Sentences with phrase «train district leadership teams»

Universities could put together their own leadership teams and use our curriculum to train district leadership teams themselves, providing more local support than we ever could.

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

Not exact matches

In between there's time spent recruiting, training, team building and doing all that a Starbucks district manager does, along with helping her children with school work and her own coursework (she's studying organizational leadership through the Starbucks College Achievement Plan).

We also offer a consortium for school leadership teams across a state, region, or district and Training - of - Trainer sessions for staff developers wishing to become certified providers.

The executive leadership training programs will provide an opportunity for participating state and district teams to work more collaboratively in such areas as leading change and team development, leadership for instructional improvement, methods to accelerate leader performance, addressing stakeholder engagement around critical state and local issues, and sustaining improvements in school and student achievement.

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

The Franklin school district has been working to build a positive elementary school climate and culture for years now and educational training for the leadership team is one more pillar of that effort.

At the least, districts have a responsibility to provide training and support to school staff members to assume new leadership roles.74 Some districts go a step further by allowing some transferring principals to bring in their own leadership teams to smooth the transition and speed school improvement.

The district leadership established and trained district - and school - level data teams, allotted time to engage in collaborative analysis, and made available meaningful data displays driven by essential questions.

These tools have been invaluable in allowing the district's leadership team to launch a series of important improvements in staff training, instructional practices, and expanded preschool and kindergarten programs.

Curriculum design and delivery: Using our standards - based approach to curriculum design, we work alongside our client's core team to develop training that is aligned to relevant leadership standards and addresses the identified district needs.

And a final component to all this is that we need to have leadership within the building or within the district that will dedicate time to support intensive interventions, that will make it a priority that we need successful interventions for all students, and that will allocate resources for the teaming, and for the materials, and for the training.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

Training and Services: The Haberman Educational Foundation has the capacity to train principals, Human Resource officials, the district leadership team, and all levels of stakeholders in the use of the online teacher selection tool that is based on well - researched teacher and administrator selection strategies.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

NISL can quickly transform school and district culture by providing training to entire school leadership teams including teacher leaders, assistant principals and principals, as well as district staff.

District and school leadership teams interested in supporting the development of collaborative teams and deepening the work of existing PLCs or communities of practice should attend this training.

CTAC helped the district involve more than 9,200 parents in school reform, and trained principals, school leadership teams and central administrative staff on organizational assessment, analyzing data, and school - based planning.

She specializes in consulting with districts and schools in the areas of curriculum alignment, differentiated instruction, inclusive education, leadership team development, and training teams to implement RTI.

As a Technical Assistance Provider for the NCRTI, she has provided trainings and professional development opportunities to a number of state, district, and school leadership teams in a number of states on topics pertaining to response to intervention (RTI).