Sentences with phrase «sure teacher leaders»

Not exact matches

Over the past year, I have met with community leaders and stakeholders from across the country — parents and teachers, school board members and principals, suppliers and food service workers — about the importance of making sure every child in America has access to nutritious meals at school.

A group of Brooklyn teachers, chapter leaders and UFT representatives met on June 7 at a local diner with City Councilman Vincent Gentile to make sure he understood the severe problems facing overcrowded District 20 schools and how much more severe those problems will become if the city lays off 4,200 teachers and cuts another 1,500 teaching positions.

According to Stephanie Wood - Garnett, assistant commissioner of teacher and leader effectiveness in the Office of Higher Education at the New York State Education Department, the goal is to make sure new teachers are effective in the classroom before they are certified.

The changes we are making will put control back in the hands of teachers and school leaders - those who know their pupils best - making sure every single child has the opportunity to fulfil their potential.»

One of the challenges facing school leaders right now is striking the right balance between pragmatism to make sure that every class has a teacher, and ensuring the bar continues to be set as a high as it should be in terms of teaching quality.»

Funders may need to be more deliberate by creating a robust entity that has the sole job of coordinating across the entire geographic cluster to make sure that system leaders, principals and other school leaders, blended learning directors, teachers, and education technology companies have frequent opportunities to network and spend time with each other learning and building in a deliberate way on each other's successes and setbacks.

School leaders must make sure classroom teachers are using instructional strategies in a way that reaches all students and are taking appropriate steps to improve teacher competence when this goal is not being met.

And whether your instrumental tuition programme is run through a system of self - employed individual teachers, or is contracted through a Music Education Hub, make sure you allow for the management of this within the music leader's timetable.

Speaking to more than 1,000 heads and teachers at the Association of School and College Leaders» (ASCL) annual conference in Birmingham, the Secretary of State has said that his «top priority» is making sure teaching continues to be regarded as «one of the most rewarding jobs you can do».

Surely we'd be in a better place if, for example, school systems were concrete about what great teaching looks like (as Andy suggests) and made sure that teachers and school leaders bought into that vision.

Mathematica's survey of online school leaders gives important insight as to why students may not be making gains: online charter schools offer only 3 to 6 hours of «synchronous» (teachers and students in «live» contact online) instruction per week; school leaders say they struggle the most with student engagement; and it's clear that parents are expected to play an active role in instruction and in making sure that students stay on track.

«Our first year, the focus was more on the leaders, like the Heads of Year, and helping them to develop their understanding and making sure that for the teachers it was slowly, slowly.

Senior leaders should be in lessons regularly, and make sure they tell those teachers that they enjoyed their lessons.

Against this backdrop, it's tough for Republican governors to insist, «Well, sure, our party's leaders in Washington can find huge dollars for tax cuts and defense, but we can't afford a pay raise for struggling, hard - working teachers.»

Recognising the BESA logo as a mark of high level of quality and service, teachers and school leaders can be sure that they are working with education companies who are as dedicated to providing high - quality education to children as they are.

In 2013, CCSSO and the Council of the Great City Schools (CGCS) jointly released Commitments on High - Quality Assessments which is a set of principles to guide state and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents, and teachers.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

A DfE spokesperson said: «The changes we are making will put control back in the hands of teachers and school leaders — those who know their pupils best — making sure every single child has the opportunity to fulfil their potential.»

-- Make sure that teacher leaders understand the philosophy and overall pedagogy of the instructional materials being implemented.

I'm sure the idea of CPD designed by the Department for Education fills you with dread, so we have set up an independent group of experts comprising classroom teachers, school leaders and academics to do it.

This knowledge will help teacher leaders support teachers in their efforts, making sure that students can both access the tasks and increase their understanding of important disciplinary ideas.

Making sure teachers were not overwhelmed with all these initiatives has been a top priority for district leaders.

«As school leaders, principals play a key role in evaluating and supporting teachers and we need to make sure that they get fair and useful feed - back that will ultimately benefit both teachers and students» said Evan Stone, Co-Founder and Co-CEO of E4E.

