Sentences with phrase «strong professional leadership»

Not exact matches

Questrom is looking for a mix of the typical admission metrics: a strong undergraduate GPA, solid work experience, a track record of achievement, leadership ability, a good GMAT or GRE score, favorable recommendations, smart answers to both the written and video essay questions, and professional poise and presence in an in - person interview.

Only 35 percent of HR professionals rated their organization's bench strength — the supply to fill critical leadership positions over the next three years — at any level of strength (slightly strong, strong, or very strong) and, on average, only 43 percent of positions could be filled by an internal candidate immediately.

Representing our professionals in the life insurance community has been the finest honor of my career, but AALU is stronger than ever and ready for fresh leadership to take us to the next level.»

That sociological fact is warrant, in Hough and Cobb's judgment, for the conclusion that «the minister as Manager is the strongest candidate for the dominant image of professional leadership» (78).

«The first lesson from the 2015 general elections is that a strong and professional electoral management body with a strong leadership is indispensable in ensuring credible elections in Nigeria,» Barrister Okoye noted.

This «remarkable era» has been driven by concerted efforts to improve care, as well as strong leadership among health care professionals treating people with the disease, and resources from the Cystic Fibrosis Foundation, write David Stevens of the Dartmouth Institute for Health Policy and Clinical Practice in New Hampshire and Bruce Marshall of the Cystic Fibrosis Foundation.

Minneapolis, MN About Blog MAAR supports an organized real estate environment and provides local REALTORS with essential market information, educational resources, a trusted networking community, an effective industry voice & strong leadership for greater professional success.

Benefits include financial support — such as tuition assistance, monthly stipends, and teaching materials and leadership grants; extensive summer and academic year professional development; and regular meetings and online discussions that provide each fellow with a strong support network.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

As a result, many schools are self - proclaimed STEM schools, with leadership driving the development of a vision that encompasses strong professional learning support for teachers to develop students» scientific literacy.

By cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its tech - infused Future Schools, Singapore has become one of the top - scoring countries on the PISA tests.

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 cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its tech - infused Future Schools, Singapore has become one of the top - scoring countries on the Programme for International Student Assessment (PISA) tests.

According to the Australian Council for Education Research and Queensland Department of Education, Training and Employment's National School Improvement Tool (2012), «Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning... and establishing strong professional learning communities.»

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

The Principals» Center has dedicated itself to the support and development of leaders who influence the character and quality of a school, providing new perspectives on leadership and enabling participants to engage in personal reflection and develop strong professional networks.

Higher education professional with a strong cross-cultural leadership, legal and international background.

Running a high - quality public school is not easy the work is complicated, and it requires a professional staff and strong leadership.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

One practical way forward is to create strong collaborative teams or professional learning communities where leadership is naturally and authentically distributed.

Our consultants provide in - depth professional development, training, and technical assistance to teams of practitioners and administrators in any subject area to cultivate a shared vision, an understanding of the value of data, stronger community partnerships, effective leadership, and program sustainability.

Schools need strong leadership for setting appropriate goals and fostering meaningful professional development for teachers.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

Provides leadership professional development, coaching, mentoring to cohorts focused on quality management with a strong business focus.

While the cadres and council were chaired by teachers, and teacher influence on school directions, improvement plans, and professional development was reportedly strong, school personnel said that the previous principal played a more overt coperformance leadership role within those structures than the current principal.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

This unexpected finding suggests that pressure, arising from targets and an emphasis on data use, may backfire in the classroom unless it is balanced with support (in this case, through professional development), so that it works by building a strong collective leadership base in the district.

These states» ESSA plans indicate that they will use Title II, Part A not just for professional development — the use of funds mostly commonly associated with this section of the law — but to build stronger teacher pipelines through changes to recruitment, preparation, compensation, induction, mentoring, and leadership opportunities as well.

Blake built a strong professional community, also producing planfully aligned patterns of leadership distribution capable of surviving changes in leadership.

We support policies and practices to elevate and honor the profession through robust recruitment and selection, preparation grounded in evidence and practice, effective systems of professional growth, compensation adequate to attract and retain strong educators, and finally, career pathways that provide opportunity for leadership and broader impact.

Teachers working in schools without great leadership and without very strong professional learning communities are being robbed of the opportunity to achieve the higher level of success with students of which they are capable.

Successful applicants include teachers, academic specialists, and professionals who have demonstrated both academic gains in the classroom and strong leadership among fellow staff.

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

As a strong proponent for teacher leadership, Yefei is committed to empowering teachers through collaboration and professional learning.

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

This guide highlights the essentials of building a strong framework in Pilot Schools, including transforming leadership roles, setting a school mission, and creating a professional collaborative culture.

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

It offers opportunities for experienced and newly appointed leaders to engage in a programme of professional development, aligned to their schools» improvement priorities, and, through a strong distributed leadership model, build the capacity and energy for transformational change.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

Any successful and sustainable SEL program should include strong district leadership and communication, systematic integration of SEL throughout the district, comprehensive professional development, and quality assessments and instruction.

Maryland's plan includes a strong focus on personalized professional learning for new and veteran teachers as well as a strong school system - focused approach to supporting all low performing and high poverty schools, with specific emphasis on turnaround leadership, talent development, instructional transformation, and culture shifts.

Begin by Exploring the HOT APPROACH by sending staff, leadership and parents to attend professional development offered monthly in each of the HOT School Core Components of Strong Arts, Arts Integration and Democratic Practice as well as cutting - edge pedagogy and relevant issues.

But the personal and professional benefits to excellent teachers — and ones on the cusp of excellence who might get there with stronger daily leadership and development — are paramount.

New report finds successful authorizing depends on great leadership, institutional commitment, and strong professional judgment CHICAGO — Today, the National Association of Charter School Authorizers (NACSA) releases «Leadership, Commitment, Judgment: Elements of... Read More

In the absence of strong guidance, the working relationships between schools, their partner organizations, and families vary greatly across the city in design, community involvement, leadership style, expectations, accountability measures and staff professional development.

Explicitly writing into the plan the need for creating a strong culture and climate, which «emphasizes environment and supports needed for the sustainability of a safe school where productive work can occur (e.g., data competency, resource management, building leadership capacity, cultural awareness, communication strategies, professional learning communities, Universal Design for Learning, social and emotional learning).»

But we need more: we need authorizers who are empowered to make the best decisions for children using great leadership, deep institutional commitment, and strong professional judgment.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Our system of distributed leadership has created a strong and enduring professional learning culture where there is collective ownership over the outcomes of the work and of each student — and it is the most impactful driver of our success as a network of public neighborhood schools.