Sentences with phrase «what school autonomy»

We need clarity on what school autonomy really means, what evidence we have to support it (or not), and what we need to know.

Not exact matches

Festivals, musical forms, and other features of folk culture are not denounced as antiquated features of authoritarianism that seek to destroy autonomy, which seems to be what the Frankfurt School thought about folk culture.

Our elementary schools have a great amount of autonomy, so each principal decides what kind of breakfast they will have at their school.

Here in Houston, schools are sent their food by a huge central kitchen and principals have very little autonomy in terms of what is sent.

What a securely attached child - OR ADULT - looks like: competent, self - confident, resilient, cheerful much of the time, anticipating people's needs (not from a co-dependent place), empathic, humorous, playful, tries harder in the face of adversity; not vulnerable to approach by strangers because won't go to strangers (as adult, out - going without being foolhardy), good self - esteem, achieving, able to use all mental, physical, emotional resources fully, responsive, affectionate, able to make deep commitments as appropriate, able to be self - disclosing as appropriate, able to be available emotionally as appropriate, able to interact well with others at school and in jobs / careers, likely to be more physically healthy throughout life, self - responsible, giving from a «good heart» place of compassion, has true autonomy, no co-dependent self, because of well developed internal modulation system, less likely to turn to external «devices» (addictions) to modulate affect

The obvious solution is to build nutrition and sustainability into food contracts, give principals more autonomy to make smart decisions, and extend the school day so that our fine, fine teachers have enough time to give our kids what they need.

On topic question topics included the mayor's proposed $ 20 million allocation for arts programs and whether this is all new spending, whether it's typical for elementary schools to have arts teachers, the mayor's proposed $ 4.4 billion capital spending to address classroom overcrowding, how many new classroom seats that spending would produce and where they would be located, whether all trailers used by schools would be eliminated, the definition of «problematic behavior» used in dealing with the Absent Teacher Reserve, what the state funding to be used for middle school after school programs would have otherwise been used for and DoE support for schools that will participate in the program providing increased school autonomy.

«It is unfortunate that DOE is trying to stifle the autonomy of charter schools when their time would be better spent on evaluating what great teachers and leaders in the very best charter schools, traditional district schools and nonprofit providers are doing to make pre-kindergarten an investment that pays off in increased student achievement,» Merriman said.

Mandating the state test is certainly a greater infringement on private school autonomy — essentially dictating what is taught when and how — but the NNR tests are not cost - free.

PISA examines the relationships with low performance, what makes schools successful, including autonomy and accountability, and teacher - student collaboration.

Certainly, the freedom that results from the autonomy to define the ways in which the school operates, how long the school day will be, what the behavior and personnel policies will be, and how the school allocates staff to students in the presence of content are critical elements.

Katie Harrison would like to see schools becoming more autonomous: «We need to improve school autonomy by allowing teachers much greater freedom with what and how they teach, with less scrutiny.»

Speaking at the Freedom and Autonomy for Schools National Association autumn conference in London, he said: «At root, it is not autonomy that really matters, it is what autonomy allows you to do differently thatAutonomy for Schools National Association autumn conference in London, he said: «At root, it is not autonomy that really matters, it is what autonomy allows you to do differently thatautonomy that really matters, it is what autonomy allows you to do differently thatautonomy allows you to do differently that counts.

School stakeholders need to know their accountabilities and autonomies, and what they get to decide.

Well, what we've found from research and detailed studies of schools that are using this additional autonomy is that just giving schools more authority may make no difference at all if schools don't have a capacity to make good decisions in the interests of their students.

So, knowing what makes a difference in terms of how students learn is probably the most important building block when schools exercise professional autonomy.

This reform track offered what Lamar Alexander called a «horse trade»: more autonomy for schools in return for stronger academic results.

What do schools do when they exercise this professional autonomy?

As an educator, what are some of the things that block professional autonomy in your school?

But few have gone as far as Indianapolis, where the district is now authorizing what it calls innovation network schools: districts schools that are run by outside contractors, with their own independent boards and full charter - style autonomy.

He responded that it was the autonomy that he had given schools to create their own visions for what they wanted to achieve and how they would go about delivering something specific and owned by the school.

To the extent they're talking about charter schools, they're not wedded to the full mission of what a charter school is — which is to give complete autonomy to a principal to hire the best teachers and fire those who are not performing well.

A further 10 per cent said they didn't know what effect the autonomy of academy schools had in the classroom, according to a poll of 143 academy leaders carried out by the National Foundation for Educational Research.

The government is giving schools autonomy in this area and it is for schools to decide what to spend the pupil premium money on.

