Sentences with phrase «through system leadership»

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In 2008, the institution's leadership team learned through the results of the first Hospital Consumer Assessment of Healthcare Providers Systems (HCAHPS) that patients» perception of their experience at the clinic was well below average in virtually every individual measure.

«It means reversing this long time economic model, where the state will profit through the economic system at the expense of the consumers and household, and one of the things that the new leadership is intent on doing in order to create consumption is to empower consumers, so they spend more and stop empowering state organizations which are fuelling the overcapacity and the massive debt bubble».

Through the deployment of the proprietary Value Forward ® method and working collaboratively with executive leadership teams, we increase revenue, improve value communication, accelerate marketing operational performance and help build measurable success systems.

The Caesars system of properties is focused on building loyalty and value with its guests through a unique combination of great service, excellent products, unsurpassed distribution, operational excellence, and technology leadership.

They reported the results of their outreach work through a comprehensive grassroots data collection system, in turn giving the leadership priceless data about how the campaign was playing out at a neighborhood level.

«Through the Governor's leadership, we have secured this commitment from Taconic plastics to install a carbon filtration system that would provide clean drinking water to residents in Petersburgh,» said Acting DEC Commissioner Basil Seggos.

«The safety and health of the residents of Owasco is our utmost priority and through the governor's leadership, we now have the support needed to complete studies that will pinpoint the best treatment plan and upgrade our water systems as soon as possible,» said Owasco Supervisor Edward Wagner.

Under Governor Cuomo's leadership, New York State has taken bold action to modernize its energy system through the Reforming the Energy Vision (REV).

Absence of leadership from the administration on this issue, once again, has the city; s homeless policies shaped more by the court system rather than through collaboration and partnership with stakeholders,» Palma said.

Contrary to current beliefs viewing gang structure as hierarchical and clan recruiting processes as rigorous, Red Gang members described their gang structure as a loose social network into which individuals drifted through friendships with current associates; similarly, gang leadership was said to be the result of personal dexterity — individuals ascended to command status because of their personal traits — rather than the outcome of a selective system imposed from above.

Indianapolis, IN About Blog Our mission is to help individuals, couples, and families build harmonious relationships through the development of mature leadership within themselves and the communities and larger systems where they live, play, worship and work!

And that, as a result, if there is to be any hope of meaningful progress in Hollywood as a result of #MeToo's revelations, such progress will have to come not merely through the ad - hoc punishment of abusive behavior, but also through a wholesale transformation of the Hollywood system, both at its foundations and in its echelons: more women and people of color in positions of leadership.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

First, through «mayoral control,» a city's elected executive displaces the school board, choosing the superintendent and providing system leadership.

This study explores the development of holistic school leadership, an approach where principals lead schools through the systems thinking concept and procedures, over principals» different career stages.

His leadership in the revitalization of the Chicago school system gave credibility to the idea that one need not have progressed through the school bureaucracy in order to be an effective superintendent.

Through engaging examples and accessible language, this book provides a focused system of self - disciplines for developing PLC leadership.

We support policies and practices to elevate and honor the profession through robust recruitment and selection, preparation grounded in evidence and practice, effective systems of professional growth, compensation adequate to attract and retain strong educators, and finally, career pathways that provide opportunity for leadership and broader impact.

What to watch: Various stakeholder groups in Oklahoma expressed a desire to use federal funds on policy changes to elevate the teaching profession through recruitment; residency and mentoring; differentiated pay and other incentives; culturally relevant teaching; teacher leadership opportunities; and improvements to both the evaluation and licensure systems.

She is also passionate about cultivating teacher leadership through effective school structures and systems.

Designed specifically for system and building administrators, iInspire is an interactive workshop that was created to help maximize school - wide productivity through powerful educational leadership.

«Our vision and actions at Jason Lee Middle School are driven by teacher leadership, student voice, and community partnerships to help students become respectful, responsible, compassionate, and safe community members through academic and social - emotional support systems within our school,» said Brandt.

Through discussion with a range of stakeholders we've developed guidance and practical support addressing both the school - level cultural and leadership practices needed and the systemic and institutional changes required to enable a truly research - engaged education system.

