Sentences with phrase «specific leadership practices»

But instead of examining overall leadership effects, these studies inquire about the effects of specific leadership practices.

Often, however, specific leadership practices required to establish and maintain that focus are poorly defined.

A third type of evidence derives from studies (also large - scale and quantitative) focused on the effects of specific leadership practices.

Within each of these similar categories of practice are numerous, more specific competencies, orientations and considerations; for example, most of the 21 specific leadership practices linked to student learning in Waters, Marzano and McNulty's (2003) review fit within these categories.

• Most school leaders received scores of proficient or distinguished for specific leadership practices.

Not exact matches

The full assessment is pretty deep, including seventy specific questions and metrics that look at everything from financial performance to hiring practices and the attitudes of leadership.

Not just a «training,» leaders will focus on specific ways to practice and improve their servant leadership behaviors, and master those behaviors in their decisions and actions as leaders.

Other specific duties and responsibilities of the HR and Compensation Committee include reviewing senior management selection and overseeing succession planning, including reviewing the leadership development process; reviewing and approving objectives relevant to executive officer compensation and evaluating performance and determining the compensation of executive officers in accordance with those objectives; approving severance arrangements and other applicable agreements for executive officers; overseeing HP's equity and incentive compensation plans; overseeing non-equity-based benefit plans and approving any changes to such plans involving a material financial commitment by HP; monitoring workforce management programs; establishing compensation policies and practices for service on the Board and its committees, including annually reviewing the appropriate level of director compensation and recommending to the Board any changes to that compensation; developing stock ownership guidelines for directors and executive officers and monitoring compliance with such guidelines; and annually evaluating its performance and its charter.

What set them apart were their specific practices and leadership training (for youth and youth leadership).

Conference further calls upon the National Executive to: (a) increase the provision of the Union's mental health first aid training programme for all members including specific training for leadership members; (b) produce best practice guides and exemplar materials for employers and employees and (c) carry out further research into the extent of mental health issues in the teaching profession.

The program examines four leadership themes — school improvement, instructional practice, student / adult connections, and motivation and engagement strategies — and looks at how to adapt and implement specific leadership strategies.

Distributed leadership is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities.

iObservation reports teacher and leadership performance data over time in specific areas of practice.

We developed a findings template that drew upon Spillane «s conceptualization of leadership practice.109 The template enabled us to construct descriptions of (1) sources of leadership linked to (2) specific actions and (3) goals in (4) specific contexts, along with (5) the co-participants in those situations, (6) the reported effects of those actions, and (7) the reported factors influencing those leadership variables.

To understand the distribution of leadership one needs to explore evidence of actual behaviors and influences associated with core leadership practices and specific focal points of school - improvement activity.

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.

In higher - performing districts, central office leaders not only believed in their capacity to develop principals; they set expectations for implementation of specific sets of leadership practices.

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?

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?

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

CEL tailors each partnership to a specific district, with services that include leadership coaching, subject matter coaching, guided walkthroughs, central office transformation, and support for aligning practices system - wide in support of student learning.

The courses consist of two days of learning - day 1 covers good leadership practice and day 2 is specific to the curriculum - IPC or IEYC.

Develop models of distributed leadership that empower teacher leaders to drive weekly, content - specific adult learning and practice in their schools.

On - site and blended learning experiences scheduled at various intervals in which ASCD Faculty present and coach about specific instructional and leadership practices.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

Despite the clear importance of effective principal leadership, there is not yet a large body of definitive research that provides empirical evidence attesting to the effect of specific principal talent management policies and practices.

Some experimental studies have found positive effects of specific professional development programs on leadership practice — or an association between particular types of professional development and improved student performance, school climate, teacher collaboration, or principal retention — but there is little expert consensus about the most effective design for professional development programs.

After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom «walk - throughs» — the most typical instruction - related activity of principals in Miami - Dade schools — were negatively associated with student performance, especially in high schools.

NTC also partners with states and districts to report data on teaching and learning conditions using its Teaching, Empowering, Leading, and Learning (TELL) survey to help states develop policies and practices that connect related factors, such as school leadership, teaching, and learning conditions, and specific educator policies.

the internal and external forces that impact the teaching and learning process in their districts / schools, the specific barriers to effective teaching and learning, and the school leadership practices that have the potential to overcome these barriers and improve academic achievement for all students

Wallace awarded grants to the Southern Regional Education Board and the Education Development Center (EDC) to help LEAD districts build greater capacity to define and realize specific leadership goals; evaluate progress; create new resources and tools to improve professional practice of principals, superintendents and others in leadership positions; and help form a national network enabling LEAD districts to share knowledge more effectively with each other and with many others.

With LEAP, DCPS is leveraging distributive leadership to improve instructional practice in content - specific and job - embedded teams.

Regardless of specific tenure policies, debates like this reinforce the importance of ensuring that all educators are evaluated fairly using multiple measures, provided with high - quality professional development that helps them improve their practice, and given substantive leadership roles that allow them to share their strengths with their colleagues.

• 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.

• Better Marriages mini retreat • Introduction and background to Marriage Enrichment • Training in specific resources • Preparing for leadership and designing an event • Practice leadership • Marital Exploration — an extended dialogue by each couple