Sentences with phrase «schools develop the capacity»

Yet, until all schools develop the capacity to develop such alternatives to state tests, Murnane maintained that we must not discard the imperfect measures we have now; they are needed to keep the light shining on the inequities that pervade our current education system.

Not exact matches

Schools Without Failure, for example, applies his approach to increasing the capacity of schools to help develop more effective and responsible children andSchools Without Failure, for example, applies his approach to increasing the capacity of schools to help develop more effective and responsible children andschools to help develop more effective and responsible children and youth.

The second wave — developed largely by various historicist schools of thought, especially in the nineteenth century — replaced belief in the idea of a fixed human nature with a belief in human «plasticity» and capacity for moral progress and transformation.

Mathematical studies in the curriculums of schools and colleges sharpen self - awareness in thinking, stimulate conceptual inventiveness, and develop the capacity for symbol construction and transformation.

The internal confusion of graduate professional theological schooling could be resolved, at least in part, by letting this coherent picture of ministry as pastoral direction select and organize the specific capacities the school seeks to develop in its students.

And it suggests that school - discipline programs might be more effective if they were to focus less on imposing punishment and more on creating a classroom environment in which students who lack self - regulatory capacities can find the tools and context they need to develop them.

Jon has worked in the education space in several capacities, from creating curriculum for the opening of a school for Rwandan women, to developing and teaching design thinking courses to undergraduates.

The Public Waldorf high school curriculum delivers deeper and more sophisticated content as students» capacities continue to develop.

The Vision of Sierra Waldorf School is to provide Waldorf education to develop children's capacities of thinking, feeling, and willing, so that each child's spirit, soul, and physical body are meaningfully nurtured and educated.

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

In his newest book, Helping Children Succeed, Tough makes the argument that these capacities, though important, can not be taught, but instead can develop when the right environmental supports are available to kids in their families and schools.

According to their framework, high - level «non-cognitive» skills like resilience, curiosity, and academic tenacity that are essential to success in middle and high school are impossible for a child to obtain without first developing, in the early years of formal education, executive function, a capacity for self - awareness, and relationship skills.

On September 7, 1919, when the «Independent Waldorf School» opened its doors, Dr. Rudolf Steiner stated, «It is not our intention to teach growing human beings our ideas or the contents of ourworld - view» Today, Waldorf schools continue to seek to develop the perceptions and capacities for creative thinking in young adults so that they can shape society for the advancement of humankind out of their own insights and experiences.

Media exposure is particularly detrimental in a Waldorf school because it prevents the student from fully developing the creative thinking capacities that are central to our educational goals.

Our school community shares the belief that, together, we encourage the abilities and talents of every child by providing varied opportunities and resources for all children to develop their intellectual, academic, creative and leadership capacities.

«If we don't have an AMC, we're going to have lifesaving pneumococcal vaccines developed for rich countries but there's not going to be enough capacity to supply them to the poor countries,» says Orin Levine, executive director of PneumoADIP at Johns Hopkins Bloomberg School of Public Health.

We are also developing farmers - in - school, basically to develop the capacity of the farmers in rice production, because if you do a comparative analysis of yield per hectare for farmers, you will notice that that the yield is not comparative with other countries in the world.

As the principal of four elementary schools in the Newfound Area, N.H., school district, my primary responsibility is to provide students with the educational opportunities that will develop their capacities to read, write, think, and speak, thus enabling them to become responsible and contributing members of our complex society.

Many schools and districts, but not all, will struggle to develop the raw capacity — hardware, software, bandwidth, and tech support — to deliver online testing.

The bursary — for post-graduate teacher training courses starting in August — is the latest in a series of measures the Scottish Government is taking to recruit more teachers and develop Scotland's STEM capacity through school subjects such as maths, computing science, physics and technical education.

In this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievement.

«We are delighted to be working to develop this new capacity with National Literacy Trust, its extensive school networks, and their partners in the Aldridge Foundation and Ormiston Academies Trust groups of academies.»

EMOs can hire experts in these areas or develop expertise over time and then share knowledge and capacity with their constituent schools.

I also think Congress should help states develop the capacity to provide real, research - based, and meaningful help to struggling schools.

Whilst it is early days, the trend is being encouraged by both local authorities and the EFA, perhaps recognising the need locally and nationally to develop capacity to deliver new build works and that schools are best placed to make decisions about where to focus investment to secure the right educational outcomes.

