Sentences with phrase «teacher leadership projects»

Grant amounts will range from $ 5,000 to $ 15,000 and will fund teacher leadership projects that will be implemented during the 2016 — 17 academic year.

Not exact matches

The on - topic and off - topic questions in the Q&A portion of the press conference included: the project status when de Blasio took office and how his approach to affordable housing differs from Mayor Bloomberg, whether there are any differences in Phase I of the project as being initiated now versus as approved by the Bloomberg administration, what he sees as a realistic percentage of units being «affordable» in projects located closer to or in Manhattan, whether he counts this project towards his goal of 200,000 affordable units, the NYPD officer recently arrested in India, the status of speed camera approvals from Albany, the FOIL delays and responses which did not produce any emails or documents in the Findlayter case, the NYPD / FDNY hockey brawl, Queens Library President Thomas Galante and the newly elected leadership of NYSUT (the state teachers union).

She was a teacher consultant for the National Writing Project, an organization that introduced her to the rewards of teacher leadership.

In 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakers.

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).

She taught middle school humanities in several New York City public schools for 11 years and took on various leadership positions serving as a director of middle school curriculum and instruction, curriculum developer, project advisor, and teacher mentor.

She held several leadership roles and worked on various teacher development projects.

The target audience for this project is deliberately broad, including, for example: state - and federal - policymakers; education leaders (e.g., superintendents, assistant superintendents, etc.); early education center directors; practitioners serving in formal or informal leadership roles (e.g., head teachers, pre-school teachers, department heads); funders and non-profit leaders working in the early education sector; faculty and graduate students.

The government's trial of the scheme aiming to increase the number of BME headteachers was a success, with 30 schools allocated funding to spend on diversity leadership projects which are set to benefit 1,000 teachers — all of whom are predicted a promotion within 12 months.

It plans to create district grants for 30 -60-90-day research projects through which problems in teacher leadership practice are investigated, and the findings reported.

Juan Gabriel previously taught at a project - and inquiry - based public high school in Philadelphia, where he learned the affordances of encouraging teachers to take both leadership and inquiry stances.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

In 2009, KMD also requested and received additional articles on teacher leadership research studies underway or completed by MSP projects.

In addition, the materials and webinars developed for the shared leadership aspect of the project and agendas and materials from the various meetings (with teachers in each region, with higher education groups, with higher education and P - 12 groups, and with state agencies) will be available on the CO ASCD website.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

The project is also innovative in its efforts to assist teachers in developing skills for shared leadership for improved instruction.

The Framework 2021 project involves development of the Framework, professional development on the topic of shared leadership for a cadre of teacher leaders who are involved in development and / or dissemination of the Framework, and activities to promote use of the Framework.

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for stProject, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for stproject that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for students.

These projects will help provide tailored training opportunities for teachers on both managing challenging pupil behaviour and developing leadership, so they can make the most of their talent in the classroom.

Current discussions on transforming teacher education include creating leadership opportunities for teachers to lead innovation (CTQ Teacher Ed 3.0) and grow their roles and responsibilities without leaving the classroom (Project REteacher education include creating leadership opportunities for teachers to lead innovation (CTQ Teacher Ed 3.0) and grow their roles and responsibilities without leaving the classroom (Project RETeacher Ed 3.0) and grow their roles and responsibilities without leaving the classroom (Project RESPECT).

Studies for this Knowledge Review were identified through an extensive review of the empirical literature on teacher leadership by the MSP - Knowledge Management and Dissemination project.

Funds would also be spent on teacher leadership training and innovative projects within the district, said Matt Hill, the chief strategy officer for LAUSD.

This has turned into a new movement with a non-profit organization Parent Teacher Home Visit Project (PTHVP) bringing the great leadership idea to a whole new level.

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?

Prior to this, Kike was a Senior Education Lead at SSAT, the Schools, Students and Teachers Network, where she led on a number of high profile projects including middle and senior leadership programmes, Teaching Schools and their school improvement framework.

He has conducted a wide range of research projects (77 funded) in the areas of educational leadership and change, effective pedagogy / quality teaching, student achievement, postgraduate supervision, professional teaching standards, teachers» professional development, middle - level leaders in schools, and teacher satisfaction, motivation and health.

The Department of Education has promoted teacher leadership in multiple ways through grants such as Supporting Effective Educator Development (SEED), Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a bluteacher leadership in multiple ways through grants such as Supporting Effective Educator Development (SEED), Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a bluTeacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a blueprint.

The summits will feature Principal Kevin Bennett, Associate Principal Mary Pat Cumming, and teacher Michael Elston, teacher, from the FAIR School in Minneapolis, MN, who will lead a program on Effective and Successful Models of School Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative leadership, student and teacher assessment, project based learning, and student leadership.

He created Project S.A.M.E. a US - Soviet Youth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have learned.

This teacher leadership idea engages 5th and 6th grade teachers to link student interests with research skills and opportunities to create student anchor projects that extend reading and learning to the highest level of engagement by helping students to design personal and small group «impact projects.»

On a scale of 1 to 4 with 1 being not very useful, and 4 being very useful, the most useful elements from iQUEST are listed in order of rakings with the highest mean at 3.23 and the lowest mean being 2.61: (a) workshops, (b) collaboration with other project teachers, (c) equipment available for checkout by the project, (d) Lesson Study, (e) support from grant leadership, (f) support from computer science students, and (g) online resources.

This grant fosters teacher leadership and enhances student creativity and involvement while developing a school - wide project on the Holocaust and related aspects of Jewish history.

Our theory of action calls for: the building and sustaining of a collaborative partnership with the local school district and its school - based leadership; building and sustaining of a collaborative partnership with the philanthropic and business community; providing supplementary supports to students, teachers, and administrators; and tracking and monitoring the progress of projects.

As teachers interact with scientists, the iQUEST project leadership continuously brings teachers» attention to how ICT is an integral component of modern scientific research.

The project coordinator reports monthly to the leadership team on how teachers are progressing on their action plan goals.

As the project has progressed, teachers have increased in leadership in substantive and practical ways: taking responsibility for project logistics (communication, calendar planning and recruitment), co-constructing the agendas, sharing more openly about the dilemmas and successes in practice, and ultimately using the team meetings as a context to problem - solve as a group to increase the quality of their teaching.

I had the opportunity to deliver a breakout session with Katie Taylor of the Center for Strengthening the Teaching Profession (CSTP), and serve as a critical friend and consultant to teams of teachers from Colorado, Minnesota, South Dakota, Oklahoma, and other states who were seeking feedback on the teacher - leadership projects they were building back at home.

Enhance teacher excellence and toolkits through leadership, engagement, experiential, hands - on project - centred options.

In an effort to do this, the Teacher Salary Project has increased public awareness, pushed to influence policy, provided thought leadership, and shared stories and research, including The New York Times bestselling Teachers Have it Easy; the Big Sacrifices and Small Salaries of America's Teachers and the nationally acclaimed feature length film, American Teacher.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matTeacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom matteacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

Denver Public Schools is held up as a shining example of district - wide implementation of a leadership model, and Charlotte - Mecklenburg's Opportunity Culture in Project LIFT (now being expanded throughout the district) is called out for excellent teachers expanding their impact.

This three - year program is an opportunity for structured support to build your leadership capacity and... Continue reading Black Teacher Project 2017 — 2018 Fellows Program →

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black TeaProject, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black Teaproject that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black Teteachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black TeaProject to Improve Student Outcomes by Facilitating Supportive Workplaces for Black TeachersTeachers →

The purpose of the Capstone Project and Portfolio is to demonstrate professional growth along the continuum of teacher leadership as captured by the Teacher Leadership Competencies through three pathways into teacher leadteacher leadership as captured by the Teacher Leadership Competencies through three pathways into teacher leadTeacher Leadership Competencies through three pathways into teacher leadteacher leadership:

Washington, D.C. — Today, Flamboyan Foundation is being showcased at the Parent ‐ Teacher Home Visit Project's (PTHVP) fifth annual national conference for their leadership in bringing the PTHVP relationship ‐ building model of home visits to Washington, D.C. public schools.

Major milestones in Jason's work at Insight include co-authoring a book, Strategic Design for Student Achievement (Teachers College Press, 2009), serving as the chief architect of customized instructional frameworks for multiple school districts, providing leadership support for standards - based initiatives in schools across the country, and serving as the lead designer of a national teacher certification and training program for The New Teacher Pteacher certification and training program for The New Teacher PTeacher Project.

Andrew Miller's leadership of teachers into Project Based Learning is delightful to witness.

The Ontario Minister described their competitive Teacher Learning and Leadership Program to fund teacher projects; Singapore builds leadership development into each of its three career tracks; Finland starts leadership training in its initial teacher preparation; and New Zealand discussed its new Communities of Schools initiative and Teacher - led InnovatioTeacher Learning and Leadership Program to fund teacher projects; Singapore builds leadership development into each of its three career tracks; Finland starts leadership training in its initial teacher preparation; and New Zealand discussed its new Communities of Schools initiative and Teacher - led Innovatioteacher projects; Singapore builds leadership development into each of its three career tracks; Finland starts leadership training in its initial teacher preparation; and New Zealand discussed its new Communities of Schools initiative and Teacher - led Innovatioteacher preparation; and New Zealand discussed its new Communities of Schools initiative and Teacher - led InnovatioTeacher - led Innovation Fund.

This project leads to change that begins with a school's leadership — an effective, informed, committed principal can mentor and support his or her teachers who, in turn, nurture and enrich their students.

In his consulting work, Theron designs curriculum and teacher training materials and works with educators on a wide range of instructional issues, including project - based learning, school and small learning community design, assessment, leadership development, asset mapping, strategic planning documents, and whole - school reform coaching.