Sentences with phrase «teacher leadership in education»

Through various roles at the NEA, including serving as a Board Member and Chair of the Professional Standards and Practice Committee, he has continued to promote teacher leadership in education policy.

Not exact matches

Work with the Christian Education Committee in developing a parent and family - life education program, teacher and leadership training wEducation Committee in developing a parent and family - life education program, teacher and leadership training weducation program, teacher and leadership training workshops.

«In the short term, I call on the State Department of Education, local school districts and the union leadership to expedite their negotiations on a teacher evaluation system to prevent the loss of hundreds of millions of dollars in federal fundinIn the short term, I call on the State Department of Education, local school districts and the union leadership to expedite their negotiations on a teacher evaluation system to prevent the loss of hundreds of millions of dollars in federal fundinin federal funding.

The members seeking a change in leadership argued that Iannuzzi wasn't aggressive enough in fighting the policies of Governor Andrew Cuomo and education commissioner John King, such as a teacher - evaluation system that includes student scores on state exams.

«The ITU leadership wishes the NASUWT success in realising your members» and that of all UK teachers» objectives for fair pay, pensions and working conditions and for quality public education that cares for all.

Instead, she will lead an effort between the American Federation of Teachers and the state AFL - CIO focused on issues such as wage equity, education opportunities and women in leadership roles.

Under the leadership of Education Commissioner MaryEllen Elia, the department has held two public comment periods, involving teachers and parents in a revision process.

«For some strange reason, even though we reached out to them, the leadership of the teachers» unions still seem to be resistant to any type of help to the schools even though we work closely with them on all types of education reform, and even though in our mind this is not an «us versus them» scenario,» Dolan said.

The Pre-College Program supports early childhood through high school education and students in STEM studies through teacher training, regional science bowls, science fairs, leadership development, mentorship, scholarships, internships and other programming designed to support students and their families.

We know that effective school leadership is crucial to the success of education systems, and in 2014, we established the Scottish College for Educational Leadership to ensure all teachers develop their leadership skills.

If our communities, education leadership and policy makers displayed more trust in our teachers, how would they respond?

High Tech High Graduate School of Education Established in September 2007 at San Diego's High Tech High village of schools, it offers a master's degree in education in two concentrations: school leadership and teacher leEducation Established in September 2007 at San Diego's High Tech High village of schools, it offers a master's degree in education in two concentrations: school leadership and teacher leeducation in two concentrations: school leadership and teacher leadership.

Participants will study towards a Post Graduate Diploma in Education (PGDE) which, for the first time, fully integrates teacher training with leadership development.

VSO has volunteers supporting Education Ministries around the world in subjects such as school leadership, teacher training, and curriculum development.

In Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instructioIn Public Impact's latest Opportunity Culture case study, Touchstone Education: New Charter With Experienced Leader Learns From Extending Teachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instTeachers» Reach, we look at how this teacher, Tiffany McAfee, led the school's teachers in their focus on literacy, and how the school combined her leadership with online instteachers in their focus on literacy, and how the school combined her leadership with online instructioin their focus on literacy, and how the school combined her leadership with online instruction.

With over 20 years of experience in teacher education research, practice, and policy, Dawley provides innovative leadership in the design and pedagogy of virtual environments for teaching and learning.

Teacher leadership has officially come into vogue in the education sphere.

Due to all the hard work and collaborative energy of teachers, administration, school - based leadership teams, community partners, students, and families, the Edwards has reached and continues to meet our goals for student achievement and for providing middle school students in Boston with quality education in academics and enrichment.

The three major accomplishments of Shanker's career, according to Kahlenberg, were the founding of modern teachers» unions, his leadership of education reform in the»80s and»90s, and his dedication to «tough liberalism,» which the author described as a philosophy «more politically persuasive and substantively potent than either traditional liberalism or traditional conservatism.»

Prior to HGSE, Robert Peterkin held school superintendencies in Cambridge, Massachusetts, and Milwaukee, Wisconsin, and enjoyed a long career in educational leadership, from special education teacher to deputy superintendent, mainly with the Boston Public Schools.

A fellowship program launched in 2008 by Leading Educators, which began in New Orleans and is now operating in Kansas City and will soon expand into Detroit and the District of Columbia, for example, provides a select group of teachers with training in education issues, management, leadership, and problem solving.

We learn of a pleasant childhood in Toledo, Ohio, college days at Cornell, training with Teach For America, three grueling but successful years in a Baltimore elementary school, leadership of The New Teacher Project, and testimony at an arbitration hearing where the New York Department of Education squared off against Randi Weingarten and the United Federation of Teachers («She was dazzling,» former New York City schools chancellor Joel Klein tells Whitmire).

Under her leadership, the school launched the Doctor of Education Leadership Program, a first - of - its - kind practice - based education doctoral program; created a universitywide Ph.D. in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral Education Leadership Program, a first - of - its - kind practice - based education doctoral program; created a universitywide Ph.D. in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral education doctoral program; created a universitywide Ph.D. in Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral Education; established the Urban Scholars Fellowship which provides full tuition to teachers from urban schools; and significantly increased financial aid for master's and doctoral students.

In addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioIn addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioin school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioin its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioin primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioin underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison educatioin line» with other schools, early education as «never stronger» and a decline in prison educatioin prison education.

L&T faculty scholarship covers topics as diverse as «causal reasoning» and the brain; the study of black and Latino family engagement with schools; school reform and teacher leadership; the history of American education; using collaborative data inquiry to improve teaching and learning; and how an understanding of social psychology can improve teaching and learning in the classroom.

In particular we need the participation and leadership of head teachers in shaping these cultural education partnershipIn particular we need the participation and leadership of head teachers in shaping these cultural education partnershipin shaping these cultural education partnerships.

The scheme focuses on extra support to develop leadership in maths and help schools work together in support of higher standards; and supporting teachers, teaching assistant, further education lecturers and others to develop improved classroom practice.

TIE was ideal — it equips you to take advantage of the enormous space for innovation in education; to engage with international leaders in the field; to gain a deep understanding of education policy, leadership practices, school cultures, and student and teacher needs; to build invaluable contacts.

The National Education Association's National Foundation for the Improvement of Education has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teEducation Association's National Foundation for the Improvement of Education has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teEducation has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teeducation and innovative use of technology.

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 oeducation 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 oEducation, 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 oEducation, 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 oeducation 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 oeducation 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 oeducation 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 oEducation, 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 oeducation 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 oeducation 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 oEducation, 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 oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

18 — Education leadership: «Transformational Leadership for Teachers,» workshop, sponsored by the Greater Cleveland Educational Development Center, for teachers, administrators, and curriculum directors, to be held at Cleveland State University in ClevelanTeachers,» workshop, sponsored by the Greater Cleveland Educational Development Center, for teachers, administrators, and curriculum directors, to be held at Cleveland State University in Clevelanteachers, administrators, and curriculum directors, to be held at Cleveland State University in Cleveland, Ohio.

My Evergreen Education colleague John Watson, who led the research, has done a good job distilling several of the lessons behind these schools» successes in a series of blog posts that chronicle the importance of leadership in blended learning; the critical role in - person teachers and mentors — not just monitors — play; the persistence district schools must have as they navigate the inevitable bumps on the road to implementing successfully blended learning; and the important role data plays.

I am interested in articles to do with these three areas: - leadership in education - sustainable professional development for teacher educators - professional development for English as second language teacher educators

He has demonstrated intellectual leadership through not only his ability to ask hard questions, but also through his ability to invite others to join him in pursuit of answers,» said Teacher Education Program (TEP) Associate Director and Lecturer Vicki Jacobs.

The seminar — promoted through a collaboration between HGSE and the Center for Public Policy and Educational Evaluation (Centro de Políticas Públicas e Avaliação da Educação, or CAEd) of the Federal University of Juiz de Fora in Brazil — focused on education reform, specifically U.S. efforts to develop 21st - century skills through teacher education, leadership development, and the definition of standards for teachers and school leaders.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

«Last week the education secretary announced a strategy to drive recruitment and boost retention of teachers, working with the unions and professional bodies, and we've been consulting on how to improve development opportunities for teachers, whether they decide to move into a leadership role or want to continue teaching in the classroom.

Strategies to increase leadership opportunities and provide mentoring in this area included the New South Wales education department's Rural School Leadership Program targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational Research.

The quality of teachers, alongside leadership, is one of the most important factors in improving the education our children receive.

She is an experienced teacher with postgraduate qualifications in education leadership, and believes that «As a teacher, you work within a set of rules and guidelines about accessing copyrighted material in the process of teaching your students.

It is no secret in the education sector that a crescent of factors have contributed to a shortage of teachers in recent years, and in particular, teachers who can fill leadership roles.

In the School Leadership Program (SLP), you will join a dynamic and diverse cohort of experienced teachers and education professionals ready to develop and hone their leadership knowledge, practice, and skills.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

Your development as a teacher will be guided and influenced by conversations and inquiry with colleagues studying adolescent development, language and literacy, technology in education, school leadership, and more.

In the Teacher Education Program (TEP), we believe in the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improving liveIn the Teacher Education Program (TEP), we believe in the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improvingTeacher Education Program (TEP), we believe in the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improving livein the power of teacher to take leadership of organizational and social change, transforming urban public schools, and improvingteacher to take leadership of organizational and social change, transforming urban public schools, and improving lives.

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.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Education secretary Nicky Morgan made the announcement in a speech at the Policy Exchange, saying that rural schools and coastal schools will be the focus on the new plans, which will see teachers offered higher salaries, future leadership roles and relocation costs as incentives.

What they created — first seeking buy in from the government, school leadership, teachers, and parents — was a «new» model for primary education that was child - centric, focused personalized learning, and imagined a new role for the teacher in which lectures were de-emphasized in favor of facilitation of classroom discussion and cooperative learning.

EduTECH is a rich and auspicious meeting place where education leaders, teachers and academics gather from around the world to collaborate and continue their journey in re-discovering and re-defining the very best in leadership, innovation, technological advancement, pedagogy and curriculum.