Sentences with phrase «shared leadership among»

In the next days and weeks we expect the shared leadership among responsive countries to grow even stronger.

Principals and other leaders will embrace the practical Lead Now and Do Now strategies as they improve their own skills and promote shared leadership among their staff.

Not exact matches

Amazon used its early market entry and position as the leading online retailer to capture market share leadership in the U.S. Alibaba wasn't first to market in China with a smart speaker, but the company is now using its own market leading online commerce and travel services to build a lead among Chinese consumers.

Malliotakis dismissed those past endorsements as done during «a different leadership, a different time» and sought to focus on the shared interest among Republicans of ousting Bill de Blasio.

Several women, including Winger, Cloninger and Tatum, will also be among those at Monday's pre-dinner event at Christie's Auction House in Rockefeller Plaza performing in a piece that Bennett created where women, standing on ladders, share stories about the importance of female leadership.

A power - sharing deal that doles out leadership positions among Republican Dean Skelos, Democrat Malcolm Smith, Democrat John Sampson, and whatever - you - consider - him Pedro Espada may have been tentatively agreed upon, though it still has to be presented to the rest of the Democratic caucus, which is hardly a sure bet on anything.

Earlier in the week, the NDC issued a statement saying the NPP is spreading «vicious propaganda» to «incite our grassroots especially Cape Coast youths, women and the market women against leadership of the NDC that the stalls, stores and other facilities in the newly constructed Kotokuraba market has been shared among NDC Regional executives, Cape Coast South Executives and Cape Coast North executives».

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 approach, based on the Delors report definition, assumes that LTLT occurs through the two complementary processes: the «discovery of others» and the «experience of shared purposes» which lead to the development of key illustrative competencies including empathy, cultural sensitivity, acceptance, communication skills, teamwork and leadership, among others as illustrated in figure 1.

Navigating among conservatives who oppose intrusive government, liberals who oppose President Bush, educators who guard their independence, and commercial interests who guard their market share, the law's framers and program leadership sought to leverage the power of the federal government to attack a complex pedagogical problem that the federal government was never designed to solve: illiteracy caused by faulty teaching.

«Given the caliber of leadership among my classmates who are also graduating, I am humbled by this distinction and I feel like I share it with them,» Deckman says.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

These revamped data systems could both identify districts in need of additional support such as finance and leadership training and superstar districts with leaders who could share what works among their peers.

Among African Americans, the share favoring federal leadership across the three topics is 46 % for setting standards, 23 % for identifying failing schools, and 23 % for fixing failing schools, respectively.

Results also indicate that schools located in larger metropolitan areas exhibit significant disadvantages regarding the presence of leadership — from principals as instructional leaders and from shared norms among teachers (Table C1.6.5, Appendix C).

In addition, district support for shared leadership at the school level enhances the sense of efficacy among principals.

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with each other and their classroom practices?

It would create a culture of shared leadership and shared responsibility among educators inducted into the CODE and a ready pool of talented and exceptional educators capable and willing to support all aspects... more»

Do three specific attributes of principals «leadership behavior — the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement — affect teachers «work with one another, and their classroom practices?

Section 1.2 focuses more narrowly on relationships among actors within schools, examining leadership shared by principals and teachers as it may affect classroom practice and student learning.

Discover leadership strategies for creating a collaborative culture, learn how to build shared values among educators, and explore tools and techniques for monitoring progress on your PLC journey.

Because parental involvement is linked to student achievement by correlation, we assert that teachers and principals can play a role in increasing student learning by creating a culture of shared leadership and responsibility — not merely among school staff members, but collectively within the wider community.

In this respect, strong leadership will be needed, somewhat paradoxically, to help establish collaborative partnerships and to foster shared decision making.157 The beneficial outcomes, Leithwood and Pristine argue, will include better decisions and, among participants, an enhanced sense of ownership in and responsibility for the outcomes of those decisions.

In their shared work, principals support the development of teacher leadership by inviting teacher leaders to participate in school decision - making and creating an active learning community among teachers in the school.

