Sentences with phrase «students develop as leaders»

Not exact matches

«The Developers» Den competition provides an important opportunity for the best students to develop and showcase their analytical, creative and presentation skills as emerging talent in front of leaders within the real property sector,» says Jim Clayton, who was recently appointed to the Timothy R. Price Chair at Schulich's Brookfield Centre in Real Estate and Infrastructure.

The bill would also require the city to regularly provide state leaders a trove of information on student and teacher data and expenditures as well as develop a facilities capital plan that identifies the 10 most overcrowded and underutilized school buildings.

As technical leader of the new collaboration, Feibush will develop new software tools for importing data into visualizations and will tutor researchers from grad students to professors on using the tools.

As part of his work with the Center for Sensorimotor Neural Engineering (CSNE), Dr. Sam Kassegne, one of the CSNE's Communication and Interface research leaders and CSNE deputy director at San Diego State University (SDSU), along with his SDSU colleagues and students, is developing a special kind of electrode to be used in brain - computer interfaces.

Currently Chelsea is developing a yoga and literacy curriculum for Atlanta area youth organizations, as well as providing trainings for yoga practitioners, educators, community leaders, activists, and students interested in expanding their awareness on issues concerning marginalized youth, individuals, and communities.

Long before the first cohort of 25 students left their full - time jobs and arrived on campus, the idea was ambitious and clear: The Ed School was not going to develop leaders for the education system as it currently exists.

If school leaders and teachers adopt blended learning as a strategy to personalize learning, increase students» academic mastery, and develop students» noncognitive skills, then the technology will improve along those dimensions.

«I can recall taking [her course on school reform] and really learning how to defend my positions because Kay always had some question about why I was taking a certain position... she taught me that challenging students to face the values they hold closest to their heart is important in developing their potential as leaders.»

Programs for teachers, teacher - leaders, and school leaders support collaborative teamwork towards the integration of research - based strategies that engage students, enhance their performance, and develop school systems as coherent learning organizations.

When school leaders at New Zealand's Pakuranga College set out to develop and extend teaching expertise, they turned to students as the key collaborators.

A nine - member Newark Educational Success Board, whose members include parents, students, and business and community leaders appointed by the mayor and governor, has been tasked with developing a plan that will restore local control as soon as possible.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

If students have a poor foundational knowledge, they will not be able to develop into the critical thought leaders we need to forge the way as part of the fourth industrial revolution.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

Because, when you go in as a new leader, you have to allow the people to develop trust and confidence in, that you have the skills and ability, you know, to manage the school and the students.

So for 2015, our collective goal as educators should be striving to innovate our projects, activities, and curriculum such that we empower our students to develop into creative, insightful, successful learners who are prepared to become leaders in their desired future.

As litigation involving the misuse of technology by students and teachers in the US continues to grow, this article relies on examples of American litigation to serve as a cautionary tale for Australian educational leaders and governing boards as they work to develop acceptable use policies (AUPs) to regulate computer use by students and teacherAs litigation involving the misuse of technology by students and teachers in the US continues to grow, this article relies on examples of American litigation to serve as a cautionary tale for Australian educational leaders and governing boards as they work to develop acceptable use policies (AUPs) to regulate computer use by students and teacheras a cautionary tale for Australian educational leaders and governing boards as they work to develop acceptable use policies (AUPs) to regulate computer use by students and teacheras they work to develop acceptable use policies (AUPs) to regulate computer use by students and teachers.

A middle school science teacher with 31 years of classroom experience, Pringle has distinguished herself as a thoughtful, passionate advocate for educators and students, focusing on issues of educator empowerment and student success, diversity, and developing future leaders.

As part of this effort, we are challenging school leaders, educators, and community advocates to sign the Promise, and commit to being a champion for making by developing opportunities for students to learn through making; creating and supporting spaces for making; and showcasing what students make.

Each year, the IB gathers educational leaders, decision makers and practitioners from schools, universities and governments, as well as students, to discuss and develop ideas on international education.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Ernest reported that Emmerich Manual has had a successful year, and that he and his staff have seen increases in student achievement, as well as increased family engagement due to the major initiatives and strategic plan of action developed in School Turnaround Leaders.

