Sentences with phrase «stronger team of teachers»

Helps build a stronger team of teachers, administrators and families working together to improve quality for children.

He pushed to award principals more discretion over budgets and the power to assemble strong teams of teachers, reforms largely thwarted by the UTLA.

One person can't do it all, so principals need to attract talented teachers, motivate them and build strong teams of teachers.

Not exact matches

Secondly, a strong Chaplaincy team made up of teachers was invaluable, not just in planning and delivery of Services, but in terms of support.

The Scientific Assistant is a strong part of our team, she provides teachers with a range of support and ideas in our collaborative, planning and teaching processes.

In most schools, sports is one of the only settings in which we talk about what makes a strong team and an effective team player, and coaches might have strategies that could translate to the work teachers do in the classroom.

Susan has a very strong interest in promoting STEM and has been involved with robotics for the past nine years as a teacher and mentor of teams for her after school club RoboSquad United.

The stronger the focus and commitment from a team of teachers, the more likely the school will accomplish the results it is aiming to achieve, and more.

Research shows that high quality teaching and leadership teams learn from each other's practices, experiences and support, and that's why we will always keep you, the reader, at the heart of Teacher magazine, providing educators and educational leaders with a strong voice and a platform to share and collaborate.

«Teachers love the idea of teaming, but it is very important to remember that any team is only as strong as its weakest link,» warned Dr. Layne Hunt, principal at Monroe (Michigan) High School.

We call on the DfE to recognise the importance of Early Years» representation on school senior leadership teams and governing boards, as well as bringing a stronger focus on Early Years pedagogy to initial teacher training in order to protect, strengthen and improve the quality of Early Years provision in schools.»

As a result of those activities, the science teacher and the basketball coach might learn of their mutual love of The Partridge Family or travels to Alaska and bond into a stronger team as a result.»

In short, as Senate and House negotiators turn to ironing out differences between their bills, the Senate team can argue that its approach to «opt out» (which does not require states to offer that option) is backed by strong majorities of the public and of teachers.

For its lowest - performing schools, states should take even stronger action, such as requiring the curriculum to be submitted to the state for review, sending teams to observe instruction and provide coaching (per Regenstein's inspectorate), developing a model curriculum (or placing online the curricula of high - performing schools), and / or offering professional development and courses to increase teachers» knowledge of the domains they should be teaching.

The commitment to a positive, supportive culture is so strong that a team of teachers from the Oak Street School is pursuing a Graduate Certificate in School Climate and Social and Emotional Learning at William James College.

Team teachers report positive experiences from the support they receive from their multi-classroom leaders — support that should be extended to all aspiring teachers in the U.S. Opportunity Culture schools with principals who lead strong, schoolwide teams of multi-classroom leaders in core subjects have shown the largest, fastest gains schoolwide in the first years of the Opportunity Culture initiative.

We have a strong team of enthusiastic teachers who try to support students to get their best possible grades.

With a strong team of individuals committed to high standards and providing a personalised service to both our candidates and clients, we aim to build genuine, long - lasting relationships with all the teachers and schools we serve.

Meanwhile DeVos» lack of soft skills required of any political officeholder — along with her failure to hire a strong communications team who can help her prepare for public events — was also on full display last week when she criticized teachers and American public education for not being innovative during a speech before innovation - minded teachers and school leaders at SXSW's annual education conference.

A parent in Attleboro added, «Being able to bounce ideas off of each other and being a team as opposed to being by yourself, I think, makes the teachers stronger overall and like their job more.»

Barb Barclay, a 6th grade language arts and social studies teacher and teacher evaluation team member at Totem says, «I feel good about being part of a staff that has a lot of strong teacher leaders on it who are trying to make a difference in kids lives.

More often, teachers we spoke with talked about whether they felt supported by their administration, whether they felt like they were part of a community, whether they had a strong team to work with, or whether they were getting professional development to push their practice and develop them as leaders.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

The goal is to provide teachers with a master's degree in education, hands on learning in the classroom and strong mentorship to create a team of teachers that can accelerate student achievement.

Here are the four with some of my thoughts and observations: # 1 Strong leadership teams enable teachers to work with their peers and focus on improvement rather than evaluation I have written and spoken often about the -LSB-...]

Her point is especially interesting, since, as she explains, when schools focus too much on the skills of the individual teachers (teacher human capital), the potential for a strong professional team (teacher social capital) is often eroded.

We are currently looking Energetic and enthusiastic native English Teachers / Graduates with a strong command of the English language to join our team of online English tutors to teach English to...