NSCS instills in its 21st century learners personal habits important in the work place: accepting responsibility for personal decisions and actions; honesty, courage, and integrity; leadership; a healthy lifestyle; empathy, courtesy, and respect for differences among people; reflection; self - confidence; concentration and perseverance; responsible time management; assuming a fair share of the work load; and working cooperatively with others to reach group consensus.

Schools with abrupt leadership disruptions on average experience «significant negative effects» on student achievement.67 Furthermore, such schools «are often reported to suffer from lack of shared purpose, cynicism among staff about principal commitment, and an inability to maintain a school - improvement focus long enough to actually accomplish any meaningful change,» according to the Minnesota - Toronto report.68

A strong structure of leadership shared among district leaders, principals, school and teacher leaders, and community leaders who are committed to school improvement ensures that decisions are made by those as close to students as possible.

This occurs best when schools adopt and practice effective shared leadership approaches that involve collaborations among teachers, support staff, related service specialists, administrators, and others at the district level.

Education Northwest researchers and evaluators will share their findings at seven sessions addressing achievement gaps among Pacific region students, leadership to promote equitable outcomes, out - of - school time learning, and implementation of new programs.

Some of these traits are supporting a learning climate of continuous improvement for students and adults alike, a belief in doing what is best for student learning, practicing shared leadership and empowering teachers and students with a voice in the school, and building strong and caring relationships, among others.

Providing leadership in the creation of a statewide learning network that increases interaction and teamwork between and among our members throughout the state, where accomplishments are highlighted, successes are shared and the capacity of our schools to offer a quality education to all students is further enhanced.

Cottage Grove Principal Iton Udosenata shares how working with his superintendent, Krista Parent, has improved his instructional leadership skills and how he is improving instructional practices among his teachers.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

While some leaders opt for transformational leadership or turning good organizations into great ones, other personalities are better suited for distributive leadership, or the sharing of responsibility among a few people such as an assistant principal or outstanding teacher.

I will explain what it all means for schools, and share my thoughts on how a strategic response focusing on financial leadership will raise awareness among senior leaders and governors of the best way to handle the real terms cuts.

With leadership and funding from the Air District and the Metropolitan Transportation Commission (MTC), the Bay Area Bike Share pilot project is a partnership among local government agencies including the City and County of San Francisco, SamTrans, Caltrain, San Mateo County Transportation Authority, the County of San Mateo, the City of Redwood City and the Santa Clara Valley Transportation Authority.

Areas of Expertise IT Management Network Engineering Citrix Engineer \ Administration Active Directory / File Security Manager VMWare Engineer \ Administration Network Design / Architecture Local Area Networks (LAN) Wide Area Networks (WAN Help Desk Management Data Center Management / Design * Altiris Administration System Automation Server Configuration Security Systems Management * Hardware Installation Software Configuration Remote Software Deployment Patch Management * Change Management Project Management Business Process Analysis Business Communications Sales / Marketing Management Risk Management / Disaster Recovery Analyst Statistical Analysis Database Management Policy Development Contract Negotiation * Grant Writing Total Quality Management (TQM) Training & Development TCP / IP Configuration Change Management Monitoring Ability to increase organizational effectiveness and staff skill level through training and awareness of best practices Unique blend of technical experience administrative skills and team - building capabilities Mastery of all phases of project development life cycle including requirements analysis specifications development application design implementation data conversion design review and system testing * Proven ability to communicate effectively with all involved parties to ensure the development of viable business solutions to technical issues Ability to manage complex systems spanning multiple platforms and multiple functionalities * Demonstrated leadership and team - building capabilities in the professional environment as well as through active community involvement * Ability to cultivate trust and respect through open communication and shared goals among various business units

Some of these traits are supporting a learning climate of continuous improvement for students and adults alike, a belief in doing what is best for student learning, practicing shared leadership and empowering teachers and students with a voice in the school, and building strong and caring relationships, among others.

The program fosters parental leadership, appropriate parental involvement, mutual support among parenting figures, family communication, problem solving, clear rules and consequences, nurturing, and shared responsibility for family problems.