Sentences with phrase «supporting school leaders around»

I was supporting school leaders around the country when I was with Mastery Charter Schools.

Not exact matches

Instead, our role as Christian leaders within the community can be to actively engage in conversations around education equity issues like accountability, state vision, and transparency and accessibility in reporting so parents and community leaders alike have the needed information to know how to best support strengthening local schools.

The protest comes as Paladino, a real - estate developer and school board member in Buffalo, is considering a run for governor on the Conservative Party line should the state GOP not coalesce around a candidate who doesn't support ousting the Republican leaders in the state Legislature.

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.

Case studies of exceptional schools indicate that school leaders influence learning primarily by galvanizing effort around ambitious goals and by establishing conditions that support teachers and that help students succeed (Togneri and Anderson, 2003).

This program includes a unique opportunity to study with experienced colleagues from across the United States and around the world, building lasting connections with other veteran school leaders who share similar challenges and support each other during and beyond the program experience.

As a school leader, what support networks, programs and strategies do you have in place around staff wellbeing?

«We meet with what's called a School Improvement Advisor and a School Support Consultant, myself as Director and the Team Leader of Teaching and Learning, and we have a 15 minute conversation around one of those schools that we think is worthy of a conversation.

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 and SEL.

Your post inspired me to do some sluething around this idea of professional learning «buy in», and ways school leaders can support active learning with their staff.

School leaders are again having to make tough decisions around personnel, extracurricular and after school programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poSchool leaders are again having to make tough decisions around personnel, extracurricular and after school programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poschool programs, academic support in classes, and SEL services, such as Wellness Centers and counseling critical to populations that suffer from high rates of trauma and poverty.

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.

The insights below reflect general agreement among these practitioners around teacher leaders» work with principals, including the ways in which principals» work can shape and support teacher leadership in their schools.

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.

Learn about Ed Leader 21's «PROFILE OF A GRADUATE» process to energize communities of educators, students and parents around envisioning the essential competencies for success and provides tools and resources that support schools and districts in this process.

In this Issue Brief, prepared by Public Impact for The Center for Comprehensive School Reform and Improvement at Learning Point Associates, we offer seven steps for district leaders to support the dramatic change required to turn around chronic low performance.

In order for children to succeed in rural schools, school leaders must build strong supports around a bold new agenda to ensure that teachers succeed as well.

While this work is complex and varies depending on the students and host communities, the schools and districts that are most successful in helping newcomer students become self - sufficient, successful learners have a few things in common: Strong school leaders, a commitment to knowing and understanding newcomer students and their families, using data effectively, and wrap - around community supports all make a significant difference.

In order for district schools to successfully educate our children, it is essential that the leaders of public and private institutions and agencies in our city organize themselves around schools to support children and families and move school change.

This Principal Leadership article, written by Education Northwest's Rhonda Barton and Julia Kassissieh, looks at school leaders that have been successful in shifting professional support toward effective teaching through embedded learning opportunities for teachers that promote focused collaboration around student achievement.

Through workshops, online training, observations and feedback, and the opportunity to shadow experienced coaches in New York City, NYC Leadership Academy has worked with the Rhode Island coaches to build their skills and help them develop a community of practice around supporting school leaders who are driving change in the state's highest needs schools.

There are seven content centers that provide research - based technical assistance and support for 15 Regional Comprehensive Centers (RCCs) and the states they serve, around the following areas: Building State Capacity and Productivity, College and Career Readiness and Success, Enhancing Early Learning Outcomes, Great Teachers and Leaders, Innovations in Learning, School Turnaround, and Standards and Assessment Implementation.

Ms. Williams was placed with the University of Virginia's Darden - Curry Partnership for Leaders in Education in Charlottesville, Va., where she works with school districts around the country to support their school turnaround efforts.

Some advocates are hoping that if Duggan can bring district and charter school leaders together around supporting families for the Detroit Children's Success Initiative, that could lead to other kinds of collaborations, such as efforts to recruit and train educators to teach in Detroit.

Driven to provide academically rigorous opportunities for high - risk youth, Founder & CEO Beth Anderson and other community leaders conceived of a school that would embed intensive supports around a culture of high expectations for older and disconnected youth.

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.