We develop you as a leader through observation and coaching while you manage a team and lead achievement results for our students in an Assistant Principal capacity.

As more attention turns to the ways in which school leaders are prepared and certified, particularly in light of the impact school leaders have on student learning, states are evaluating and developing policies to strengthen and improve the quality of school leaders.

Just as students» fundamental ideas about content must be surfaced, challenged, and reconstructed, so too for teacher leaders as they develop their fundamental understanding of instruction, content, and leadership.

During my keynote address, «Growth Mindset, Revisited» I will present clear ideas and illustrations about how you, as leaders, can develop the skills to encourage a growth mindset in your students and teachers.

Teacher leaders with deep content knowledge are able to speak confidently and articulately to content - related issues such as how concepts are developed across grade levels and how students learn the content.

For these meetings, teacher leaders developed agendas around mathematical issues related to implementing Investigations, featuring activities that would help teachers as they used the new curriculum in their classrooms (e.g., introducing new assessments and working through math games teachers would use with students).

Developed at the behest of governors, chief state school officers, and business leaders, the standards have been adopted in a large number of states in part as a response to lagging international standing by U.S. 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.

At the Center for Educational Leadership (CEL), we argue that just as teachers need to know their students as individual learners; and just as principals need to know their teachers as individual learners; central office leaders need to know their principals as individual learners and understand their role in developing the expertise of their principals.

And we will double - down in our commitment to teaching our students to value hard work, compassion, and caring for the greater good, as they develop into the future leaders our country needs.

We've collaborated with the Collaboration for Effective Educators Development, Accountability and Reform (CEEDAR) Center and The National Center for Systemic Improvement (NCSI) as well as launched a diverse coalition of organizations to support states in their efforts to develop teachers and leader who can successfully prepare students with disabilities to achieve college and career - ready standards.

Additionally, as states and districts move to develop and implement the requirements of the Every Student Succeeds Act (ESSA), ASCD calls on national leaders to oversee its implementation with fidelity so that all state plans provide an equitable, well - rounded education focused on the whole child.

African - American students no longer languished in the failing classrooms of White America's schools, but developed as thinkers and leaders in their own liberated space.

Empower principals to support teacher leaders as they develop novice teachers in way that results in high - retention rates and increased student achievement.

Evidence of success in working with teachers / adults such as mentoring new teachers, developing student interns, serving as a grade - level leader, providing professional development, etc..

One of the key conditions of the waiver, however, is that states as well as local educational agencies covered by the agreement develop and implement new evaluation systems for school leaders that take into account student achievement growth and the quality of principals» leadership practices.

Developing People A long time coming, the recently passed Every Student Succeeds Act (ESSA) acknowledges school leaders as vital to student achieStudent Succeeds Act (ESSA) acknowledges school leaders as vital to student achiestudent achievement.

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 the instructional leader of the school the principal promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that the principal develops in cooperation with the school community.

This certificate will provide the research and practical knowledge necessary for school leaders and classroom teachers to develop and implement literacy programs and practices that will help sustain the gains students make in the early years and support reading success as students proceed through elementary school.

By serving as a source and a resource, she has helped transform leaders through sharing her expertise in student engagement strategies, disciplinary literacy, curriculum design, developing assessments and cooperative learning.

The main focus of the commission is improving Michigan's education system to better prepare students for a global economy and positioning Michigan as a national leader developing talent.

The concept is to use the expertise of three Onslow County music teachers, with more than 40 years of combined experience, as music mentors and leaders to develop a high - quality teaching network within the county that will offer support, instructional assistance, and encouragement, ensuring that all students receive a first - rate music education.

● 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

Emily Ustach is director of programs for New Urban Arts, a free, community art studio for high school students in Providence, Rhode Island, with the mission to build a vital community that empowers young people as artists and leaders to develop a creative practice they can sustain throughout their lives.

Students will develop a sense of legal reasoning to minimize organizational risk and promote effective and justice - oriented decision - making for the communities in which they serve as leaders.

The high school program will focus on developing students» passions as leaders and world changers.

FRS state leaders will become part of a professional learning network through which they share developed resources and strategies to promote FRS efforts in general in their state or with regard to specific initiatives such as the Every Student Succeeds Act or Go Open.