Sentences with phrase «teaching leadership curriculum»
Tasks listed on sample resumes of Military Officers include developing and teaching leadership curriculum to future U.S. Army officers, and participating in forecasting, budgeting, manpower allocation, and resource distribution.
http://www.jobhero.com/ Not exact matches
Successful reform efforts require leadership support, and they should address all aspects of the learning environment — from the curriculum and teaching, to how classrooms are configured, said James Collins, who is the Virginia M. Ullman Professor of Natural History and the Environment at Arizona State University: «You can't fix one point on the continuum and expect the continuum to change.»
These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.
They are designed to cater for all alternative curriculum students — those within the pupil premium category, in exclusion or inclusion, home education or isolation, school refusers, target groups, or those with low literacy / numeracy levels, to mention just a few — and meet the needs of their teaching assistants, senior leadership and parents.
These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.
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.
As a result, the curriculum is concentrated in three basic areas: leadership and management (focused on real behavior that goes on in organizations), teaching and learning (focused on how successful learning and teaching happens and how to recreate it), and understanding and transforming the sector (focused on the history and politics that surround the sector).
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.
Chesterfield continued to work on more multi-age topic - related units and, following conversations with teaching staff, the leadership team requested the development of a two - year curriculum framework — an ongoing process.
This past fall Ippolito began working as an assistant professor at Salem (Mass.) State College, where he teaches courses on educational leadership and school change, as well as adolescent literacy and curriculum...
This past fall Ippolito began working as an assistant professor at Salem (Mass.) State College, where he teaches courses on educational leadership and school change, as well as adolescent literacy and curriculum design.
Secondly, leadership teaching, curriculum and assessment.
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 ofteaching 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 ofTeaching 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 ofteaching 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 of London.
I think this same factor has come through David Gonski's most recent report that's just been out for the last couple of days, looking again at the administrative dimension of things, versus the more unadulterated educational leadership, curriculum, teaching, learning.
The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».
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.
School practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships; and indicators of success.
Instructional videos, teacher leadership institutes, and the state's Teach 21 Web site help teachers and administrators revamp curricula.
The Usable Knowledge website is organized around five topic areas that align with high priorities for educators: leadership and policy; learning and development; decisions through data; community and family; and teaching and curriculum.
She has served as the Chief Academic Officer for the District of Columbia Public Schools as well as the Deputy Chief for the Office of Teaching and Learning, providing leadership for PK - 12 education by managing the offices of Curriculum and Instruction, Professional Development, Early Childhood Education, College and Career Readiness, Youth Engagement, Bilingual Education, Out of School Time, School Counseling, Educational Technology, Gifted and Talented, and Library Media Services.
Their yearlong effort to build schoolwide civic learning illustrates how civics can be an effective conduit for connecting curriculum and leadership practices: School improvement becomes both a collective endeavor and a means for teaching active citizenship.
Sinnema, an associate professor in the school of Learning, Development, and Professional Practice, studies the improvement of teaching and learning — and related policies — across four main strands: educational leadership, curriculum, practitioner inquiry, and standards.
From district leaders in our higher - performing settings, we have learned that once standard expectations for curriculum, instruction, and leadership are implemented and sustained with a reasonable degree of fidelity and quality, further improvement in the quality of teaching and learning is unlikely to be gained by doing more of the same.
Build consensus about core expectations for professional practice (curriculum, teaching, leadership).
She earned a bachelor's degree in biology from the University of Tennessee at Martin and a master's degree in teaching with an emphasis in instruction, curriculum, and leadership from the University of Memphis.
She teaches educational leadership classes in Finance, Curriculum and Supervision, and is a consultant to the Consortia for Educational Change.
Jefferson County, Ky., is among districts that give hiring preference to graduates of leadership training programs whose curricula and teaching methods are well matched to district needs.21
He has over ten years of experience in educational leadership, curriculum, professional development, and classroom teaching.
Dr. Moody earned a bachelor's degree from Marquette University, a master's degree in education with an emphasis on teaching and curriculum from the Harvard Graduate School of Education, and a doctorate in urban school leadership from the University of Southern California.
In my career, I taught many graduate curriculum and educational leadership courses in regular college classroom settings and on the Internet.
From where they sit, families should barely be seen and almost never heard, except when they are called upon to help their kids with homework, staff field trips, run bake sales to fund school budgets, and be the scapegoats for the failures of teaching, curricula, and leadership.
Focused on every aspect of learning, teaching and leadership, school reform has referred to testing, curriculum, management, behavior, attitudes, structures, methods, outcomes, buildings, and most of all, the political motivations of schooling.
School reform can mean changing the climate of schools, the delivery of curriculum, the assessment of students and any other component of learning, teaching and leadership in schools.
Several meta - analyses identified leadership actions associated with improved student achievement, including supporting the development and use of curriculum, instruction, and assessments; building a shared culture of achievement; establishing goals and expectations; resourcing strategically; planning, coordinating, and evaluating teaching and curricula; promoting and participating in teacher learning and development; and cultivating an orderly and supportive environment.»
An ASCD membership grants you access to resources and tools that will help increase your students» achievements and strengthen your practice; and as a member, you stay up - to - date with the latest information about best practices in teaching, curriculum, classroom management, and school leadership.
These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.
She has taught undergraduate and graduate courses at several universities in curriculum, leadership and supervision.
Jillian Davidson has ten years of educational experience which include teaching both middle and high school and leadership positions with School Improvement, Curriculum Council, and the District Data Team.
Provide curriculum leadership and support classroom teaching to ensure an aligned and articulated instructional program in the subject area assigned
High quality schooling that provides equal educational opportunities for secondary English language learners (ELLs) must include seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.
The framework presented by Dr. Robledo Montecel and that is provided below outlines seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.
But if the UTLA leadership is dubious of the Common Core budget, some union members are dubious of the survey, which ask teachers about their familiarity and comfort with the Common Core curriculum, including how much «professional development» they have received and whether they feel prepared to teach it.
New models of 21st century teaching and leadership and ways to modernize curriculum, instruction, and assessment.
Most of these schools have developed SEL leadership structures and a clear vision and purpose, and are using a curriculum to teach SEL skills.
In addition to the traditional master's degrees in Teaching and Education, which include emphases in Special Education and Early Childhood Education, Biola's M.S. in Curriculum, Instruction, & Publication offers an excellent path to pursue more administrative leadership roles in the early childhood education arena that may involve applying for much - needed grants and funding packages for young teachers and students.
High - quality implementation of standards - based reform requires the following: specificity in stating the content goals of teaching and learning; consistency / alignment among the policies and practices put in place to pursue those goals (e.g. content standards, student achievement tests, performance standards, curriculum materials, professional development, accountability); authority / legitimacy to those charged with implementation; power through rewards and sanctions; and stability — when policies, practices, and leadership are in a state of flux, it is difficult to take each new thing that comes along seriously.
«This new military academy is a perfect example — offering a program that teaches leadership and discipline while preparing kids for college through an enhanced math and science curriculum.»
What the record shows is that teachers with a better command of the subject they teach, better training in the craft of teaching, more support, better leadership, more opportunity to work together to improve the curriculum and instruction and more opportunities and stronger incentives to get better and better at the work can do a much better job than teachers for whom these things are not true.
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.
The dean will provide instructional and administrative leadership to the teaching staff, oversee the implementation of the curriculum, coordinate assessments, and monitor students» academic performance.