Sentences with phrase «teacher and leader development»

As the Foundation continues telling stories about schools that work, core strategies begin to consistently emerge: project - based learning, integrated studies, social and emotional learning, comprehensive assessment, teacher and leader development, integrated technology, and community engagement.

As OTM leaders worked with their partner schools, they realized that there was a big need for better, more job - embedded, and more authentic forms of new teacher and leader development.

Relating motivation research to urban teacher and leader development schools.

Such leadership will help us discover better approaches to teacher and leader development, educating our students and making certain that they leave high school truly prepared.

Not exact matches

Their responses to one of those inquiries» about why it was important to educate Western Christians about development» suggest that they see themselves as leaders and teachers of the donor constituency.

The United States also encouraged the use of more selective terror in which government leaders, teachers, health workers, land - reform promoters, and others associated with the development of social programs of the government were targeted for assassination.

She has extensive experience in professional development, supervision, evaluation, and intensive coaching for teacher leaders, coaches, and novice teachers.

It is easy to forget that teachers take their work home with them most nights, and spend out of school hours liaising with parents and school leaders, planning activities and taking professional development courses outside of term time.

To achieve this, we are now working with groups from across the teaching, training and academic spheres, to identify what additional provisions may be required for teachers at all stages of career development; from initial teacher training, to continuous professional development and emerging senior leaders.

After decades as teachers, lecturers, and nationally recognized leaders in education and child development, Garry Cleveland Myers and Caroline Clark Myers created Highlights.

Attendees at today's kickoff included: City of Buffalo Mayor Byron Brown, Buffalo Public Schools Interim Superintendent Donald Ogilvie, SUNY Trustee Dr. Eunice Lewin, University at Buffalo President Dr. Satish K. Tripathi, SUNY Buffalo State President Dr. Katherine Conway - Turner, Erie Community College President Jack Quinn, Regional Economic Development Council Co-Chair, businessman and developer Howard Zemsky, Staff Scientist Mwita Phelps of Life Technologies / Thermo Fisher Scientific, Director of the Buffalo and Erie County Public Libraries Mary Jean Jakubowski, Dr. Norma J. Nowak, Director of Science and Technology, UB's NYS Center of Excellence in Bioinformatics and Life Sciences, as well as a number of invited guests, including elected leaders, teachers and students.

Creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts; and

As a part of this professional development, a team of teachers is engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classrooms.

28 - July 1 — Dropout prevention: Summer Leadership institute, sponsored by the National Dropout Prevention Center / Network, and the College of Health, Education, and Human Development at Clemson University, for teachers, administrators, counselors, educational policymakers, researchers, and business leaders concerned about at - risk youth, at the Madren Conference Center at Clemson University in Clemson, S.C. Contact: John Peters, NDPC / N, 205 Martin St., Clemson, SC 29634; [phone]; fax: [phone]; e-mail: [email protected].

As a Professor of Global Education Leadership at Lamar University in Texas — the largest teacher training university in United States — I also believe that teachers and school leaders should be rewarded for entering into professional development, and my role as a Microsoft Professor of Advanced Learning Technology and an Apple Distinguished Educator allows me to do this.

It has been evident for some time that the Federal Government is keeping a close watch on teachers and educational leaders and that it has a preferred, if not popular view of the nature of teacher preparation, professional development and training.

This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional development for teachers and leaders.

Working with school leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of teachers in our schools to become leaders in their field, including: extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career; and creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts.

There are many fantastic resources and professional development programs available to help teachers and school leaders get started with Digital Technologies.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

Likewise, senior leaders should be embedding regular opportunities for continuing professional development (CPD) across the whole school, giving teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Programs in Professional Education (PPE) is a series of intensive programs in professional development that serve more than 2000 teachers, administrators, and other school leaders each year.

By equipping yourself to become a great leader, you can play a larger role in making highly effective practices the norm: such as improved teacher collaboration, professional development opportunities, behaviour management and monitoring student progress in meaningful ways.

AITSL's Professional Growth team supports teachers and school leaders, systems and sectors, to implement the Australian Teacher Performance and Development Framework and the Australian Charter for Professional Learning of Teachers and School teachers and school leaders, systems and sectors, to implement the Australian Teacher Performance and Development Framework and the Australian Charter for Professional Learning of Teachers and School Lleaders, systems and sectors, to implement the Australian Teacher Performance and Development Framework and the Australian Charter for Professional Learning of Teachers and School Teachers and School LeadersLeaders.

Teaching, Leadership, and School Change: A year after introducing us to the schoolwide PBL curriculum at Sammamish High, teacher leader Adrienne Curtis Dickinson reviews how the school's seven key elements (more on this below) have played out in course design, professional development, and student learning.

A former teacher and principal, Barth is also the founder of The Principals» Center, a professional development program based at HGSE for school principals, assistant principals, and other school leaders.

This means a world of teachers who lead and leaders who teach, a world where school leaders and teachers have the POWER TO DECIDE how to spend their resources, how to build their programs and school culture, how to support their own professional development, and — most importantly — about who gets the privilege of working alongside them.

They had scant time to serve teachers as instructional leaders and even less for their own professional growth and development.

So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing teachers, principals, and district leaders of ELL youth about their performance, resource needs, and professional development.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

The center will use the grant, announced this month, to develop educational resources for teachers, disseminate information on curriculum developments, and establish a national advisory board of early - adolescence experts and education leaders.

We know that teachers and school leaders must understand the importance of children's cognitive and emotional development and embrace it with a sense of urgency.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

There is much need for professional development and leadership skills among South African principals, many who work double duty as school leaders and teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.

The grant enabled six New York City elementary and middle schools to take advantage of WIDE's online and onsite professional development courses for teachers and school leaders.

Each team leader takes full responsibility for teacher development and student learning in the team's subjects and grades.

Leadership: effective teacher development requires leaders who actively champion and prioritise it.

Once a school opens, the foundation provides professional development opportunities to the growing network of KIPP teachers, school leaders, and support staff through content retreats and the weeklong KIPP School Summit.

With development on the job that's built into most Opportunity Culture models, L.I.F.T. leaders hope that many of these teachers will excel and advance, too.

The leader and inspiration for this teacher study tour offered for professional development credits is Dr. Mary Ann De Mello, Assistant School Superintendent in Hopkinton, MA who recently completed her doctoral dissertation titled: «The Impact of Study Tours in Developing Global - Mindedness Among PK - 12 Educators» (2011).

I saw this in research, class, and practice this year, and am more convinced than ever that we need strong leaders in our schools who are deeply committed to the development of their teachers.

Education Redesign is an online professional development program for school leaders, education policymakers, K - 12 teachers, and those committed to helping all students achieve success.

School leaders and administrators: Check out these suggestions for supporting growth and development in the teachers you lead.

Its goal is to establish adolescent literacy initiatives with measurable goals, and it funds curriculum materials, instructional tools, and intensive high - quality professional development for teachers, literacy coaches, and school leaders.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

These recommendations have the power to remake the teaching profession and to position Iowa as a leader in the support, development and compensation of teachers.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develTeacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher - directed professional development.

A mainline view sees them «as the research and development arm» of K — 12 public education, crediting Albert Shanker, former leader of the American Federation of Teachers, with most fully envisioning this perspective.