - attempt
schools succeed by selecting the right principals, training them, helping them transition to
school models supported by teacher -
leadership, tracking leading indicators of performance, and coaching principals to make needed changes fast.
In her 24 years of educational
leadership, Aaronda Beauford has held an array of positions, from principal supervisor and
turnaround principal to district human resources supervisor and charter
school CEO.
Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable
school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school turnaround models required under the
School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
School Improvement Grant and Race to the Top programs; clarification of the term
school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leader as the principal of an elementary, middle or high
school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school; inclusion of the use of Title II funds for a «
School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and
school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leaders in high - need
schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve
school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.
The dialogue will focus on student
leadership in
school turnarounds and the Obama Administration's RESPECT (Recognizing Educational Success, Professional Excellence and Collaborative Teaching) initiative, which aims to elevate the teaching profession.
Based on evidence from
schools and NYCLA's experience supporting principals leading
turnaround schools, we have identified a subset of
leadership dimensions and behaviors particularly important for principals as they begin the
school turnaround process.
ADI's work focuses on district and
school improvement, including
school turnaround; state recognition systems, accountability, and support; family and community engagement; and change
leadership and innovation.
That is why we invest in
leadership development,
school turnaround programs, and objective research that helps inform our legislative advocacy positions, based on proven best practices, not ideology.
The framework shares, in practical language, the critical practices of successful
school turnaround in four domains, or areas of focus, that research and experience suggest are central to rapid and significant improvement:
turnaround leadership, talent development, instructional transformation, and culture shift.
NYCLA also offers a comprehensive, year - long professional development program for
turnaround school leaders, which incorporates coaching with a five - day summer institute and ongoing professional learning sessions for principals and their
leadership teams.
Whether a
school requires a rapid
turnaround or simply seeks to rise to the next level, SEDL provides intensive, tailored support grounded in research and practical experience to improve
leadership, teaching, and student achievement.
The CST
leadership and evaluators wanted to know more about how SEAs were currently supporting districts in improving their capacity to assist with
school turnaround efforts and how that support could be improved.
In addition to these demands, the staff at
turnaround schools may be limited in their organizational capacity, resources, and
leadership structure impeding their ability to recognize and appropriately address specialized student needs.
The Certified
School Improvement Specialist - School ™ designation allows a school leadership team to document its performance in guiding school turnaround or continuous improv
School Improvement Specialist -
School ™ designation allows a school leadership team to document its performance in guiding school turnaround or continuous improv
School ™ designation allows a
school leadership team to document its performance in guiding school turnaround or continuous improv
school leadership team to document its performance in guiding
school turnaround or continuous improv
school turnaround or continuous improvement.
As the founder and leader of ED - Volution Education Group, a boutique K - 12 education consulting firm, she has worked with leading sector entrepreneurs and philanthropies on strategy, new initiative design, partnership creation, growth and launch, and management and the content areas of
school turnaround; charter management; state, city and district redesign; and human capital with special focus on
school leadership.
This program provides your campus
leadership team the opportunity to analyze the details of your
turnaround plan and develop a theory of action for successfully turning around your
school.
DTLI resulted in a blueprint for a comprehensive
turnaround program for Texas that builds district capacity to support
school improvement by strengthening four essential systemic levers:
leadership, instructional infrastructure, support and accountability, and talent management.
She has served in many
leadership roles at
turnaround schools and high - performing charter networks, including Achievement First and Rocketship.
Her research interests include,
school turnaround,
school reform, social justice, community partnerships, teacher
leadership, blended learning, personalized learning and educational policy.
A graduate of the
Leadership Academy's second cohort of Aspiring Principals, Shannon will design curriculum and facilitate the learning of
school - and system - level leaders, leveraging her deep knowledge in adult learning, systems - thinking, data - driven
leadership, and
turnaround leadership.
Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher
leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need
school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in
schools implementing Teach Plus» T3 Initiative — a teacher - designed
turnaround model that trains and supports teacher leaders to improve
school outcomes and transform
schools — is consistently more than double that of area district and charter
schools.15
Jon has investigated and written on
school leadership topics, including
turnaround leadership, succession planning for
school - level leaders, state and district supports for
school leaders, and state policies supporting effective
school leadership.
That's why we invest in
leadership development, coaching, and
school turnaround programs that help our state's public
school leaders become stronger educators, and help develop the future of Texas by giving all kids a fair shot at success in
school and in life.
According to Michael Fullan, author of Leading in a Culture of Change,
leadership can take on many different forms in
school turnarounds.
One study commissioned by The Wallace Foundation about how
leadership influences student learning found that for the most part, there are no documented instances of
school turnaround without an effective principal —
leadership is second only to effective classroom instruction as the most important
school - level factor affecting student achievement.
Analyses of his successful
leadership are featured in several books: Improbable Scholars: The Rebirth of a Great American
School System and a Strategy for America's
Schools (Kirp, 2013); Team
Turnarounds (Frontiera and Leidl, 2012) and Respect (Kwalwasser, 2012)-- and the early childhood education initiatives Dr. Weast led in Montgomery County are discussed in the book Building Blocks, (Maerhoff, 2006).
(1) Accountability pressures and support from the district combined with (2) strong instructional
leadership, (3) strategic staffing (i.e., strategic recruitment, assignment, and «counseling out» of ineffective staff), (4) intensive professional development, and (5) data use focused on identifying and assisting struggling students are key components of a
school's
turnaround process.
Reyes - Guerra, D, Pisapia, J & Mick, A 2016, «The preparation of cognitively agile principals for
turnaround schools: a
leadership preparation programme study»,
School leadership and management, vol.36, no. 4.
Ultimately, we hope to see North Carolina shift over time to a system where determinations of
school performance are based on more than letter grades, including
leadership and managerial capacity and the processes used by
schools to guide their
turnaround efforts.
They are also responsible for intervening in the lowest - performing
schools (called «Priority Schools» in New York State and «Renewal Schools» in New York City) through extra funding, new leadership, and other turnaround stra
schools (called «Priority
Schools» in New York State and «Renewal Schools» in New York City) through extra funding, new leadership, and other turnaround stra
Schools» in New York State and «Renewal
Schools» in New York City) through extra funding, new leadership, and other turnaround stra
Schools» in New York City) through extra funding, new
leadership, and other
turnaround strategies.
Examples of successful
school turnaround efforts without effective
leadership are rare (Leithwood, Louis, Anderson, & Wahlstrom, 2004).
In contrast, the approach under waivers, dubbed
turnaround, was much more focused — applying only to the 5 percent of
schools identified as «priority»
schools and based on key principles outlined by the Department (see sidebar
Turnaround Principles).62 Fewer
schools were part of the effort, but in turn, the effort was much more intensive and required significant changes in
school operations, culture,
leadership, and practice.63 The hope was that a more disruptive and ambitious strategy will yield dramatic results: after three years, these
schools would no longer be in the bottom 5 percent, and another group of
schools could be identified to undergo
turnaround.
That's an eternity in the world of
school reform, where
leadership churn and the intractability of challenges make it much easier to launch
turnaround quests than to sustain them.
School Improvement Grants 1003g and 1003a; school turnaround and transformation; effective leadership; effective instruction; using data to drive interventions; equitable and high quality programs for all learners; working in convergence at the SEA and the LEAs; sustainable practices; effective use of federal and state
School Improvement Grants 1003g and 1003a;
school turnaround and transformation; effective leadership; effective instruction; using data to drive interventions; equitable and high quality programs for all learners; working in convergence at the SEA and the LEAs; sustainable practices; effective use of federal and state
school turnaround and transformation; effective
leadership; effective instruction; using data to drive interventions; equitable and high quality programs for all learners; working in convergence at the SEA and the LEAs; sustainable practices; effective use of federal and state funds