Sentences with phrase «senior leadership roles in school»

The program aims to train graduates for senior leadership roles in school systems, government agencies, nonprofit organizations, and the private sector, school officials said.

Not exact matches

It is fantastic to know that so many of our senior students are keen to take on leadership roles and represent the school in this way.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

This is the operational role of the school staff and needs to be done in line with the wider role of the school senior leadership team.

Fourth, larger school districts need develop and engage a senior leadership team to take on these challenges collaboratively rather than have this work led by individual roles, divisions and departments in the central office, At the district level, Cosner says school leaders need to consider how to break down siloed efforts.

«We know that head teachers and senior leadership teams in schools are increasingly finding that the administrational side of their roles are acting as obstacles to their ability to focus on educational objectives.

The school district's Bargaining Team was appointed by members of district senior leadership; Interim Superintendent Devin Dillon (in her previous role as Deputy Supt. of Academic and Social Emotional Learning), Marion McWilliams, General Counsel, and Vernon Hal, Senior Business Ofsenior leadership; Interim Superintendent Devin Dillon (in her previous role as Deputy Supt. of Academic and Social Emotional Learning), Marion McWilliams, General Counsel, and Vernon Hal, Senior Business OfSenior Business Officer.

«He has experience of senior leadership role in a primary school and as a school governance consultant and trainer for the local authority, delivering a range of training programmes on school performance and school improvement themes.

He brings nearly 20 years of experience working in Human Resources at diverse, mission - driven organizations, formerly serving as the head of HR for the Sports & Arts in Schools Foundation and in progressive leadership roles at Safe Horizon, where he served as the senior director of HR.

It is a member - driven association that supports the school governance team — school board members, superintendents, senior administrative staff and board assistants — in its complex leadership role.

Prepare for senior leadership roles in independent schools with our Leadership Institute.

Of 16,000 school business managers, a sample survey by NASBM showed that 10 per cent were senior executives of large schools or multiple - academy trusts (MATs)-- while the majority (50 per cent) held «varying degrees of influence» in leadership roles within single schools, and a large proportion (40 per cent) were in smaller - scale administrative roles.

My long life falls naturally into four unequal parts: (1) Childhood, School, National Service and University; (2) Practice at the English Bar; (3) Service as a senior judge; and (4) Retirement (including a very active practice as a civil mediator and involvement in a leadership role in several different charities).

And too often, the more senior lawyers we would most consider for the role simply don't have the time to go back to school on leadership training in advance of taking on a managing partner role.