Sentences with phrase «teaching and leadership capacity»

Under the proposal, money will be spent building teaching and leadership capacity in schools and improving access to careers advice with the help of the Careers and Enterprise Company.

His research and publications feature case studies and evaluations of government, school district and school - level efforts to develop teaching and leadership capacity to improve student learning in the United States, Canada, Africa and South Asia.

They are areas identified as having low levels of social mobility, and their schools and councils will receive a share of the funding pot, to be used to build teaching and leadership capacity, and improve access to careers advice.

The areas selected have been identified as having low levels of social mobility by schools and councils, and will receive a share of # 72 million to be used to build teaching and leadership capacity, and improve access to careers advice.

The Department for Education will target its programmes to ensure children get the best start in the early years, to build teaching and leadership capacity in schools, to increase access to university, to strengthen technical pathways for young people, and work with employers to improve young people's access to the right advice and experiences.

Not exact matches

These five measures, as outlined by the NPP flagbearer, include providing the requisite leadership to tackle corruption; the scrupulous enforcement of the teachings of the Public Procurement Act (Act 663); the establishment by Act of Parliament of an Office of Independent Prosecutor to investigate and prosecute certain categories of cases and allegations of corruption; the devotion of more resources to enhance the capacity of anti-corruption agencies; and supporting all moves to give Parliament greater oversight capability over the activities of the Executive.

School students, principals, teaching staff and school communities will directly benefit from the Student Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadership.

Although the interviews provide context, the main focus is on observations of classroom teaching, school leadership, and the school's capacity to improve.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

First of all we had to have an approach to leadership, we had to think about how we created teaching capacities in the school, how we use data, and then basically some sort of way that we professionally develop teachers.

She has also worked in various capacities with Teach For America, including leadership roles in Houston and New York City.

• 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.

PD In Focus supports your efforts to improve learning, teaching, and leadership through building local capacity and expertise.

«My argument has been that academy status, especially in chains, provides schools with greater capacity and capability strength in both leadership and teaching, which is what makes the difference.»

Dr. Markholt is particularly interested in the intersection of teaching, learning and the leadership capacity necessary for school systems to engage in instructional improvement.

The association provides expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead.

The association provides expert and innovative solutions in professional development, capacity building, and educational leadership that are essential to the way educators learn, teach, and lead.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Our study found five critical steps that district leaders used to build their central - office capacity to support districtwide teaching and learning improvements: Each district in the study dedicated core central - office staff members to focus on helping principals build their capacity for instructional leadership.

Few prescriptions move beyond broad principles, such as «create greater coherence» or «develop superintendent leadership,» to specify in sufficient detail what a central office can do to help schools build their capacity for teaching and learning improvement.

The six principles are (1) a common vision and goals throughout the district; (2) a comprehensive system for intervention and prevention with students; (3) collaborative teaming for teaching and learning; (4) data - driven decision making for continuous improvement; (5) engaging family and community members; and (6) building a sustainable leadership capacity.

Dr. Glaze is a consummate capacity builder in teaching, improving student achievement, leadership development and school system improvement.

Avis Glaze TEDxUofT Dr. Glaze is a consummate capacity builder in teaching, improving student achievement, leadership development and school system improvement.

Oakland Schools received high marks in all three categories: teaching / learning impact, leadership capacity and resource utilization.

She has taught K - 12 English online, coordinated Title I after - school tutoring programs, served as a reading intervention teacher, helped plan & facilitate advisory programs, developed curriculum, supported teachers as an instructional coach, and served in several other leadership capacities.

As teams of teachers in schools choose to pursue professional teaching standards and Board certification, they create more collaborative cultures among staff, generate new teacher leadership capacity, and address pressing professional learning and student learning needs.

ASCD The association provides expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead.

Dennis Sparks is an «itinerant teacher» who assists leadership teams in developing their capacity to continuously improve teaching and learning in all classrooms.

The association provides expert and innovative solutions in professional learning, capacity building, and educational leadership essential to the way educators learn, teach, and lead.

It's also ironic given that we know from Viviane Robinson's research that focusing on «making teachers teach better» is only half as effective as a leadership activity than modelling and leading teacher learning and building capacity for professional collaborative development.

Governments must decide how the commissioning process will be managed to ensure that organizations selected to run public schools have strong managerial capacity, the right leadership, and sound teaching and learning strategies that will ultimately result in improved educational quality.

They also share common goals that include working to turn around schools, develop leadership capacity, and capitalize teaching and learning to increase academic achievement of all students.

Superintendents and other district - level leaders in academically successful school districts convey a strong belief in the capacity of school system personnel to achieve high standards of learning for all students, and high standards of teaching and leadership from all instructional and support personnel.

We have therefore started the teaching and leadership innovation fund so that the most challenged schools can build more capacity to have excellent teachers and leaders.

ASCD provides expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead.

With the launch of the Strategic School Improvement fund (SSIF) and the Teaching and Leadership innovation fund (TLIF) we have created a one year school improvement programme; Acceleration and Capacity building, designed for all schools needing to accelerate pupils» progress in a sustainable way through an integrated approach to pedagogy, assessment and leadership.