Sentences with phrase «standard for success as»

Not exact matches

I think it's important to set standards not only for yourself, but for your staff as well to keep the team morale up and ensure continued success day in and day out.»

While the ability to keep our eyes on the end game is fundamental to success, as is our maintaining high standards and an appropriate level of impatience for getting things done, rudeness itself should be left out.

The latest cause for worry, as we write, is the warning by Standard & Poors that Italy's sovereign debt rating of A + is at risk (a one - in - three chance) of being downgraded in the next 2 years, due to doubts about the success of the government's debt - reduction program.

We should ask ourselves whether we think of success as something absolute and objective, involving the satisfaction of a common standard, or whether we think of it as something relative and partly subjective, involving a level of achievement different for each person depending upon his or her natural talents and aptitudes.

Paths are different, and if Christians saw marriage as a place we're called to for continued growth and renewal, instead of a platform where we can show off our success, we'll hold ourselves to a more reasonable, God - focused and healthier relational standard.

Idelvion, a new therapy, is shaping as the new standard for Haemophilia B. CSL's launch of Haegarda, a specialty treatment for hereditary angioedemoa (swelling of the arms, legs, face and airways) is a huge success.

I too have much regard for Giroud but we are never going to win the title with his standard as main striker, despite his relative success and at 31 he can not be expected to play third fiddle behind the LACAZETTE and P - MA.

For the success of the team, it's down to the performance on the pitch and if the players aren't performing to the standard we expect as fans, then you can be sure that many will be ready to kick up a fuss.

He has bought some players who were not up to standard (senderos as example) but it seems he just can not be given any credit for past and present successes.

President Nana Addo Dankwa Akufo - Addo, has appealed for the unalloyed support of residents in Zongo communities across the country for the success of his administration, as he seeks to improve their living and development standards.

The new spelling and grammar test for eleven year olds has been prepared to an excellent standard, as set out in this technical paper, and the new provision for teaching multiplication tables by the age of eight, for most pupils as crucial to success in maths as phonics are to success in English, has not attracted the widespread criticism that our opponents expected.

Voice - Box Saved with New Larynx Cancer Therapy Standard therapy changes for larynx cancer, and, the voice box is spared, after Kimmel Cancer Center investigators prove that, for most patients, combined treatment with chemotherapy and radiation has the same success rate as surgically removing the cancerous voice box.

long - acting therapy modalities that will ensure long - term success, such as DBT and / or ACT (mindfulness is key) The most important thing is to continue treatment and commit to raising your standards for physical fitness and nutrition, as well as treatment using DBT or ACT.

The state's department of education describes a student who scores at Level 2 (of five levels) as having «limited success» against the state standards; only students who score at Level 3 or above are considered to be proficient for the purposes of evaluating schools under No Child Left Behind.

Even more importantly, the Common Core standards are intentionally well - aligned with the skills that college faculty and employers regard as necessary for success.

The success of the Massachusetts approach has important implications, especially as states roll out the new Common Core standards academic goals for what students should be able to do in reading and math at each grade level to ensure high school students graduate ready for the demands of higher education and the 21st century workforce.

The spread of whole - school reform models such as Success for All; the imposition of standards and high - stakes tests; the lowering of class sizes and slicing of schools into smaller, independent academies; the explosion of charter schools and push for school vouchers — all these reforms signal a vibrantly democratic school system.

Educators who leverage these standards to teach and assess such competencies as critical thinking, problem - solving, and collaboration will lead the way to post-secondary and career success for more students.

As an example, some states show that in the past six years graduation rates for secondary students has dramatically risen from 68 % to 81 % [ii] due to Student Success programs, but the questions that rarely get asked are, do these numbers truly reflect a students» intellect, insight, understanding, values and citizenship, or is it that higher standards with lower expectations has equated to this phenomenon that claims that «Failure is not an option»?

Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.

These lessons address more than standards: They focus on many of the soft skills we know are critical for student success in college, career, and life — skills such as being able to collaborate, create, solve problems, communicate effectively, and persevere in tasks.

The standards give educators the information they need to take leadership roles as advocates for and facilitators of effective professional learning and the conditions required for its success.

Promote the assessment of critical thinking as a necessary student outcome for success; ensure assessments used show discriminant validity from standard achievement or intellectual tests

It is essential for the success of your business, though, as it ensures that everyone is held to the same standard.

That is so, and much of their value lies in allowing states to see their own standards through the prism of the judgments that the principal industrialized countries make collectively as to what skills matter for the success of individuals in a global economy.

