Sentences with phrase «teacher leadership commitments»

Not exact matches

Increasing take up requires a cultural change in schools with support and commitment from the head teachers, governing bodies and school leadership teams.

HGSE awards the Conant Fellowships to support the professional growth of outstanding Boston and Cambridge public school teachers and administrators who have shown commitment to public education and demonstrated leadership potential.

Through its two years of planning work with the teachers union, the district leadership demonstrated its commitment to the program and to evaluating teachers in a way that was systematic and fair.

As an experienced leader in education, Nathan actively mentors teachers and principals, and consults nationally and internationally on issues of educational reform, leadership and teaching with a commitment to equity, and the critical role of arts and creativity in schools.

«Because I started my career at the school and knew the community, I believed that the student population was essentially the same as when I had been principal in 1987 and 1988, and the school had suffered because of lack of leadership with vision and commitment, not poor students and teachers,» explained Yeager.

The superintendent and principals have long encouraged and supported teachers who provide leadership in the development and implementation of innovative programs, particularly those to which the teachers exhibit a strong personal commitment.

Ross, J. A., and Gray, P. (2006) Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy.

And Maine describes its dedicated teacher leadership website, its commitment to Teach to Lead, and encouragement of teacher career pathways.

In addition, leadership roles for teachers have traditionally lacked flexibility and required a lengthy, ongoing commitment of time and energy.

Seeing the teacher leader engaged in this process helps others in their building see that first and foremost «leadership» begins with self - reflection and commitment to learning and improving.

Others opt to strengthen school leadership, teacher collaboration, and commitment among peers school - wide.

• A deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education for teachers and their students; • A passionate commitment to improving teaching and learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and learning.

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

A school can not be successful if it has strong teachers and leadership but lacks family and community involvement or commitment to ensuring the needs of all students are met, for instance.

These goals naturally align with ASCD's many professional learning programs — including conferences, institutes, publishing, and digital products — and commitment to teacher leadership, including as a partner in the Teach to Lead initiative.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

ASCD has had a longstanding commitment to teacher leadership that will continue well after the ASCD Forum ends.

This will require a strong and unified commitment across teacher preparation, development, and leadership as we know it.»

They didn't understand that sustaining successful reform requires teacher commitment and leadership.

The column highlights conversations that have emerged from the ASCD Forum (through April 11) on teacher leadership — teachers have underscored that they must collaborate with one another as part of a personal commitment to ongoing learning, and administrators have discussed the need to promote a culture where it is safe for teachers to take risks.

WASHINGTON — «Today Education Secretary Arne Duncan made a major commitment to elevating the teaching profession by announcing the launch of Teach to Lead, a new initiative to advance teacher leadership in partnership with the National Board.

These are: a deep commitment to teacher training, peer - to - peer learning and constant professional development, a deep involvement of parents in their children's learning, an insistence by the school's leadership on the highest standards and a culture that prizes education and respects teachers.

In an op - ed for WNYC, New Leader principal David O'Hara describes how cultivation of teacher leadership has been central to teacher commitment and academic growth at his school.

Teachers will deepen their commitment, relationships and agency while developing strategies for leadership and sustainability.

Working with diverse populations from coast to coast, and from our southern to northern borders, it is this passion for commitment that makes Treviño an effective leader and one of the country's leading trainers and teachers in the areas of effective school board governance, urban education, the politics of education, and the foundations of educational leadership.

Then those same teachers who are morally bankrupt when it comes to marriage are being rewarded by being given a leadership spot in the new Bridgeport charter school, to teach children how to have a moral compass and have a «no excuses» approach to their «COMMITMENT» to education.

These working meetings will bring together educators from multiple states to spur meaningful commitments to teacher leadership.

Visit www.ascd.org/teacherleadership to learn more about ASCD's commitment to teacher leadership and to find useful resources.

«The Theory of Action serves to anchor the school in its priorities, not just for students and teachers, but also anchors the leadership team in the commitments they've made to teachers.

The Faculty at Weilenmann School of Discovery is made up of teachers and staff drawn from the best talent available, with diverse backgrounds and interests, impressive professional, academic and leadership experience, and a commitment to the mission and vision of the school.

To keep good teachers in troubled schools, we must develop the collaborative culture, collective responsibility, widely dispersed leadership, schoolwide commitment to the learning of each student, and celebration of incremental progress that characterizes high - performing professional learning communities.

Spurred to action by the recognition that being an educator is as much about being a civil servant as a classroom practitioner, preservice teachers learned that praxis means working in the community, engaging in leadership activities, charting unknown territory, being responsible to others, and following through on commitments.

Together with the AFT, NEA, and the Council of Chief State School Officers (CCSSO), we reported on the progress of our commitments from 2014 on teacher leadership, early learning and labor - management collaboration to increase learning for all students.

This story is the story of my school, and how through teacher leadership, a team approach, and a commitment to teaching the whole child, we were able to help this young man achieve his potential.

I came away from the summit discussions with a renewed energy and commitment to teacher leadership and collaboration at all levels of education.

That said, CEA leadership has repeatedly lost opportunities to protect the integrity, love, and commitment that teachers have historically had for their profession.

Developing instructional program coherence requires strong leadership which fosters teachers» professional community and a shared commitment to the program.