Sentences with phrase «specific leadership areas»
Principals noted a compelling need for more adequate preparation and professional development in specific leadership areas, such as how to manage the change process in the schools, evaluate teachers» use of the new standards during instruction, align the school's instructional focus, make key decisions on the best types of professional development to support teachers, and develop extended learning opportunities to sufficiently address CCSS implementation.
http://www.edimprovement.org/ Not exact matches
As organizations mature, they need to move to a distributed leadership model, which involves a strong team of senior executives responsible for making decisions in specific areas and held accountable for the outcomes.
Bringing it back from how to collaborate with specific functional areas to what fuels effective leadership, I offer my pillars of effective leadership, I offer my pillars of effective leadership:
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.
Provide evidence of your progress and accomplishments in science, such as publications, presentations at conferences, leadership positions, outreach to younger students, and related experiences that sparked your interest in specific areas of science.
iObservation reports teacher and leadership performance data over time in specific areas of practice.
This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.
For a specific take on what teacher leadership looks like in the area of advocacy, you might be interested in the Teacher Leader Model Standards developed in 2008 by the Teacher Leadership Exploratory Consortium.
However, teachers often lack specific training in leadership skills related to areas such as facilitation, having difficult conversations, advocacy, how to move a goal from idea to reality, and how to work with adult learners, to name a few.
Our experts assist new principals in both overall leadership strategies and individualized strategies needed to address school - specific areas of need.
Our task is not to identify only the truly gifted but also to locate students who demonstrate undeveloped potential intellectually and in specific areas including academic, artistic, and leadership domains.
The U.S. Department of Education (1995) defines giftedness as «children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.»
The term «gifted and talented», when used with respect to students, children, or youth, means 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 or activities not ordinarily provided by the school in order to fully develop those capabilities.
The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»
Finally, in the interpersonal realm, leadership, care - giving, and human services are potential areas in which identification and nurturance of specific talents can be carried out.
The US government defines «Gifted & Talented» students as those... «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 or activities not ordinarily provided by the school in order to fully develop those capabilities.»
According to O * NET OnLine, about 63 % of those working in education administration hold a master's degree and 21 % hold a post-master's certificate.1 A master's degree in education administration, educational leadership, or a related area of study provides specific preparation for a career as a vice principal.
Scrutinise specific areas such as teaching, learning and assessment; personal welfare, behaviour and development; leadership and management; in school data and your curriculum offer
A doctorate in education can also focus on a specific area of education such as a special education doctorate degree or an educational leadership doctorate degree.
To achieve this level of specific city, school and district leadership must have a full and accurate understanding of state needs coupled with areas of opportunity identified through:
• Identify specific student groups whose needs are not being met; • Work closely with principals and teachers to change adult behavior and provide conditions in which students who have historically struggled can thrive; • Change system policies and practices that are barriers to students» success — school discipline and access to culturally relevant pedagogy are two key areas; • Engage parents to become involved in their children's education and empower them to be advocates; • Work with students through teachers and mentors to cultivate deep relationships and trust; • Provide students with leadership and advocacy opportunities to build agency.
The Javits Act uses the federal definition of «gifted and talented students,» which is located in the definitions section of the Elementary and Secondary Education Act: 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.
Depending on your area of expertise, you may have specialties or information that requires a specific type of header, such as a list of publications, speaking engagements, leadership positions that fall outside the traditional work environment, memberships, etc..
This opening should convey your level of experience, leadership qualities, ability to produce measurable results and information specific to your areas of expertise and results generated from your skills.
Her dissertation, «Leadership in Economic Development: An Ex-Post Facto Study,» analyzed how various styles of leadership of Certified Economic Developers affected job growth within specific geographical areas.
Then create specific skill areas such as writing, research, communication, leadership, etc., which target the career objective.
Provided daily leadership, guidance, and training for the work team assigned to specific work areas.
The skills area lists specific skill sets, like contracts management and leadership.
Specific areas of focus are: strategic consulting, leadership development, change management, employee relations, career development, end - to - end process of recruitment and hiring of both college and professional candidates, and organizational integration.
While WRAIR researchers will go on to examine whether sleep leadership training improves health outcomes for soldiers, they believe leadership training that focuses on specific health areas has merit for improved psychological, physical and organisational outcomes.
A growing body of research shows developing leadership skills for specific areas, such as coping with grief or occupational safety, can achieve better overall outcomes than general leadership alone.
Or a district can request help to focus on a specific need, such as enhancing school climate, improving an area of instruction or building district leadership.