Sentences with phrase «training effective school principals»

Not exact matches

These yardsticks can elucidate what makes effective principals — including the characteristics and training they bring to the profession and the organization of their schools.

As it compiles information on «effective» leader and teacher practices from its third cohort of low - income schools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - frschools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - frSchools principal - training program is pushing to make the resulting resources more user - friendly.

How are states regulating principal - preparation programs, what does ESSA say about training school leadership, and how do «niche» principal - training programs aim to train more - effective school leaders?

To this end, every class must have an effective teacher and every school an effective principal, and teachers and principals should be given the necessary training and resources to be effective.

And so the question is: are school districts properly recruiting, training, and retaining effective principals?

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

She founded and was principal of a school for children with special needs in Singapore, and later founded and served as Executive Director of Live and Learn, the largest educational consulting firm in Singapore, an organization dedicated to training and supporting teachers to provide effective inclusion services.

We have an exceptional record of preparing highly effective elementary and secondary teachers, school counselors, effective elementary and secondary teachers, school counselors, principals, superintendents, and specialists working in training and organizational development in the corporate and nonprofit sectors.

«We have now selected exemplary urban districts that are well on their way to putting in place the training and support necessary to have enough effective principals for all of their schools.

We have provided comprehensive consulting and support to nonprofit Innovative Schools Development Corporation to implement a program to recruit and train highly effective principals for the state's lowest performing sSchools Development Corporation to implement a program to recruit and train highly effective principals for the state's lowest performing schoolsschools.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity toSchools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity toschools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

She led the development of the Leadership Institute, training school principals to become highly effective instructional leaders.

No matter the training program, the goal remains to create effective, results - oriented principals to run schools and superintendents to lead districts.

Improving school leadership at scale is impossible without effective training for existing principals as well — and the benefits reverberate throughout school systems:

For example, the clips could be used by principal training programs and universities as a classroom discussion tool; by principal mentors or staff developers to generate discussion about strategies to improve teacher performance and student outcomes; and by superintendents to develop school improvement plans or to model effective practice as instructional leaders.

The work will capitalize on the greatest asset within Grand Rapids» urban schools — highly effective teachers — by training up to 300 teacher leaders along with their principals and district administrators.

Moreover, we appreciate the many ways the regulations highlight priority actions and conditions necessary for school leaders to be most effective — such as elevating the importance of hiring turnaround leaders who are trained for or have a record of success in low - performing schools and providing principals with balanced autonomy to transform underperforming schools.

With support from PSP, TNTP is also in the second year of running PhillyPLUS, a principal fellowship that this year is training 32 Philly educators from public, charter and Catholic schools to be effective school leaders.

Through a collaborative effort between the Ontario Principals» Council (OPC), Catholic Principals» Council of Ontario (CPCO), and Association des directions et directions adjointes des écoles franco - ontariennes (ADFO), I was asked to join the Student Voice Modules Project team in order to develop training modules for school leaders to highlight effective student - teacher collaborative practices.

To fully realize such benefits of social - emotional learning, however, schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approaches.

To fully realize such benefits of social - emotional learning... schools should invest in evidence - based programming and engage every staff member who interacts with children — from teachers to principals to recess monitors — with training on how to model and reinforce effective prosocial approaches.