We have seen urban public schools successfully adopt many charter school «secrets,» including the nine - hour school day (e.g., United for Success Academies in Oakland); a rigorous, standard curriculum (e.g., the more than a dozen Chicago public schools that offer the International Baccalaureate); merit pay (e.g., the Washington, D.C., system); and the regular use of teacher video in professional development and evaluation (e.g., the Houston system, which was using video in this way as early as the 1980s).

The 2017 Mathematics Standards of Learning Institutes provided training that focused on deepening participants» understanding of the 2016 Mathematics Standards of Learning review and revision process, progression of the mathematics standards, and the use of high leverage mathematics teaching practices as outlined in the NCTM Principles to Actions: Ensuring Mathematical Success for All executive summary.

ADP's goals are for all states to: align high school standards and assessments with the knowledge and skills required for success after high school; require all graduates to take rigorous courses that prepare them for life after high school; streamline assessments so that high school tests can also serve as placement tests for college and hiring in the workplace; and hold both high schools and colleges accountable for student success.

«However, the need for action in those limited circumstances is clear, because of the considerable risk to the standard of education that young people in those schools receive, as the local authority is either unable to guarantee their continued success or support further improvement.»

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

The EPI assessment allows Phoenix # 1 to maintain those standards in hiring by creating a composite score for each teacher candidate, as well as individual scores for three of four key success indicators shown to predict teacher effectiveness in research conducted by a consortium of experts in the fields of research, education, psychometrics and predictive analytics.

That list also was kept shorter by another adjustment, which delayed raising the threshold for success under No Child Left Behind as the state moves toward the law's goal that all students meet WASL standards by 2014.

«I think as we're going through these years of Common Core standards, we're going to see a lot more success for kids as they're exiting public school in the 12th grade.»

The reflection questions were then aligned to the key points under each standard and are offered here as starting place for important conversations that can help to unite boards and administrative teams around the support of student success.

Toch praised the recommendations for «establishing clear standards» for evaluations and using other measures such as «student surveys, teachers» contributions to school culture, and, perhaps, students» academic success.»

To even be eligible for funding, states had to promise that they would fully adopt a set of common college - and career - ready standards supplemented with only 15 % of their own standards.2 Applicants also had to demonstrate that they would expand their state's longitudinal data system to be in the same format as other states and to contain new data including student health, demographics, and success in postsecondary education.3

She said the need for action in the «limited circumstances» is clear because of the «considerable risk to the standard of education that young people in those schools receive, as the local authority is either unable to guarantee their continued success or support further improvement».

In her various roles, including as an school principal, Janet has mentored other school leaders, supervised and supported faculty and staff, provided a climate and culture for school improvement, developed rigorous performance goals, and trained staff to use student achievement data to increase student success and create standards - based classrooms.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesAs I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

Clearly, a major centerpiece of George W. Bush's success as Governor of Texas and a significant plank in the platform for his Presidential candidacy was his leadership of the Texas public education reforms in accountability and standards of the mid to late 1990's, and nowhere were these reforms in more evidence than in Houston, which -LSB-...]

Just as a set of detailed and consistent standards help prepare students for success, a framework can also support the development of blended learning teachers.

As a member of the task force, I am excited for the opportunity to join my colleagues in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices, high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards in all core subject areas, which will ultimately lead to increased accountability and academic success for all.

Clearly, a major centerpiece of George W. Bush's success as Governor of Texas and a significant plank in the platform for his Presidential candidacy was his leadership of the Texas public education reforms in accountability and standards of the mid to late 1990's, and nowhere were these reforms in more evidence than in Houston, which was recognized as the best urban school district in America in 2002.

Adolescents are especially adept at disrupting teachers» need for success as academic standards intensify.

That support stems from a belief that these standards, as developed, will usher in a new age of learning encourages skills all students will need for success, regardless of the path they choose.

For high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high schoFor high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high schofor a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high school.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotiFor more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor employment and promotion.

And his unique perspective of the intricate challenges that school districts face in their determination to set high academic standards, build a framework for success, and then sustain achievement, positions him to lead by example and demonstrate student success as both an individual and corporate priority.

«As most states implement new academic standards, it is important for educators to have the tools and resources they need to prepare each student for success,» said Judy Seltz, ASCD's Executive Director.

The idea was that the key policies and practices that affect the success of school leaders — the standards that define high - quality leadership and provide a basis for holding leaders accountable; the training that prepares leaders for their role as catalysts for learning; and the range of conditions and incentives that help or hinder those leaders — are most likely to be successful and sustained if they are both well - coordinated and aligned to the goal of improved student learning at all levels of public education: state, district and school.