After the funding ended, Hampton High School approached its school board and made an argument for how the instructional coach role had developed their capacity to collaborate, increased student engagement, and was essential to their school's continued gSchool approached its school board and made an argument for how the instructional coach role had developed their capacity to collaborate, increased student engagement, and was essential to their school's continued gschool board and made an argument for how the instructional coach role had developed their capacity to collaborate, increased student engagement, and was essential to their school's continued gschool's continued growth.

School students, principals, teaching staff and school communities will directly benefit from the Student Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadeSchool students, principals, teaching staff and school communities will directly benefit from the Student Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadeschool communities will directly benefit from the Student Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadership.

Developing Leadership Capacity Through Strategic Action: A Campaign Approach to Transforming High Schools in Los Angeles Unified School District.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

Motivated to finally finish his Ed School journey, Romaneski returned with the goal of developing his skills in leadership and organizational behavior, hoping to one day aid in the growth and capacity of nonprofits and educational institutions.

Schools need low - burden strategies that are easy to implement but that still promote caring and inclusive schools and classrooms, develop key emotional and ethical capacities in students, and inspire interest in deeper and more comprehensive efforts to promote SEL and ethical capacities — practices that can easily be scaled and may achieve certain goals as effectively as comprehensive programs at far lesSchools need low - burden strategies that are easy to implement but that still promote caring and inclusive schools and classrooms, develop key emotional and ethical capacities in students, and inspire interest in deeper and more comprehensive efforts to promote SEL and ethical capacities — practices that can easily be scaled and may achieve certain goals as effectively as comprehensive programs at far lesschools and classrooms, develop key emotional and ethical capacities in students, and inspire interest in deeper and more comprehensive efforts to promote SEL and ethical capacities — practices that can easily be scaled and may achieve certain goals as effectively as comprehensive programs at far less cost.

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

Because many schools need help navigating in the sea of programs designed to promote these capacities — including youth development, character education, SEL, bullying and conflict resolution programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.

For the next several years, Mapp and colleagues consulted with USDOE to develop what came to be called the Dual Capacity - Building Framework for Family - School Partnerships, now released by the government as a downloadable, shareable model that schools and districts can use to build the kind of effective, mutually rewarding engagement that will make schools the center of their communities.

For the next several years, Mapp and colleagues consulted with USDOE to develop what came to be called the Dual Capacity - Building Framework for Family - School Partnerships, now released by the government as a downloadable, shareable model that schools and districts can use...

We are developing interventions to support young readers, helping to provide school districts and states with the capacity to use data more effectively, and engaging leaders from education systems from around the world.

As charter schools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student ouschools come to the fore in the national education debate, 69 charter school educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outschool educators attended the Ed School's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outSchool's Programs in Professional Education institute, Charter Schools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student ouSchools: Practices for High Performance, in July with the goal of developing skills and strategies to build capacity and improve student outcomes.

Still, as faculty chair of HISL, Peterkin knew that the weeklong institute — a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educators nschool district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction — was exactly what the Meridian School District educators nSchool District educators needed.

We will also develop and evaluate various strategies for promoting caring, courage, and other key moral and social capacities in both schools and homes.»

I think the performance assessments that should make the most difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that students can show their capacity in multiple ways.

Denise Hayward, Tara Anglican School for Girls — Junior School, NSW Developing the capacity in our staff to effectively use data

Teachers need practice and appropriate protocols, which can be obtained from outside the school or developed internally, to develop their capacity to look at student work as a means of instructional improvement.

So while regular professional development can teach adults the nuts and bolts of integrating SEL into the school day, one more step is crucial to a successful program: Ensuring that adults develop their own social - emotional capacities.

For 10 years, the capacity to engage through the use of protocols has been developed through collaborative research with Project Zero (a Harvard Graduate School of Education research group) on Cultures of Thinking.

Lacey's involvement in a number of research projects related to the sustainability of school leadership in Australian schools has led her to devise a strategy to increase leadership capacity to sustain peak performance while assisting school leaders to develop balance in their lives.

He is also the cofounder of Project Zero, a research project at HGSE that investigates human symbolic capacities and their development, and WIDE World, a distance - learning initiative for practitioners developed at the Ed School.

First of all we had to have an approach to leadership, we had to think about how we created teaching capacities in the school, how we use data, and then basically some sort of way that we professionally develop teachers.

The greatest insight we have gained in our work with school districts across the continent is that organisation that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

But it is an open question whether technologies that have been developed for specific schooling models with distinct philosophies about learning can be modularized for use by a school that doesn't have a similar instructional model, philosophy, and internal capacity.

I consider it a mistake to attribute school leadership activities as only residing in formal roles because this denies the greater bulk of the profession opportunities to develop leadership capacities which may lead to other leadership activities in the future, either formal or informal.