Sentences with phrase «teachers as agents of change»

Sydney shares how her experiences in the classroom and a desire to see teachers as agents of change lead her to work with other teachers to start E4E (Tulane...

Creating a sustainable system that engages in the ownership of improvement and teachers as the agents of changing their instructional practice is intentionally built in to this process so that the school community truly experiences success now... and into the future.

Not exact matches

As for turning students into positive agents of environmental change, Mr. Kawamoto explained: «There are many examples of this program being inherited from brothers and sisters, or from teachers.

Along with the expectation that they serve as instructional experts, principals also function as CEOs of their schools, with responsibilities that span from acting as organizational managers and change agents; to attracting, motivating, and retaining teachers; to planning professional development opportunities.

Recently, he has placed articles in the Harvard Education Review / Focus Issue on Arts Education (Spring 2013), in the special creativity focus issue of Educational Leadership (February 2013), in Symphony magazine, as well as the creativity chapter in the Routledge International Handbook on Arts Education (2015), and a chapter in Arts Integration in Education: Teachers and Teaching Artists as Agents of Change edited by Gail Humphries Mardarosian and Yvonne Pelletier Lewis (2016).

For far too long, teachers have been treated as subjects of change rather than as agents of change.

When curriculum materials are expected to take on the role of change agent and transform teacher practice — as in a systemic reform initiative — the challenges of effective implementation are heightened.

A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving as a change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about teachers» ability to achieve what may seem to be beyond their grasp).

We are excited to be a part of an initiative that recognizes teachers as the agents for change.

«For far too long, teachers have been treated as subjects of change, not agents of change,» said Sydney Morris, E4E co-founder and co-CEO.

The focus is all on the needs of the participants — on both getting as much as possible out of the day and developing a networked community of teachers who work to help each other strengthen their skills, become change agents in their schools, and stay current in the field — all with the goal of improving student outcomes across all types of schools in all regions of the country and the world.

Aside from his continued opposition to school choice, his fatalist view on the ability of teachers as change agents for children utterly depressed me.

And what is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

Although the teachers spoke of their roles as change - agents in the classroom, they often credited the district administration with facilitating that role.

These two related factors resulted in teachers who experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and whose views of themselves as change - agents focused almost exclusively on the classroom.

This report focuses on how a statewide reform initiative, when envisioned as a professional development opportunity, affected teachers» capacities to become change - agents in their classrooms and districts, and how individual district contexts shaped the development of those capacities.

What is the relationship between district context and teachers» views of themselves as change - agents within and beyond their classrooms?

To help everyone in the school community see themselves as a change agent, school leaders need to remove barriers to the change process, eradicate the fear of failure, provide autonomy, and empower teachers to drive change at the classroom level.