Sentences with phrase «when teachers and school leaders»

When teachers and school leaders expect less from students because of their racial background or their «tough home life,» their beliefs lead to behavior that conforms to those expectations.

Several researchers have found the positive effect it can have on students when teachers and school leaders reflect on their own racial and cultural identity.

We also have to acknowledge a proportion of the time when schools are on vacation are times when teachers and school leaders work — to some extent it is «non-contact time» — be that lesson preparation or performing management tasks.

What happens when teachers and school leaders believe in students?

When teachers and school leaders can collaborate on curricula, instructional practice and assessments, it leads to better outcomes.

Not exact matches

«When teachers in the school got no relief the UFT and community leaders protested on the steps of Tweed.

In a letter sent Monday to Gov. Andrew Cuomo and legislative leaders, the New York State Educational Conference Board — a group of seven organizations including the New York State School Boards Association and New York State United Teachers — asked state officials to clarify what aid estimates schools should use when they are developing their own budgets for the upcoming fiscal year.

When he officially took the helm as leader of the city school system he certainly inherited a number of challenges: poor graduation rates, gaps in special education services, burned bridges between his predecessor, Jean Claude Brizard, and the teachers union and the school board, among a host of others things.

Teacher union leaders, school administrators and state officials harmonized last week over a proposed teacher evaluation system.But Tuesday when Gov.Dannel P. Malloyannounced plans to reduce red tape and to «empower local school districts» — steps Teacher union leaders, school administrators and state officials harmonized last week over a proposed teacher evaluation system.But Tuesday when Gov.Dannel P. Malloyannounced plans to reduce red tape and to «empower local school districts» — steps teacher evaluation system.But Tuesday when Gov.Dannel P. Malloyannounced plans to reduce red tape and to «empower local school districts» — steps that...

«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.

Hope Scott, the parent association leader at P.S. 123, in Harlem, said she could not forget a summer day in 2008, when she saw desks and teachers» property thrown in the hallway as a Success Academy school was «moving in.»

Moreover, leadership and learning are important areas when it comes to people's beliefs; political, symbolic and business leaders have a major impact on our lives, as well as the school and university leaders, and — not the least — those who lead the learning that takes place in those organizations: the teachers.

The school community Elsewhere, teachers should look within the wider school community for residential expertise and, when appropriate, for volunteer adults and student leaders.

School leaders, this research is liberating because it suggests that you don't need to take care of everyone; you just need to build teams that can support each other, provide new teachers with coaches and mentors, and establish nets that teachers will fall into when they inevitably fall.

As a school leader, when implementing an educational approach, how do you ensure teachers receive ongoing PD and supervision?

The Report Card, which is presented below, covers four categories of soft skill that most school leaders, teachers, and parents would agree are within the responsibility of schools to monitor and, when necessary, develop: social skills, self - management, academic soft skills, and approaches to learning.

Borrowing a page from the medical school world, educators at the Ed School are showing teachers and school leaders how to find common ground when it comes to learning and instruschool world, educators at the Ed School are showing teachers and school leaders how to find common ground when it comes to learning and instruSchool are showing teachers and school leaders how to find common ground when it comes to learning and instruschool leaders how to find common ground when it comes to learning and instruction.

School leaders must make sure classroom teachers are using instructional strategies in a way that reaches all students and are taking appropriate steps to improve teacher competence when this goal is not being met.

Following commencement, he worked as a teacher and principal, and cofounded two schools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lschools — including the Mapleton Expeditionary School of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leSchool of the Arts, a redesigned urban high school that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool that made Colorado history when 100 percent of seniors were admitted to 4 - year colleges — and the New Leaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lLeaders for New Schools, a national nonprofit that recruits, prepares, and places outstanding urban school lSchools, a national nonprofit that recruits, prepares, and places outstanding urban school leschool leadersleaders.

Missouri should not have a system that puts our neediest communities at a disadvantage when it comes to recruiting talented teachers and states should not impose a tariff on attracting quality teachers and school leaders.

Unions deserve their share of the blame for making it tough to remove lousy teachers, but the fact that 99 % of teachers are routinely rated as satisfactory can be chalked up almost entirely to school and district leaders failing to do their job when it comes to evaluating personnel (unless you happen to believe we have 3.4 million phenomenal teachers).

Schools should seize this window of transition — when it is safest for teachers to ask for help (and for instructional leaders to offer it)-- to completely reinvent the teacher evaluation process.

An EI - savvy school leader knows when a teacher has done a great job on a project, and makes an effort to acknowledge it.

