Sentences with phrase «supporting school district leaders»

Illinois has committed to supporting school district leaders...

Not exact matches

According to the survey, a whopping «75 percent of school leaders encourage an increase in federal funding for school districts to comply with the new standards,» while 15 % fewer of those surveyed support the «flexibility» (SNA's favorite buzzword for: «gutting of regulations») which the SNA is now doggedly pursuing on Capitol Hill via its high - powered lobbyists.

At 11:15 a.m., public school parents, Democrats and activists rally outside IDC Leader Jeff Klein's district office to protest the Senate to support charter schools, Soundview Academy, 885 Bolton Ave., the Bronx.

Heastie noted Senate Majority Leader John Flanagan, a staunch support of charter schools, does not have any in his district.

The majority leader also said that he will not support veto power for the independent monitor of the East Ramapo school district.

It's all too easy to make mistakes when you're emotional about the rigged teachers» contract by an incompetent Board of Education majority who sold out the school district as payback to teacher's union leader Phil Rumore for his election support.

Additionally, TransformEd collects and archives longitudinal administrative data to conduct policy analyses for member district leaders and practitioners in order to support the CORE School Quality Improvement System (CORE SQIS).

We need state, district, and school leaders who can see this vision and have the courage to make the changes necessary to support student - centered learning.

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.

And it means that the district provides teacher leaders like Golden to support them in that effort — teacher leaders who meet monthly with the district's academic services division for professional learning to equip them with the skills they need to help schools succeed.

As a leader who co-founded a high - performing charter school network and charter support organization, and who now leads Chiefs for Change, an organization of state and district leaders committed to educational excellence, I'm an ardent charter supporter — and I'm arguing for taking a look in the mirror.

For long - term success, schools and districts need to cultivate a pipeline of competent teacher leaders who are trained to share their on - the - ground experience and play an active role in peer - to - peer learning and support.

As progressives, it makes sense that union leaders would support equity in general, but there's no good reason for why that moral impulse should stop at school district borders.

Teach Plus continues to recruit, develop, and support teacher leaders through partnerships with 13 schools in three districts, including Boston (see sidebar).

Charter leaders say they supported the proposition on the assumption that school districts would treat their students equitably, as stated in the law.

We are developing interventions to support young readers, helping to provide school districts and states with the capacity to use data more effectively, and engaging leaders from education systems from around the world.

These «thought partners» — as school leaders often refer to them — may be district leaders, consultants with long - standing relationships with a school, or external regional partners supporting PL in local schools.

The program will convene education leaders from schools, districts, governments, and nonprofit organizations that support immigrant families, where they will learn from Harvard faculty experts and fellow educators facing similar challenges.

Cincinnati's most influential business and religious leaders say they won't support future school tax levies unless the district superintendent gets more authority to make changes to raise lagging test scores.

New leaders should know that their selection and continued support depends on continuing and extending a district's school - reform strategy.

Education Resource Strategies, a nonprofit consulting firm, is now offering targeted budget - development support to school leaders, and the district is focused on developing, rather than exiting, principals.

Drawing on the knowledge of people within districts, the CLG will support the growth and development of school leaders and work with them on achieving improvement over time.

It is the only state to fund not just reading coaches but also principal coaches, who train principals to be better instructional leaders and who drive accountability to the district level by ensuring that schools get support from superintendents and central - office staff.

There is no excuse for not offering these proven schools and school leaders the opportunity to expand and replicate — in district buildings and with the whole - hearted support of the central office.

Greater emphasis and attention — by the board, by schools and school districts, and by reformers — to structuring, encouraging, and supporting the leadership roles that NBCTs can and should play could maximize the influence of these teachers as coaches, mentors, and leaders for other teachers.

Salaries paid to personnel in public schools impact both the ability to attract high - quality professionals to serve students and the budgets of the school districts in which teachers, central office administrators, school leaders, and support personnel work.

For leaders in Washoe County School District, Nev., and Long Beach Unified School District, Calif., supporting students» growth in social - emotional learning (SEL) is critical to their vision of student success.

