Sentences with phrase «teacher and leader performance»

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

She co-authored a range of publications on the topic, including school models and many practical tools for teachers, principals and districts; An Opportunity Culture for All; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top; A Better Blend; Teachers in the Age of Digital Instruction; Teacher Tenure Reform; Measuring Teacher and Leader Performance; and Improving Teaching Through Pay for Contribution for the National Governor's Association; and many others.

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.

Not exact matches

Naming an endowed Chair or Professorship at the Rotman School will help recruit and retain the world's leading teachers and researchers, enhance our curriculum, foster research and advance the academic performance of tomorrow's business leaders.

Other schools and school systems use NAPLAN to hold teachers and school leaders accountable for improvement, including making test results part of performance reviews.

Entirely justifiably, teachers and school leaders remain concerned that inspection outcomes do not always give credit for the full extent of schools» achievements, especially those that are not readily captured by pupil performance data.

Leaders must avoid finger pointing and bring parents and teachers together to refine and update the curriculum and then put the emphasis on student academic performance.

Throughout her 25 - year career as a network leader, instructional coach, teacher and consultant, Hillary has drawn on her social and emotional skills to help organizations, schools, and teachers improve performance by framing issues, building teams, leading difficult conversations, and facilitating problem solving.

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.

In the service of inspiring educators to embrace a performance - based approach to teaching, learning and assessment by highlighting great projects, I am worried that we actually dissuade teachers and leaders from using this approach.

Shortly after his election in 2002, in an impromptu speech to business leaders, Pawlenty called for tying teacher pay to performance and bringing up the state's standards.

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.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Relatively few leaders have pushed to the envelope's edge when exploring flexibility within the salary schedule or have emulated the aggressive tenor of Joel Klein's Teacher Performance Unit in seeking to evaluate and remove teachers within the constraints imposed by state law.

It may be coincidence, but in the midst of this very public debacle, several national AFT leaders were quietly involved with the negotiations between Baltimore City Schools and the local union which resulted in the just announced path - breaking new pay - for - performance contract that will replace the so - called «steps» and «lanes» of the traditional teacher contract.

Programs for teachers, teacher - leaders, and school leaders support collaborative teamwork towards the integration of research - based strategies that engage students, enhance their performance, and develop school systems as coherent learning organizations.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

He has received national attention for moves favored by reformers, such as opening 75 new schools operated by outside groups and staffed by non-union teachers; introducing a pay - for - performance plan that will eventually be in 40 Chicago schools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education - school route.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Likewise, many of the ideas we regard today as education reform's conventional wisdom - linked standards and assessments, consequences for poor performance, testing new teachers, paying some teachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of Tteachers, paying some teachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of Tteachers more than others, and charter schools - were given prominent public voice by a teacher union leader, the late Albert Shanker of the American Federation of TeachersTeachers.

Key findings included the shocking revelation that 84 % of school and MAT leaders in England believe that a culture of «teacher recruitment compromise» is undermining overall performance within their schools.

Initiatives to provide better incentives for improvement have included the creation of stronger performance cultures in schools, with teachers and school leaders being held personally accountable for improving students» performances.

More than half of school leaders surveyed by the ASCL believed that teacher shortages were damaging pupils» attainment at GCSE and 23 per cent said it was affecting performance at AS and A-level.

The software promotes teacher effectiveness by understanding the information leaders need to make managing staff performance an efficient and effective process.

SchooliP is an online software platform that supports leaders and managers to improve teacher effectiveness through streamlining performance management, professional development and improvement planning.

He eschews micromanaging school leaders and instead works alongside them to help them meet the goals of the district's long - range plan and to improve teacher performance in their schools.

84 % of head teachers and MAT leaders believe that recruitment compromise is undermining their performance.

From the abysmal record (and recent statements) of Indianapolis Public Schools Superintendent Eugene White, to Los Angeles Unified School District's lousy handling of teacher performance management, we have far too many school leaders who aren't worth of their titles.

Advocates say that schools should be rewarded financially for performing well on standardized tests, and that providing such incentives will motivate school leaders and teachers to teach effectively and raise student performance.