Of course, this success is not the result of the work of one person alone - DCPS has a strong team of school leaders, teachers, and Central Office stafOf course, this success is not the result of the work of one person alone - DCPS has a strong team of school leaders, teachers, and Central Office stafof the work of one person alone - DCPS has a strong team of school leaders, teachers, and Central Office stafof one person alone - DCPS has a strong team of school leaders, teachers, and Central Office stafof school leaders, teachers, and Central Office staff.

I have a strong team of bilingual teachers, and we're giving students and teachers more support so that they can do this transition well.»

New schools allow strong principals the best chance of creating a great school quickly: they can hire the right team of teachers, build an uncompromising culture of excellence for students, staff and parents, and fully implement best practices from day one.

Corrine and her colleagues are currently focused on endeavors that include the articulation of strong professional competencies, teacher accountability for student growth, advocacy for students who are least well - served and a commitment to teaming.

She committed to supporting the teachers in building collaborative teams, developing a stronger understanding of effective instructional planning and she explained to them that they would become much more evidence - based in their ability to meet the needs of their students.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's Strong organizational skills and attention to detail ● Master's degree

The transformational model focuses on creating a new evaluation system to identify and reward great teachers and build a stronger team of educators throughout the building.

The author underscores the importance of strong support from both school and district administrators as well as involvement of teachers in leadership teams.

Leadership is vital • Strong administrative support to ensure commitment and resources • Strong teacher support to share in the common goal of improving instruction • Leadership team to build internal capacity and sustainability over time

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

In Playmakers: How Great Principals Build and Lead Great Teams of Teachers, we identify the concrete practices that set exemplary principals apart from their peers, exploring how they assemble the strongest - possible staff and foster a culture where teachers — and their students — are supported to Teachers, we identify the concrete practices that set exemplary principals apart from their peers, exploring how they assemble the strongest - possible staff and foster a culture where teachers — and their students — are supported to teachers — and their students — are supported to success.

«Just like with the Teacher EPI, the Principal EPI gives our hiring directors and executive team a really strong research - based evaluation that allows them to say, «This is the type of leader I need at this campus,»» Chris said.

Mr. D'Alfonso (and the School District of Philadelphia) had the foresight to not only place me on a strong grade team, but to also provide me with mentors (Mrs. Corbett and Mrs. Lee) and I was assigned Mrs. Savior (more on her later) as my new teacher coach.

One of the essential ways to encourage collaboration among teachers is to establish strong teacher teams.

Perhaps the strongest model in the United States of a collaborative urban school system, Cincinnati has a long history dating back to the mid-1980s of experimenting with team - based instructional approaches, using innovative compensation systems to reward excellence, and providing career ladders to enable the most effective teachers to coach their colleagues.

You've got a strong leadership team and a school or district full of teachers committed to supporting a positive school culture.

We have a strong team of enthusiastic and talented teachers who try to support students to get their best possible grades.

The Southside Middle School «Students Who Achieve Good Grades Earn Respect» known as SWAGGER Recovery Team, led by Mrs. Kelli Turner, consists of teachers J.D. Craft and Kris Berry, instructional assistant Marwin Strong, Student Assistant Coordinator Kim Conner, counselors Lisa Rose and Marla Campbell, and assistant principals Phil Seale and Don Cowper.

This support will help NCTAF refine and improve the STEM Learning Studios approach and enable us to build a strong technical assistance strategy for state and district leadership to engage teachers, students, and communities in collaborative teams,» said Elizabeth Foster, NCTAF's Senior Director of Strategic Initiatives.

NAHT wants the Department for Education to recognise «the importance of early - years» representation on school senior leadership teams and governing boards» and to introduce a stronger focus on early years pedagogy to initial teacher training.

Staff teams have stronger relations with all three teacher variables than any of the other within - school collective leadership sources, and staff teams are the only in - school source of collective leadership related to achievement (r =.28).

Many preservice teachers in this study acknowledged the improvement of their confidence as they worked extensively with their team members and, as a result, developed a strong sense of collegiality.

Among teacher sources of influence, teachers with designated leadership roles were perceived to have the strongest influence (M =.4.43), followed by staff teams (M = 4.36) and then some individual teachers (M = 4.28); the ratings of teachers with formal leadership roles were significantly higher than the ratings of staff teams (t = 3.51, p <.01) or some individual teachers (t = 5.54, p <.001), and the rating of staff teams was significantly higher than the rating of individual teachers (t = 2.19, p <.05).