District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate District leaders from Student Wellness & Support Services will present how SBCUSD is approaching professional development to build the capacity of district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate district and school leaders, including principals, heads of counseling, and student services administrators, around proactive approaches to school climate and SEL.

Our members, state leaders, in turn support districts and schools in their state that in - turn support teachers and students directly.

To that end, CZI is aspiring to foster «a collaborative community of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique needs of individual children; designing and providing the tools and systems of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»

Insights for school and district leaders on how to welcome and support amid shifting demographics

Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to assess student growth and close math learning gaps • Building teacher capacity through TRUE professional learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong learning for both adults and students All school and district - based leaders, and K - 12 educators are invited to attend.

Before joining the TLAC team, Darryl served as the Chief Officer, Office of School Leadership for Houston Independent School District, responsible for leading trainings and building systems to support the development of all principals and district level District, responsible for leading trainings and building systems to support the development of all principals and district level district level leaders.

Since 2006, the Wallace Foundation has supported a separate initiative, called the Executive Leadership Program for Educators (ExEL), to provide training on campus and in the field for teams of school - district leaders and the leaders of their state education departments (two states each year).

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Individual school leaders interested in participating in NISL should contact their district to explore opportunities for NISL to support their district.

Future Ready Librarians ™ is an expansion of the Future Ready Schools ® initiative aimed at raising awareness among district and school leaders about the valuable role librarians can play in supporting the Future Ready goals of their school and district.

Over a year ago, legislators from both sides of the aisle came together to pass the Every Student Succeeds Act (ESSA), in part to provide state and district leaders with new opportunities and flexibility to support innovative, results - driven practices that address their local needs and ensure all students have the opportunity to attend great schools that will prepare them for college and careers.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Beyond District / Charter — How City Leaders Catalyze & Support Systems of Great Schools Report examines actions consistently observed among education «quarterbacks» in three cities to catalyze governance reform.

New Orleans (April 5, 2014)-- The National School Boards Association's (NSBA) Council of School Attorneys (COSA), the national network of attorneys representing K - 12 public school districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New OrSchool Boards Association's (NSBA) Council of School Attorneys (COSA), the national network of attorneys representing K - 12 public school districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New OrSchool Attorneys (COSA), the national network of attorneys representing K - 12 public school districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New Orschool districts whose mission is to support school attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New Orschool attorneys and provide leadership in legal advocacy for public schools, elected new leaders and directors during its annual meeting in New Orleans.

District leaders should combine a common core of support for efforts to implement district expectations with differentiated support aligned to the needs of individual District leaders should combine a common core of support for efforts to implement district expectations with differentiated support aligned to the needs of individual district expectations with differentiated support aligned to the needs of individual schools.

Beyond supporting quality growth, the Newark Charter School Fund became the primary platform to convene charter leaders and connect them to their district counterparts.

District leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fDistrict leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fdistrict support (e.g., staffing, program, funding).

Because of that, in 2009, Rep John Benson, a former Edina teacher union leader along with strong support from Mpls district union leaders Louise Sundin and Lynn Nordgren sponsored legislation that enabled districts to access the same flexibility and autonomy provisions of chartering without actually chartering a school.

SREB coaches then support those teachers with in - school, hands - on assistance and feedback, working collaboratively with school leaders and the district.

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.

For example, Maine recommends that districts adopt «longevity pay incentives» and create teacher leader programs in high - poverty schools.54 The plan also states that the Maine Department of Education will work with teacher preparation programs to assess the type and level of preparation afforded to aspiring teachers wishing to teach in high - poverty schools, isolated schools, and high - risk school settings with the goal of offering more supports, including housing, loan forgiveness, and housing for teachers in these types of schools.55

District leaders became concerned that school achievement results might decline unless something was done to support teachers and principals in efforts to respond effectively to the needs of students from low - income families.

She also provides direct support to teachers, coaches and school and district leaders in secondary literacy instruction and coaching.