Sentences with phrase «strong curriculum leadership»

Not exact matches

Both MLE and IEM are focused on building strong leaders and developing management skills of higher education administrators; MLE curriculum addresses leadership challenges confronting deans, while IEM focuses on issues of relevance to presidents, provosts, and vice presidents.

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.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In Portland, Maine, middle and high school students have a 1 - to - 1 laptop program, strong school leadership, and project - based learning curricula that result in higher academic achievement.

Under his progressive leadership, the CTU has been at the forefront Statewide in developing a new Teacher Development and Evaluation System, taking the lead on implementing the new Common Core Standards, collaborating with the district and national partners to implement a strong Social and Emotional Learning curriculum.

It is this on - the - ground experience that allows CEI to provide valuable support to public schools that choose to partner with us on everything from improving curriculum and instruction, developing strong leadership, and designing student - centered learning environments to providing after - school programs that bring the wealth of New York City's cultural life to their students.

Our goal is to give EPLA students the tools to achieve college and career success through a rigorous college preparatory curriculum while also providing them with opportunities to develop strong leadership skills.

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

# 2 Strong leadership teams involve teachers in decisions about curriculum, assessment, instruction, and professional learning

Intense days of filming took place in January and February in six award - winning schools, which were selected to participate in a project funded by a partnership between the Association for Supervision and Curriculum Development, a nonprofit educational leadership organization based in Alexandria, Va., and Silver Strong and Associates, an educational research and consulting firm in Ho - Ho - Kus, NJ.

This curriculum was then combined with strong teacher development and leadership, including a mentor system, regular observations and feedback, and professional learning communities.

Elizabeth Cieri brings a strong professional background in school leadership, instruction and training, program development and curriculum development to her...

Even rigorous studies of programs designed to include the elements researchers have identified as essential to effectiveness — including inquiry - oriented learning approaches, a strong content focus, collaborative leadership, and coherence with school curriculum and policies — have yielded disappointing results (see Garet, Porter, Desimone, Birman, & Yoon, 2001; Penuel, Fishman, Yamaguchi, & Gallagher, 2007).

Let's be clear: The need for rigorous, college - preparatory curricula with strong content is as critical an element in reforming American public education as advancing standards and accountability, overhauling teacher quality, expanding school choice, bolstering Parent Power, improving school leadership and building robust data systems.

«The most effective response to today's findings is focusing on what works across reading, mathematics and science - high - quality school leadership and great teachers delivering an engaging curriculum which includes strong basic skills, attitudes and behaviours that can equip young people to succeed,» he said.

Huge shifts in pedagogical practice and that takes visionary leadership and a strong administrative team to...» plan, implement, monitor, and adjust improvement efforts, as well as to review and align district strategies, policies, protocols, practices, processes, curriculum, instruction, assessment, professional development, and myriad other systems that must work synchronously to meet achievement and instructional goals.

What the record shows is that teachers with a better command of the subject they teach, better training in the craft of teaching, more support, better leadership, more opportunity to work together to improve the curriculum and instruction and more opportunities and stronger incentives to get better and better at the work can do a much better job than teachers for whom these things are not true.

Strong leadership, seasoned teachers, active parents, and an imaginative curriculum combine to make the school an engaging, happy place.

At the heart of Peter's practice as a principal is acting on a shared moral purpose derived from a strong evidence base, and consistent challenges around the conditions for learning, curriculum and teaching, parent and community support, leadership and professional learning.

It takes time and investment to build up strong expertise and capabilities in school leadership, teaching and learning, community engagement, curriculum, assessment and so on.

UTB II curriculum differs by focusing on developing stronger leadership skills and gaining a deeper understanding of environmental issues that affect their community.