Sentences with phrase «staff and student capacity»

She's led several changes that are aimed at building staff and student capacity there.

Not exact matches

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 leadStudent Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadstudent leadership.

Adequately resourcing teaching staff and providing professional learning in relation to student wellbeing topics will build their capacity and ensure messages are well - received and sustained by the school community.

It has dual capacity of usage for students and staff, a very high quality of the imagery, can be used with any whiteboard and has excellent interactive functions.

Note: Due to capacity constraints, the event is restricted to HGSE faculty, students, staff, alumni, and guests of our 2013 graduates.

Adam continues, «We have been able to increase our printing capacity around the school and that's made a major difference to both students and staff.

Meanwhile, in a 2012 report, the state Department of Education worried that «the demands of an effective review and reconciliation of rates for every [private school for students with disabilities] strains the capacity of the Department's finance staff.»

Safe Schools is a capacity - building organisation, in that it provides facilitation to school staff and students to lead their own initiatives.

The summer program for students has proven to be a useful vehicle for increasing staff capacity and providing support for the implementation of new instructional strategies.

Leadership program at the UIC College of Education as effective tools in building teacher and staff capacity to serve students.

Olson and two other Hillsborough principals share their approaches to developing leadership capacity in others, and how empowering staff members to rise as leaders creates a stronger learning environment for students.

The classroom teachers complete forms on each of the participating students reporting on the activities they have undertaken, their ability to interact with the children and staff, and their capacity to show initiative.

These measures include a Baseline Measure (with customized forms for educators, students and community members); an online Survey of Professional Interactions for school staff; and an online Survey of Organizational Capacity for professional staff.

Meaningful Student and Family Engagement (MSFE) provides capacity - building and tools for school staff to meaningfully engage students and families in school improvement.

He also specializes in structures and process that engage learning communities at an organizational level so as to aid in building the capacities of staff to share and learn at an authentic level; which ultimately leads to school wide change and high levels of student achievement.

The questions leaders ask fall into three interrelated domains: (1) building the necessary leadership capacity; (2) focusing the staff's everyday core work on student, professional, and system learning; and (3) creating and fostering a safe, healthy, and supportive learning environment for all.

Engaging the entire staff in professional development, we will build capacity for investigating data and providing appropriate interventions and support for students.

All of this is done through a strategic planning, capacity building, professional development, and technical assistance process that helps students, staff, schools, and systems to continuously improve and become independent over time.

* Organizational development — including resource mapping and development, capacity - building and sustainability, and systems - level support to schools, staff, and students

Our continuous school improvement process uses strategic planning, organizational assessment, professional development, and staff capacity / resource building to maximize the academic and social, emotional, and behavioral success of all students.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

Specifically, officials at the state and district levels have had difficulty building staff capacity for implementing the reforms, meeting the requirements to develop teacher evaluations and increase student learning time, and gathering data on performance in SIG schools to make decisions about future grant renewals.

In the end, his primary focus is on facilitating collaboration and shared leadership, building capacity and independence, and guiding sustained and demonstrable student, staff, school, and system outcomes.

Leaders in these schools begin by asking themselves questions that deal with three areas: (1) building the necessary leadership capacity; (2) focusing the staff's everyday core work on student, professional, and system learning; and (3) creating and fostering a safe, healthy, and supportive learning environment for all.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardStudents, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardstudents, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardstudents, teaching faculty, support and intervention staff members, and board members

Creating a model classroom for your district or school can be an opportunity to develop leadership capacity in your staff and give students the opportunity to have ownership of their own learning spaces.

Our staff work alongside our school and district colleagues to achieve significant gains in student achievement as well as build the organizational capacity required to sustain these results.

School operators to explore entirely new models of schooling, particularly those challenging traditional models in use of time, space, technology and staff in school; reconsider how students experience learning in schools, creating new models that provide personalized and authentic learning experiences; and improve existing models by reconsidering how facilities are used and funded, how to reach full enrollment capacity more quickly and how to maintain steady revenues by «backfilling» (filling vacant seats each year).

What are some ways to give voice to the wisdom of teachers in individual classrooms and add to the collective knowledge base of staff, as well as the school's capacity to boost student learning?

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

The most effective implementations are developed in collaboration with the digital curriculum provider, who offers expertise and works closely with administrators and educators to design programs and instructional models that meet student needs and support and build capacity of the staff.

In addition to these demands, the staff at turnaround schools may be limited in their organizational capacity, resources, and leadership structure impeding their ability to recognize and appropriately address specialized student needs.

This encourage schools to invest in sustainable practices, including intentional planning time for schools prior to implementation of the grant and building the capacity of leaders, staff, and families to support all students.

The study dissects how these schools — which we chose specifically because they had demonstrated success — managed to organize, staff, pay for and sustain a school built around more time and to understand how these educators believe the additional time strengthens their capacity to enable all students to achieve proficiency.

As teams of teachers in schools choose to pursue professional teaching standards and Board certification, they create more collaborative cultures among staff, generate new teacher leadership capacity, and address pressing professional learning and student learning needs.

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student - centered learning climate.

As the administrative leader on campus, a principal's chief responsibility is to build the capacity of its staff, create a college - going culture and ensure students are provided a safe and equitable learning environment.

Now these schools, who largely serve urban students, will be increasingly staffed by faculty with even less experience and knowledge and who are chosen more for their capacity to be molded into the kind of people who have no qualms about turning 8 year olds into «little test taking machines.»

IDRA is working with staff at the Southern Education Foundation and the Mid-Atlantic Equity Consortium to develop local capacity in the region among the 2,341 school districts and 29,632 schools with over 1 million educators and 16 million students.

In our vision of an engaging school, staff members and everyone in the school community hold a collective belief that all students have wonder, are curious and interested, and have the capacity to become deeply engaged learners.

Transforming schools with Meaningful Student Involvement requires increasing the capacity of students and adults, including teachers, administrators, school support staff, community partners and others.

Rooted in the belief that building adult capacity improves student outcomes, this year's conference will offer workshops designed to build attendee skills in: 1) Relationship Building; 2) Instructional Strategies; 3) Motivation and Engagement; 4) Behavior Management; 5) Trauma - Responsive Education; 6) Crisis Management, and; 7) Staff Well - Being.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Leave the sections as is and move onto the Scheduling Board, or dive into the details to create new sections, modify section capacities, or quickly assign individual staff and students.

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Build the Capacity of District, School, and Partner Organization Staff to Collaboratively Meet the Needs of Students

For over a quarter of a century, JP's staff of highly experienced and expertly trained School Improvement Specialists have worked with a wide range of schools to develop internal capacity for ongoing, site - based professional development that directly impacts student learning.

By establishing student - centered guidelines, building staff capacity, teaching and modeling, and furthering family education, Lee and Andrew share that it is not just about digital; the learning behind respect and responsibility make our students better global citizens.»

In Align the Design: A Blueprint for School Improvement, Nancy J. Mooney and Ann T. Mausbach emphasize the importance of coordinating essential school improvement processes to increase staff capacity, improve student achievement, and develop effective schools.

schools staffed with a high proportion of inexperienced teachers compounded by frequent turnover and difficult working conditions, leading to disparity in the capacities of teaching staffs in schools serving different student populations