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

Prior to this role, Shaull also served as the Executive Director for Teacher and Leader Effectiveness where, along with a talented team of educators and national experts, she led the initial implementation of a comprehensive teacher evaluation system to accurately track teacher perfoTeacher and Leader Effectiveness where, along with a talented team of educators and national experts, she led the initial implementation of a comprehensive teacher evaluation system to accurately track teacher perfoteacher evaluation system to accurately track teacher perfoteacher performance.

Through the Teachers and School Leader Incentive Program, ED shall award competitive grants to eligible entities for the development, implementation, or expansion of performance - based compensation systems or human capital management systems.

According to the report, school leaders should evaluate teachers at least once a year against performance standards that are precise, detailed, and leave little room for different interpretations by teachers and leaders.

In the Atlanta case, anti-reformers said something else: that testing and performance incentives are inevitably corrupt, that teachers can't handle performance pressure — making fraud inevitable, that performance measures are deadly, so district and state leaders should avoid using them at all.

More than likely, laggard teachers and school leaders who realized they couldn't hack it under increased scrutiny of their performance decided to take the easy way out, and in the process, cheated children out of accurate assessment of their knowledge that they need in order to get the remediation they deserve.

For principals, the steps to becoming profession - ready include earning an advanced degree and demonstrating a record of success as a teacher, completing a one - year residency program under accomplished school leaders, and successfully completing a performance - based assessment for principals.

A new performance - based teacher evaluation system and reduced sick leave are the key issues preventing the Hawaii State Teachers Association from agreeing to a new contract with the state, union leaders and educators said.

Acceptable CTLE must be conducted through activities designed to improve the teacher or leader's pedagogical and / or leadership skills, targeted at improving student performance, including but not limited to formal CTLE activities.

Now that a judge has ruled that teachers» performance evaluations in the Los Angeles Unified School District are inadequate and violate state law, the teachers union will finally have to work with district leaders on devising a reasonable method for using student achievement to measure teachers» work.

The Power of Teacher Teams: With Cases, Analyses, and Strategies for Success: Book provides proven strategies teacher - leaders can use on team participation, meaningful team roles, and performance expectations http://www.amazon.com/The-Power-Teacher-Teams-Strategies/dp/141Teacher Teams: With Cases, Analyses, and Strategies for Success: Book provides proven strategies teacher - leaders can use on team participation, meaningful team roles, and performance expectations http://www.amazon.com/The-Power-Teacher-Teams-Strategies/dp/141teacher - leaders can use on team participation, meaningful team roles, and performance expectations http://www.amazon.com/The-Power-Teacher-Teams-Strategies/dp/141Teacher-Teams-Strategies/dp/1412991331

Paul Whiteman, leader of the National Association of Head Teachers, said the high performance of so many schools was «all the more remarkable against the backdrop of austerity and all the added pressures that brings».

By meaningfully engaging student teachers with ASCD resources and involving them with members of the ASCD community, future educators and leaders gain an edge that energizes and raises their professional performance level.

What the group came up with in that all - important category of teacher and leader effectiveness is a plan to give those districts that have endorsed the state's Race to the Top application 13 months to create new teacher and principal evaluations that will, at a minimum, link 30 percent of job performance to growth in student achievement.

The multi-classroom leader (MCL) ensures that student and teacher performance are on track to meet ambitious school targets.

Skoglund and Ness give School leaders all the tools that are necessary to change the culture of a school, improve teacher performance, and elevate student achievement.

What if instead of recording student progress in terms of test performance, narrative transcripts followed them to give teachers and community leaders a more comprehensive view of the holistic student?

Only a few years ago, the Los Angeles Unified School District's system for evaluating teachers» job performance was the subject of legal disputes, full - blown lawsuits and bitter fractious debate between district leaders and the teachers union.

Our Leadership Performance Rubrics are designed for use as a coaching instrument to improve leadership performance for leaders at every level, from superintendents to building principals and teachPerformance Rubrics are designed for use as a coaching instrument to improve leadership performance for leaders at every level, from superintendents to building principals and teachperformance for leaders at every level, from superintendents to building principals and teacher leaders.

TSL promotes the implementation of performance - based compensation and comprehensive human capital management systems for teachers, principals, and other school leaders.

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