Any person with business or management experience can make a building run smoothly... however, it should be a major objective of the public school system to set an appropriate example of instruction through leadership.

In 1995 secondary school principals founded the Virginia Foundation for Educational Leadership — a Pre-K through 16 nonprofit leadership learning organization designed to support and broaden the outreach opportunities of VASSP in providing through its own activities, financial, and volunteer support the educational, scientific, and charitable purposes of linking all education levels — preschool, elementary, middle, high school, and higher education — to create a comprehensive seamless system of leadership learning.

When its most effective, school reform infuses students into ongoing, sustainable school reform activities through deliberate opportunities for learning, teaching, and leadership throughout the educational system.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Dr. García is putting in place structures, systems and leaders that will be maintained even through the change of leadership.

Through a variety of initiatives, networks, and projects, Monica works with state education agency officials to strategically center school leadership and continuous improvement at the core of change in educational systems.

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.

In Washington, D.C., a school system that has struggled to recruit and retain good teachers, the Leadership Initiative for Teachers (LIFT) provides a five - step career ladder that includes recognition through compensation and leadership opportunities.

She has expertise in building collaborative partnerships and positive cultures, utilizing a shared leadership approach, creating and implementing a framework - based appraisal system with a focus on professional development and decision - making facilitated through a district - wide joint committee.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

• Establish a support system to assist women entering, advancing or established in education leadership positions • Provide opportunities to develop and deepen leadership skills through women's leadership forums, conferences, networking and professional communication • Encourage women to apply for and expect leadership positions for which they are qualified • Provide women the opportunity to share experiences that build a network for on - going professional growth and development • Establish a coaching and mentoring system to support and encourage women in education leadership roles • Reward and recognize exemplary women in education leadership roles

This would include novice teacher support through residency and induction programs, professional learning and growth systems that lead to Board certification and teacher leadership opportunities that spread the expertise of accomplished teachers.

Through direct instruction, students build their knowledge of education, learning, teaching, leadership, student voice, the education system at large, school improvement, and Meaningful Student Involvement.

The Academy will introduce concepts of leadership development tailored to state early education administrators designed to build SEA leadership and management capacity to advance state agency visions for early childhood education and partner with state leaders and organizations to build a more unified, equitable, and efficient state birth through third grade early childhood system.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching students.

Middle School, promising to shepherd the school system he took over in 2014 through a transitional period and work with City Hall's new leadership to do so.

RPS Superintendent Dana Bedden delivered his third State of the Schools address Tuesday night, promising to shepherd the school system he took over in 2014 through a transition period and work with City Hall's new leadership to do so.

Another 300 teachers joined the TLI in 2014.55 All participating teachers learn skills associated with three kinds of leadership: instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy leadership, or how teacher leaders can influence policymakers at local, state, and national levels; and association leadership, or how teacher leaders can advance the goals of their local and national unions.56 When they return to their districts, these teacher leaders work to address leadership challenges that they identified through their training.

As A Nation at Risk in the US stated 35 years ago: «It is our conviction that the essential raw materials needed to reform our educational system are waiting to be mobilized through effective leadership.»

Through its research, KIPP identified four vital behaviors it believes successful school leaders possess: They distribute leadership responsibilities to others; they're savvy goal - setters; they lean on support systems both inside and outside the school; and they make time to rest and recharge.

Top - performing systems in the study drive the state, provincial or national agenda for school improvement through their system of leadership development.

Cohen said, «Given the numerous issues that continue to interfere with a successful educator evaluation system, teachers — together through CEA — feel it is important to act and take a leadership role in proposing new evaluation guidelines.»

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

Cross-boundary leadership is a philosophy that acknowledges that children, youth, and communities are served through multiple, independent systems and that leaders must forge partnerships with each other across systems to improve outcomes for everyone.

Funded through a three - year $ 10.9 million Supporting Effective Educator Development (SEED) Grant from the U.S. Department of Education, the initiative is based on NISL's years of research on the leadership development strategies and structures in the world's best education systems and organizations.