Sentences with phrase «support effective school leaders»

The Every Student Succeeds Act provides opportunities for states to invest in developing and supporting effective school leaders.

The Every Student Succeeds Act (ESSA) provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set - aside under Title II.

Not exact matches

To support effective blended learning, leaders should support more flexible budgeting processes that afford schools the chance for strategic decision - making: they can push schools to articulate new instructional models and then step in to fund those models with the right devices.

Effective leadership is a pre-requisite for a successful school; in successful schools head teachers and senior leaders understand the changing needs of their schools and their staff, continually communicate their ideals, vision and expectations, use robust monitoring and evaluation, balance support with challenge and plan ahead to sustain excellence.

In order to support school leaders and teachers to become their most effective at using digital technologies with new pedagogies, it is vital that a district support the digital transformation through varied building - level and district - level professional learning opportunities.

Research has shown that highly effective schools and school leaders use partnerships (whether it be with businesses, parents, families or community organisations) to support their work with students.

If minority leaders can be weaned away from traditional alliances, the underlying public support will translate into effective legislative action, especially if choice laws focus on schools in urban areas.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

When there is clarity in the goals and good feedback from the different actors - including industry, school leaders and teachers - it is more likely that over a 5 -10-year period, we would be able to identify and create the conditions that support the most effective uses of ICT in schools.

Recognizing the importance of effective principals for improved student outcomes, TEA identified the need for a principal evaluation system informed by research to provide specific feedback and support for school leaders.

Victoria has presented at state and national levels on effective professional learning, the development of high functioning environments of supports for teacher and school leaders, and strategic planning.

Supporting effective teachers and school leaders goes hand - in - hand with testing — without proper instruction, students can not be expected to live up to high expectations — and support for these education professionals is also a priority for Business Roundtable CEOs.

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resSchool Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and resschool improvement objectives with a solid base of evidence and research.

We identified a total of four more and less effective high schools using value - added scores (two of each), and we then analyzed interview, observational, and survey data collected in the schools to compare and contrast how leaders support key practices and organizational routines by their staff.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

Despite clear research showing the impact that principals can have, more rigorous research and information to guide schools and districts on how to prepare, recruit, support, and retain the most effective school leaders is needed.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Effective professional learning for school leaders should include activities with effective pedagogy, coaching that supports site level work, and inquiry groups that promote peer consEffective professional learning for school leaders should include activities with effective pedagogy, coaching that supports site level work, and inquiry groups that promote peer conseffective pedagogy, coaching that supports site level work, and inquiry groups that promote peer consultation.

Alexandria, Va. (Oct. 18, 2016)-- The National School Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagSchool Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagSchool Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagschool leaders and educators» efforts to prepare high school students for success after graduation through effective community engagschool students for success after graduation through effective community engagement.

We are advocating for educators and school leaders at the local and state level in support of evidence - based best practices and policies that promote effective teaching.

There is a strong research base for what works; effective strategies for supporting school leaders aren't new.

This Rubric informs effective leadership preparation, induction, ongoing support, coaching, and supervision of school and district leaders.

Across the country, the number of community schools continues to grow, as local educators, community leaders, and others look for equitable, efficient, and effective ways to provide the broad range of supports and services that allow young people to become truly well - prepared to enter college or a career.

October 18, 2016 - NSBA and NASSP, in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagement.

District and school leaders discuss how they are helping prepare assistant principals to become effective principals, and how principal supervisors are moving away from a focus on administrative compliance to an emphasis on better supporting principals on the job, as they work to create the conditions for good teaching to flourish.

Castrejon said the grants are not intended to replace traditional funding of schools through ADA but will be used to support school leaders to do effective planning.

As Chairman of the Senate Education Committee and later as Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise academic standards for Tennessee students, turn around low - performing schools, and expand high - quality public charter schools in Tennessee.

Whether titled Dean, Assistant School Leader, Coach, or AP, the most successful Assistant Principals are highly effective instructional leaders who are ready to foster and support more student and adult relationships, while deepening learning and driving school cuSchool Leader, Coach, or AP, the most successful Assistant Principals are highly effective instructional leaders who are ready to foster and support more student and adult relationships, while deepening learning and driving school cuschool culture.

The Reach Institute for School Leadership seeks to partner with schools, districts and LEAs to train, credential and support teacher and leaders that are committed to creating and sustaining effective urban schools.

The Illinois Story is part of a major effort at Wallace to improve university principal preparation programs and builds on 15 years of Wallace - supported research and experience about what makes for effective school leaders.

It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school.

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Given that the quality of school leadership is the second most important factor in student achievement (after the quality of teachers), 1 school districts must create the conditions to systematically support, develop, and retain highly effective leaders.

District leaders, knowing that effective teaching and administration is key to student achievement, invest year - round in the alignment of human, programmatic and fiscal resources to support improved classroom experiences and student outcomes... even while school is out.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

Introduced by Sen. Jack Reed (D - RI), S. 1674 would provide targeted assistance to schools to develop and support effective teachers, principals, and school leaders through the implementation of proven, team - based professional development strategies.

The Office of School Administration provides oversight and operational support, supervision, intervention strategies and accountability systems to schools and school leaders to ensure that students in all MPS schools receive effective instruction and have a safe, supportive learning environment that supports high student achievSchool Administration provides oversight and operational support, supervision, intervention strategies and accountability systems to schools and school leaders to ensure that students in all MPS schools receive effective instruction and have a safe, supportive learning environment that supports high student achievschool leaders to ensure that students in all MPS schools receive effective instruction and have a safe, supportive learning environment that supports high student achievement.

Supporting effective educator collaboration entails training in process and protocols, «over-staffing» of schools so that professionals are with students at all times and so that all teachers are provided sufficient time to collaborate, and knowledgeably supportive school leaders.

From this beginning, our approach brings together what we believe to be the three essential principles of effective school improvement — tools and resources designed to inspire and facilitate new and better ways of working, implemented with the support of expert and experienced advisers through a proven and quality assured implementation process that provides leaders and governors with clarity around impact, sustainability and value for money.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

As I discussed in my Getting Smart article, Back - to - School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team School Prep for School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team School Leaders, we know from supporting schools and districts across the nation for the last 17 years that some of the greatest levers to improving student achievement lie in the school leader and an effective Instructional Leadership Team school leader and an effective Instructional Leadership Team (ILT).

The Behaviours are used to support individuals in developing and sustaining the practice of highly effective leaders and evidencing the impact of their leadership on members of the school community.

The goal of the Texas Educational Leadership Institute (TELI) is to provide resources, training, and support to build the capacity of campus leaders to be effective in supporting their school's efforts to increase student achievement.

As school leaders work to plan this coming school year's PD activities, attention to the above practices can help that PD be more effective in supporting improved student outcomes.

A second challenge to districts leveraging principal supervisors effectively is that, while individuals serving as principal supervisors were likely excellent principals and / or outstanding leaders in schools or the central office, many new principal supervisors need support themselves to become effective in this role.

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

To help better prepare and support leaders in today's challenging environment, the Penn Educational Leadership Simulations Program (PELS Program) utilized the Experience Design Process to offer cost - effective and experiential simulations to prepare and support principals and superintendents that build on the real - life practices and expertise of veteran school and district leaders.

A Principal has to be someone who can effective support a group of Educators, scholars, parents and communities as the leader of their community school.

In this session, leaders discuss how the Marzano Causal Teacher Evaluation Model was developed to assist school leaders to be effective managers of staff: from the initial hire of a new teacher, through mentoring, support, and professional development, to accountability, retention, and promotion.