While the Mayor's most recent predecessor Mike Bloomberg, with Chancellor Joel Klein, used a two - pronged strategy, approaching reform both from within the system (doubling down on accountability and giving principals more autonomy) and from without (rapidly expanding school choice through charter schools), de Blasio and his Chancellor Carmen Fariña, who share what Alexander Nazaryan calls an «out - sized antipathy» towards charters, are betting the whole ball of wax on an inside job.

We asked about oversight practices, what they do when problems in service delivery are uncovered, their perspectives on charter school enrollment proportionality and school autonomy, and more.

So the school has some autonomy to figure out how to hit their markers, and we are trying to figure out what the trends are that can support the most number of people,» said Alliance Chief Development and Communications Officer Catherine Suitor.

One of the signature challenges of leadership in schools is trying to create that coherence especially in schools that have been around for a long time with a really strong tradition of what we might call radical teacher autonomy: letting every teacher go to their own classroom, go to their own space, and teach and improve however they want.

What we are doing is stating sound principles that are aligned with and underscore the responsibilities we have (or should have) agreed to take on in exchange for public dollars and the autonomy that we have (or should have) to innovate in our schools and create the kind of learning environments that families aspire to for their children and educators aspire to for their careers.

Wright: This is an interesting question, because I have felt — working in a very progressive district — that we have the autonomy to make so many decisions on what's the best approach to move instruction forward at our individual schools.

And, at the heart of this autonomy is our freedom to describe to our school leaders and their freedom to describe to their teaching staff what success for our school looks like.

In this last group — which includes most schools in the district — the goal is for educators to gain «more autonomy in exchange for accountability» in what they want to use to accelerate student achievement.

We don't want to see that in the private sector, so what a lot of states have done is impose nationally norm - referenced tests, again, giving schools more autonomy and flexibility while at the same time providing parents with information to help them make informed choices for their children.

In terms of learning what works in education, our experience suggests that providing schools and teachers with lots of autonomy but at the same time controlling the outcomes through standardized national exams is a good strategy.

All - white charters in the suburbs are presumptively the case study for what's wrong with giving schools more autonomy.

But now that DPS» decentralization is the talk of the town, I'm curious what autonomy will mean for schools» funding.

Some DPS board members have expressed concern about principal leadership at innovation schools, fearing what happens when a leader given so much more autonomy exits a school.

What is most disappointing is the absence of serious dialogue and debate on the merits of school autonomy.

Secretary DeVos is right when she says that American state schools appear to have grown accustomed to being in receive mode, waiting for orders from on high as to what they are to do next; while independent schools continue to enjoy their autonomy and capacity for innovation, which was once a rationale for the charter sector as well, but that sector has lost its vitality since philanthropists suborned leading educational entrepreneurs into specializing in test prep, so impatient did they become to see the effects of their spending reflected in national test score reports, an improvement that has not been forthcoming.

Education minister Christopher Pyne makes «school autonomy» sound great, but what are the benefits for students?

On the agenda are fifteen high - impact breakout and training sessions ranging from: What Autonomy Can Look Like at Your School, Finding the Right School Leader, Developing a Mission - Aligned Staff, to a CCRPI Primer for Charter Schools

What is meant by «teacher autonomy» and the areas of authority teachers can collectively secure, such as selecting a learning program that works best for students at the school, selecting colleagues, and setting school budgets.

How K - 12 teachers make arrangements with states, school districts, unions, and others to secure autonomy to control what matters for school success.

Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge answer the question: What would teachers do if they had the autonomy to collectively — with their colleagues — make decisions influencing school success?

The question is how much autonomy the District schools have in saying what their school needs.

In Trusting Teachers with School Success: What Happens When Teachers Call the Shots, Kim Farris - Berg, Edward J. Dirkswager, and Amy Junge found that when teachers have collective autonomy to design and run schools, they make decisions that emulate the nine cultural characteristics of high - performing organizations.

Supporting assessment autonomy: How one small school articulated the infrastructure needed to own and use student data (by Karen Hunter Quartz, Jarod Kawasaki, Daniel Sotelo, and Kimberly Merino) reports the results of 18 months of integrated problem - solving research on one teacher - powered school's effort to create a K - 12 system of student assessment data to capture the school's vision of what students should know and be able to do.

In detailed language, it forbids the local board to interfere with charter schools» autonomy on decisions like whom to hire, what to teach, how to spend their money and how long to make the school day.

This issue brief, written for the National Alliance for Public Charter Schools, explores the ways that next generation learning models use time, talent, and technology, the autonomies they require, and how the autonomies in the public charter movement can align with what next generation models need to be successful.

What is needed now in our schools across the nation is a return to allowing teachers the freedom and autonomy to be the sole determiners of student progress.