Sentences with phrase «support school technology leaders»

The CoSN Peer Review offering aligns with CoSN's mission to support school technology leaders with the resources and information they need.

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The inaugural 2017 awards were presented to: Instructional Leadership: Susan McCarthy, CCSD Assistant Superintendent of Educational Programs Instructional Excellence: Heather Phillips, Dean Rusk Middle School teacher Instructional Support: Sandi Adams, CCSD Technology Project Specialist Instructional Advocacy: Lisa - Marie Haygood, longtime PTA volunteer and leader

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.

The educational charity highlights that the adoption of tablets is not always an easy process, and so the drive and determination of school leaders is important to facilitate the change needed for support staff to successfully implement the technology.

With over 47 per cent of project funds across 82 per cent of participating schools spent on teacher release - and only a very small portion of this time allocated to formal training programs - school leaders are now opting for technology - supported learning in addition to traditional forms.

Engagement with the Naace community of practice gives school leaders access to experienced professionals drawn from schools, as well as those successfully supporting schools who are passionate about the appropriate use of technology.

Schools were asked to submit expressions of interest and successful schools received funding that leaders then used to support professional learning with the pedagogies and technologies needed to address the Australian CurrSchools were asked to submit expressions of interest and successful schools received funding that leaders then used to support professional learning with the pedagogies and technologies needed to address the Australian Currschools received funding that leaders then used to support professional learning with the pedagogies and technologies needed to address the Australian Curriculum.

In the meantime, at BESA, we are committed to working with members of the global EdTech eco-system, UK EdTech suppliers, the Department for Education's EdTech team, the Department for International Trade and school leaders to help ensure that technology that supports teaching and learning is given the attention it deserves.

We launched our Future Ready Schools — NJ (FRS - NJ) program to provide schools leaders with the support they need to meaningfully leverage classroom technology to greater personalize the learning experience for every sSchools — NJ (FRS - NJ) program to provide schools leaders with the support they need to meaningfully leverage classroom technology to greater personalize the learning experience for every sschools leaders with the support they need to meaningfully leverage classroom technology to greater personalize the learning experience for every student.

In forward - thinking schools, senior leaders are choosing to work with an expert IT partner to advise, support and enhance their technology provision, reducing the risks of IT management and ensuring your chosen ICT delivers impact in the classroom.

These innovations include virtual courses for students (e.g., Virtual High School and Florida Virtual School); ubiquitous technology programs in which every student and teacher receives a laptop and every school has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online proSchool and Florida Virtual School); ubiquitous technology programs in which every student and teacher receives a laptop and every school has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online proSchool); ubiquitous technology programs in which every student and teacher receives a laptop and every school has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online proschool has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online program).

Fulton County Georgia has supported school empowerment by identifying and training teacher leaders, supporting new school models, and backing improved access to technology.

This could translate to expanded pre-K, more computers or better technology, greater professional development and mentoring opportunities for teachers and school leaders, increased instructional support, more teachers and reduced class sizes, among other educational opportunities - to - learn.

This of course presents a huge opportunity to make strong connections for technology - enabled learning in school, supported by the role of the library as a learning commons and the teacher - librarian's role as information specialist, instructional leader, and technology coach.

Five models have emerged that balance the benefits of service learning and leadership with the needs of schools struggling to integrate technology: students as committee members, students as trainers, students as technical support agents, students as resource developers and communicators, and students as peer mentors and leaders.

Through its blended - learning and other reform - focused activities, CEE - Trust connects some of today's smartest cities — including existing blended - learning leaders and education technology hubs, and others poised to join them in creating, implementing, and supporting the next wave of high - quality blended schools and programs.

Supporting the philosophy of purpose before technology is an increasingly important role of the school leader.

As one of the districts tasked with implementing the Texas Teacher Evaluation and Support System (TTESS) during the 2015 - 2016 school year, Prosper ISD's leaders also needed a quick implementation and proven technology that would meet TTESS's student growth measures.

Each of these school leaders has excelled at effectively using technology to support teaching, learning, and school management in order -LSB-...]

At McREL International, Cheryl trains and coaches K - 12 teachers and school leaders on effective instructional strategies, problem - based learning, classroom technology, teacher coaching, English - language - learner supports, and creating engaging school cultures and climates.

Philadelphia — School leaders and educators need support to successfully integrate education technology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education Ttechnology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education TechnologyTechnology.

Research and Practice The 2014 study, «Using Technology to Support At - Risk Students» Learning,» published by the Alliance for Excellent Education and the Stanford Center for Opportunity Policy, reinforces what McGlone and other astute school leaders already know: Technology can be a powerful force for closing the achievement gap, but it's only as effective as the educator who uses it — and professional development is key.

Mursion CEO Mark Atkinson, a pioneer of new technologies to support teaching and learning and an Emmy - award winning documentary television producer, expressed his enthusiasm about the collaboration: «Mursion is thrilled to join with ASCD to develop the technologies to deliver new forms of professional learning for school leaders.

He teaches the educational technology class in RLP; his research and scholarship in the area of blended learning in K - 12 Catholic schools support ACE's understanding of how technology and other levers for change can help Catholic school teachers and leaders have an even greater impact.

This course enables the educational leader to develop the ability to make informed decisions about appropriate technologies for school use, understand the importance and role of multimedia technologies for instructional support, administrative decision - making, and management of data in schools.

Derived from the Future Ready Schools ® Framework, the principles outlined below describe how technology leaders can support schools in their transition to digital learning and specific ways technology leaders can become more futureSchools ® Framework, the principles outlined below describe how technology leaders can support schools in their transition to digital learning and specific ways technology leaders can become more futureschools in their transition to digital learning and specific ways technology leaders can become more future ready.

As a Blended Learning Specialist, Earl works alongside teachers and school leaders to support the integration of technology to cultivate a blended learning environment where teachers transform the learning experiences for all students.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39

The new guidebook, Blending Teaching and Technology: Simple Strategies for Improved Student Learning, offers school district leaders a collection of strategies aligned to the Future Ready Schools ® framework for implementing an instructional approach supported by blended learning.

In the Youth Tekies project through IDRA's Parent Information Resource Center, IDRA is working closely with emerging student leaders, parent leaders, and community - and faith - based organizations in the Rio Grande Valley to support intergenerational access to technology and engagement in school reform.

This issue will explore how school leaders effectively implement new technology that deepens learning and better supports teachers.

-- «State and school district education technology leaders strongly support the commission's decision to expand the Lifeline program to cover home broadband services,» they write.

Jessie has worked in the education technology space for nearly 20 years to support school and district leaders to improve learning and life outcomes for K - 12 students.

We offer training, tools and technology that make it possible to change schools» practices and results, and we partner closely with school and district leaders to transform the culture and school systems that support a higher level of college and career readiness.

Follett, the largest provider of educational materials and technology solutions to pre-K — 12 schools in the United States, will support the development of tools and resources to connect librarians and libraries in support of the FRS initiative and enable district leaders to better engage and empower librarians to support their FRS vision.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

School and district leaders are actively seeking technology tools that support literacy instruction.

Several library impact studies suggest test scores tend to be higher where administrators, teachers, and librarians themselves think of the school librarian as a school leader; as a teacher, co-teacher, and in - service professional development provider; as a curriculum designer, instructional resources manager, and reading motivator; and as a technology teacher, troubleshooter, and source of instructional support (Lance & Schwarz, 2012).