And CBP hasn't yet figured out how to measure its impact — how to calculate the board's role, separate from the teachers» or school leader's, when reading scores rise.

When decision making about resources, chiefly personnel, is decentralized to the school level, the principal and other site - based leaders can further their improvement efforts by hiring teachers and staff with qualifications that match the school's needs.

The ambitious plan in some ways signals the progress made by the state - run district since last year, when school leaders struggled to provide the most basic services — enough teachers, orderly classrooms, clean restrooms, and hot lunches — in the storm - ravaged city.

When there is clarity in the goals and good feedback from the different actors - including industry, school leaders and teachers - it is more likely that over a 5 -10-year period, we would be able to identify and create the conditions that support the most effective uses of ICT in schools.

One of these experiences was when all the Digital Leaders and I spent a day teaching all the teachers at school about Google Apps for education.

«Our research suggests that many senior and middle leaders have a long way to go in terms of setting goals and solving the problems that frequently occur in implementing any strategy,» Bendikson tells RD. «School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.»

Public school systems across the country have been re-thinking how they describe instructional excellence and let teachers know when they've achieved it,» said Tom Kane, Professor of Education and Economics at Harvard's Graduate School of Education and leader of the MET prschool systems across the country have been re-thinking how they describe instructional excellence and let teachers know when they've achieved it,» said Tom Kane, Professor of Education and Economics at Harvard's Graduate School of Education and leader of the MET prSchool of Education and leader of the MET project.

When I started connecting with other teachers (like John Spencer) we saw that this framework was shared but hard to explain to other K - 12 teachers and school leaders.

Education data systems only work when they provide information that students, parents, teachers, school leaders, and trusted school partners need to support student success.

The advantage that we now have as experienced, tenured teachers is that we can and should speak up when our school leaders make unwise decisions.

When asked by teachers and school leaders «What does impact mean?»

That's much of the genius behind charter schools, which, when state laws get it right, allow school leaders true autonomy and allow teachers to choose schools that align with their personal philosophies.

The real innovation behind Summit Public Schools» work is that it appears its teachers and leaders are beginning to identify, in this new context, what role to play when and for which students.

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

Scheduled for Success: Frank Zaremba of Barnette Elementary in Charlotte - Mecklenburg Schools writes: «When I became a multi-classroom leader for the exceptional children's (EC's) team, I expected to be able to use my 15 years of experience as an EC teacher and dean of students to coach teachers, especially special education teachers, and help them grow.

Though we have little doubt that teachers, principals, and school leaders in district schools genuinely desire to enact the types of reforms that will benefit students, the traditional incentive structures that have long dominated K — 12 education stifle bold action when and where it is needed.

Tension also surfaced when school or district leaders called for data - informed decisions to be made in areas where those decisions had traditionally been made by teachers on the basis of their individual and collective expertise.

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

Because October is when charter school teachers, leaders and supporters from across the state make this their conference by submitting proposals to present and Hart Vision / Sue Bragato Scholarship nominations to the CCSA conference team.

School leaders should create a broad - based site council — composed of administrators, teachers, support staff members, parents, community members, and students when appropriate — that is responsible for overseeing school improvement efSchool leaders should create a broad - based site council — composed of administrators, teachers, support staff members, parents, community members, and students when appropriate — that is responsible for overseeing school improvement efschool improvement efforts.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

In seeking funding for initial or ongoing costs, schools might consider calculating and sharing the savings in other costs — such as preventing costly, unwanted staff turnover — and productivity gains when teacher - leader roles lead to better staff retention and stronger outcomes for more students.

When schools were «stigmatised» by bad Ofsted reports, recruiting staff and pupils became more difficult and schools could be «trapped in cycles of underperformance», said Mr Barton, leader of the ASCL head teachers» union.

They also come at a time when new policy developments are shaping the future of the field once known as vocational training, including a series of reports from the U.S. Department of Education, the Council of Chief State School Officers, the American Institutes of Research's Center on Great Teachers and Leaders, Achieve and others that underscore the critical importance of teacher quality within CTE.

Meanwhile DeVos» lack of soft skills required of any political officeholder — along with her failure to hire a strong communications team who can help her prepare for public events — was also on full display last week when she criticized teachers and American public education for not being innovative during a speech before innovation - minded teachers and school leaders at SXSW's annual education conference.

Rather, the information will be used to more precisely communicate the work of schools and to allow district and school leaders to better allocate energy and resources toward improvement, support teachers to advocate for the working conditions and resources they need to do their work well, and empower parents to make informed choices when selecting schools for their children.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41