«It is critical that Arizona elect leaders who believe in empowering students, teachers and schools, and we are endorsing those candidates who share our belief that quality education remains the surest path to the American Dream.»

We advocate for public policies that empower students, teachers and schools, and support leaders who share our belief that quality education remains the surest path to the American Dream.

And we need to make sure that school leaders have the resources they need to support teachers and families in their community.

In a conference before the demonstration, teacher leaders made sure that the teacher had a specific focus and a question to attend to during the observation.

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

Although teachers and school leaders may be groomed to look for universal answers to complex problems, any experienced teacher would tell you there are no sure - fire, quick - fix solutions.

So many EL teachers, classroom teachers, school leaders, guidance counselors and other educators are finding it more imperative than ever to make sure that student groups being targeted are cared for and that school can still be a functioning, welcoming place, even when the world outside is so uncertain.

We wanted to make sure that we reflect current teaching and assessment practices and provide a resource that will resonate with teachers and senior leaders.

As state leaders in education, the Council of Chief State School Officers (CCSSO) aims to make sure every child has an effective teacher every year they are in school.

As Rod Bristow from Pearson says: «teachers want to make a difference for our children; when they feel they can't for whatever reason, we risk losing them from the profession» — so it's our job as leaders to make sure the right support is in place and that we are empowering staff to deliver.

Principals will need to collaborate with their teacher leaders, listen to the needs of their staff, and consider how to make sure that their schools are teacher - and student - friendly environments in which the norm is trying new things.

Distinguished keynote speaker Mayor Rahm Emanuel made sure to also recognize the UChicago Charter teachers, school leaders, and families who made the day of celebration possible by supporting their students in setting the standard for Chicago.

«I remain committed to the ambition of providing all teachers and leaders with the right skills and knowledge to benefit pupils and make sure schools can deliver the new curriculum and vision for education in Wales.»

We have to make sure that we really listen to our learners, that we really listen to our leaders, that we really listen to our teachers as we move forward so that everyone's voice is valued.

Teachers and school leaders sometimes feel overwhelmed by incoming data; our Data Coaches can help make sure data is driving decision making.

Head teachers» leader Mr Lightman says it raises questions about how to make sure that these young candidates were going to be suitable for teaching.

Instead of presenting the goals to the staff, be sure to have the teacher leaders present them with the rationale for each of the goals.

The impetus for the overall approach is to be sure that as teachers, instructional leaders, and others are asked to serve on various committees, it's clear that their efforts are part of a larger, strategic picture.

Senior leaders, teachers and network and IT managers all needed to talk to each other to make sure they didn't duplicate each others» decisions and choose the best technology at a good price, he continued.

As Evers indicated, a major motivator for education leaders to get moving themselves is the coming session of the Wisconsin Legislature, which is almost sure to include calls for action on teacher quality, or the growing possibility of strong requirements imposed from the federal level.

More than 30 state and urban school leaders have offered strong statements of support for the Council of Chief State School Officers and the Council of the Great City Schools Commitments on High - Quality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and teachers.

The net effect of these initiatives will be to increase the quality of teacher candidates, make sure that teachers remain at the top of their game throughout their careers, and to improve student learning by helping educators become leaders in their schools.

To make sure no California child is left off - line, all teachers must be specially trained to deliver technology instruction and the state also needs a dedicated leader to oversee implementation of big picture strategies, says a panel of experts convened to help transition K - 12 classrooms into true 21st century learning environments.

From training teachers to recognize and support trauma victims to partnering with community organizations making sure you have the right counselors on staff to support children, this blog by Carole Learned - Miller outlines how district leaders can ensure they have trauma sensitive schools.

Promises to Keep builds on this work to make sure effective teachers and leaders have the preparation they need to help all students succeed, including students with disabilities.

In working with teachers and leaders on furthering their own growth (and the growth of others), proven research can go a long way to helping make sure an initiative becomes a «way of life,» as opposed to simply a «this too shall pass.»

I can't be sure of just how many West Vancouver teachers were nominated, but four applications were shared with me, as well as submitted to the paper, and I want to share their stories because they are such key learning leaders in our district: