Sentences with phrase «teachers and school leaders get»

We have to face the fact teachers and school leaders get more annual leave than people who have made different career choices.

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

Not exact matches

The governor is likely to get push back from many in the legislature, who are close to education interests like the teachers unions and local school leaders.

«When teachers in the school got no relief the UFT and community leaders protested on the steps of Tweed.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

According to the WSJ, the leaders and Cuomo are in the «final stages» of negotiating a deal that would allow parents to get a teacher's score in writing, either via email or during a visit to the school.

And for the most part, teachers know what they're getting into and school leaders have had time to think about the plAnd for the most part, teachers know what they're getting into and school leaders have had time to think about the pland school leaders have had time to think about the plan.

«AISD officials had to struggle with the competing agendas of numerous outside partners such as Austin's business leaders, the «First Things First» program of the Institute for Research and Reform in Education, the University of Pittsburgh Institute for Learning's work in «Disciplined Literacy,» the Dana Center for Mathematics at the University of Texas, the Gates and Dell Foundations, and other organizations... As one upset veteran high school teacher put it: «We're getting this academy, and then... we're going to do this and that....

My hope is that somewhere along the task force's multicity tour, it'll get to hear from charter - school leaders, teachers, parents, students and graduates.

One of the teenagers, listening to the pitch for Deeper Learning Collaborative — a consultant group that brings instructional leaders together to spread deeper learning through their school via coaching and teacher collaboration — pointed out that many systems have teachers with little interest in getting better.

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.

But it's not just developing great teachers and leaders — our offer extends to other programmes that we know are priorities for schools, including our highly successful Futures programme which helps students from disadvantaged backgrounds get into top universities.

Delaware lawmakers have approved a bailout, teachers have gotten pink slips, and turnaround consultants have been hired — all for a budget crisis that former leaders of the state's largest school district say doesn't exist.

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.

Therefore, it's up to charter school leaders and teachers to prove to parents that their children are getting a high - quality education and laying the foundation for a life of opportunity.

If the teacher is getting exemplary student - achievement gains and student survey reports, a school leader should give the teacher the leeway to use a different instructional style.

How can we get past seeing students as numbers on a spreadsheet and get teachers and school leaders working as partners in pursuit of growth and success for all students?

As a result of the funding from HCNY and matching funds from the schools, 127 teachers and school leaders in the Bronx have taken part in six different online courses including Teaching for Understanding, Getting Started with Data Wise, and Using Multiple Intelligences.

(I'm guessing you are a teacher, or school leader, and like many of us in this field, working hard to get yourself acquainted with the new standards.)

That means that school leaders, teachers, union leaders, philanthropists, and others must get creative and comfortable with taking advantage of technology in combination with alternative staffing arrangements that use humans in a plurality of roles and teams.

His wife, Barbara Williams, a teacher at Hope Elementary School and a laptop teacher leader, no longer has to «ballpark it» or delay getting a precise answer to a student question.

For parents, teachers, school leaders, and advocates who want to understand how we got here, the book is an accessible exploration, charting a path toward more sensible assessment practices.

Emotionally literate school leaders who engage teachers in partnership, trust them to do a good job and give positive feedback for their efforts get motivated, committed staff.

He said: «We need head teachers in our secondary schools who are going to be really transformative leaders and we haven't got enough of them.

Finding a wellness - accountability buddy — a peer who agrees to support and keep you accountable to your wellness goals — or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional school - wide practices aimed at addressing students» underlying emotional needs.

There are whole strands dedicated to leaders, ICT managers, and teachers — if you're looking for inspiration then what better place to get it than listening to the experiences of other schools?

School leaders must set goals for a program, determine which devices to use, train teachers, get parents on board, and evaluate the impact of the effort.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity CSchools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Cschools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers say about an Opportunity Culture?

I have a strong suspicion that the slowdown has a lot to do with the maturation of the movement: great teachers and school leaders are probably getting harder to come by, especially with the slowed growth of TFA.

The release quotes CER leader Jeanne Allen saying, «the real fight» is not whether teachers are paid well enough and schools are adequately funded but how to «ensure money follows students and doesn't continue to get wasted on a bloated bureaucracy and top - heavy school districts that have grown dramatically faster than enrollment.»

Just as school leaders select teachers with a «growth mindset,» — expecting them to learn, adapt, and get better — authorizers must seek learning organizations and create the space for them to grow.

«Teachers and school leaders are already working their socks off to get the best possible outcomes for their students.

Annual teacher surveys between 2010 and 2013 asked teachers about the frequency of visiting another teacher's classroom to watch him or her teach; having a colleague observe their classroom; inviting someone in to help their class; going to a colleague to get advice about an instructional challenge they faced; receiving useful suggestions for curriculum material from colleagues; receiving meaningful feedback on their teaching practice from colleagues; receiving meaningful feedback on their teaching practice from their principal; and receiving meaningful feedback on their teaching practice from another school leader (e.g., AP, instructional coach).

That's much of the genius behind charter schools, which, when state laws get it right, allow school leaders true autonomy and allow teachers to choose schools that align with their personal philosophies.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

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.

Mary Bousted, general secretary of the Association of Teachers and Lecturers, said Morgan had been «very hard of hearing» since the policy was announced, and said it had taken the combined efforts of parents, teachers, school leaders, governors, Conservative councillors, MPs and education unions to get the government to «see senseTeachers and Lecturers, said Morgan had been «very hard of hearing» since the policy was announced, and said it had taken the combined efforts of parents, teachers, school leaders, governors, Conservative councillors, MPs and education unions to get the government to «see senseteachers, school leaders, governors, Conservative councillors, MPs and education unions to get the government to «see sense».

They have targeted strategies to get strong teachers and leaders into high - poverty / high - minority schools and can swiftly remove ineffective teachers; they are closing low - performing schools and offering high - quality choices through both traditional and charter schools; and they have adopted demanding graduation standards and assessments so that students leave high school capable of attending college and ready for careers.

«What teachers do say is that getting pupils ready to learn is eating into precious teaching time and they are frequently unsupported by school leaders who too often do not teach and are divorced from the day - to - day realities of life in the classroom.»

«As school leaders, principals play a key role in evaluating and supporting teachers and we need to make sure that they get fair and useful feed - back that will ultimately benefit both teachers and students» said Evan Stone, Co-Founder and Co-CEO of E4E.

Get Smart Schools tweeted, «DPS should focus on leadership pathways, leadership development and retaining successful teachers and leaders.»

The survey of more than 2,500 teachers, school leaders and heads also revealed that 80 per cent of the profession did not believe that the 11 - plus test, taken to get into selective schools, could reliably measure long term academic potential.

Working as a school leader within the Seton Catholic Schools network is unique because it allows principals to get out of the office and into classrooms, working with teachers to build classroom culture, co-plan lessons and analyze student achievement.

Teacher leaders also have to be able to forge relationships with the school administration in order to get administration buy - in and support.

But before I go, I would like to create one or two more professional learning Corwin workshops to help classroom teachers, school leaders, and district leaders carry out their all - important work of helping their students grow and succeed — the culmination of 40 + years striving to directly impact the lives of my own students and to indirectly do the same for those thousands and thousands of students I will never get to meet.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

The charter school world is filled with courageous leaders and teachers who spill their guts to help kids get what they've got.

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

Gwinnett County, Prince George's County, Md., and Springfield, Mass., for example, are among those using screening tools, such as Gallup's PrincipalInsight, that allow them to quickly gather information on why a candidate wants to be a school leader and his or her likely ability to foster collegiality, or motivate teachers, students and parents.20 To ensure that would - be candidates genuinely want to lead schools and not just get a salary bump that comes with an advanced degree, Chicago, St. Louis and Springfield, Ill., require would - be leaders to agree to serve as principals for a set number of years.

If there isn't one, it's something that teachers and leaders have to build together, getting past the closed - door culture which is often inherited in schools: «We're all doing our own thing in our own classroom.»