Sentences with phrase «with principal supervisors»

We can not even begin to work with principal supervisors regarding how to support and develop principals until they clarify the most important practices for principals (Fink & Silverman, 2014).

With principal supervisors working smarter, your principals will be better able to focus on the task at hand: improving student achievement.

Our staff can also work side - by - side with principal supervisors and other central office staff to build their instructional capacity, including how to design relevant professional development for school leaders and how to effectively facilitate adult learning.

In our wide array of work with principal supervisors, I have seen this many times.

Our work with principal supervisors is grounded in the Model Principal Supervisor Professional Standards released by the Council of Chief State School Officers.

Not exact matches

«We've come up with a nice Grab - n - Go cart roll - out guide for our principals, our nutrition service managers, and our other supervisors to follow.»

I probably would check with my immediate supervisor first... which actually brings up another interesting aspect of working in the food service department... as the head cook in an individual building, I answer mostly to the food service director, but also answer to the building principal as well.

However, if this happens in circumstances that your principal can control, and if you have a positive relationship with your supervisor, initiate a professional conversation, with real data, about how often this happens and the impact it creates.

However, the strengths - based approach allows supervisors, principals, and others tasked with training new teachers to approach the endeavor from focusing on what works, and use that as a bridge for what's not working so well.

Through a partnership with the University of Colorado Boulder and Northwestern University, this project studies how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.

Principal supervisors join with their teams of principals to participate in a unique, yearlong opportunity to learn from expert supervisors and receive targeted feedback on their work managing principals across networks of schools in this program.

Most recently, she spearheaded the development of the New Jersey Leadership Academy with the NJASA, in which cohorts of superintendents, assistant superintendents, principals, assistant principals, supervisors, and directors collaborate for a yearlong experience of quality, sustained professional learning.

As national leadership development strategist for NYCLA, Gutierrez works to build leadership capacity with current and aspiring principal supervisors in 12 states across the U.S.. Also a national leadership development strategist, Polo - McKenna splits her time between coaching school leaders and leadership teams nationally and working on the federal i3 grant - funded Teaming Model project, which pairs aspiring principals and assistant principals and places them as teams in struggling New York schools.

District leaders may communicate this through printed or electronic messages or with principals and principal supervisors in their meetings.

By working with central office teams that include finance, human resources, academics, professional development, principals, and principal supervisors, the Bush Institute will help districts make system level changes.

Implement a system of multiple observations by trained supervisors to provide principals with meaningful feedback.

In this 90 - minute, data - driven event, the school principal, assistant principals and instructional supervisors review the school's data with us and discuss how it relates to their School Improvement Plan.

Final tailoring of actionable goals to meet the needs of specific school contexts will be completed by each current or aspiring school leader in consultation with his / her building principal or direct supervisor.

Everything ultimately starts at the top with school leadership which includes the superintendent, assistant superintendents, principals, assistant principals, and directors / supervisors.

Shifting the focus of the principal supervisor job from overseeing compliance with regulations to helping principals succeed as «instructional leaders.»

ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization with 160,000 members in 148 countries, including professional educators from all levels and subject areas ---- superintendents, supervisors, principals, teachers, professors of education, and school board members.

Linda explains why principals and administrators should provide new teachers with mentors who are not also their supervisors.

One academy participant summed up her most important take - away from the academy so far: «The joint work of supervisors and principals with a focused through - line to students is the key outcome for this work,» she said.

The problem with this is that principal supervisors don't have the time to manage all schools in their portfolio, and the takeover strategy fails to build capacity of the actual principal leading the school.

For most principal supervisors this is truly new work, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

Principal supervisors working collaboratively with principals must target specific changes in principals» practice and develop and implement plans to help principals grow in their practice.

Even though principal supervisors are often designated as central office staff, their work with principals must begin by understanding the problems of student learning that schools are addressing.

Principal supervisors must work collaboratively with areas such as academics, human resources, assessment, professional development and others to help ensure alignment and coherence in the delivery of central office services and support to schools.

One main focus will be on building the skills needed by principal supervisors to develop instructional leadership expertise in the principals with whom they work.

Principal should be asking teachers about SECD lesson activities in the course of their supervision, checking in with bus drivers and playground supervisors on a regular basis to see how the process is working for them (people rarely ask these folks their opinions — and they are often very keenly aware of what is and is not working)

The principal, with input from his principal supervisor, decided to work with the K - 2 ELL students and teacher to prepare them better for what they would experience in fifth grade.

With his Common Core Toolkit for Principals post series, Pennsylvania curriculum supervisor Gerald Aungst offers a monthly digest of the Common Core implementation work happening in his district.

In one district a principal supervisor told me that she now has clarity on how to work with principals to help them implement actions to improve teaching practice and student learning.

It is essential that Principals work with their Superintendent and / or direct supervisor to revisit expectations and confirm protocols for addressing any and all threats, acts of violence, and allegations of abuse and neglect.

Shelby's ILDs met monthly with CEL staff to work through the Center's principal supervisor curriculum and related tools.

To help principals with the complex task of instructional leadership, we have developed a instructional leadership inquiry cycle tool that helps principal supervisors and principals to collaboratively engage in a continuous process of instructional improvement and analysis.

After presenting this to the principal supervisor or colleagues, the team can decide whether or not to continue with the current cycle or begin anew.

Using this evidence can be the foundation for principal supervisors» work with individual principals and groups of principals.

Case in point: We are currently partnering with the Broward County Public Schools in Florida in training six principal supervisor interns who will be ready to fill vacancies and / or help reduce the future span of control of principal supervisors.

In practice, reducing the span of control often creates its own problem: hiring enough highly qualified principal supervisors with a proven ability — or at least clear potential — to help principals improve their practice.

I have shared some of the challenges we encounter most often when working with central office leaders trying to implement a principal supervisor role.

Speaking on a panel about principal evaluations organized by the teacher group Educators 4 Excellence this week, Marshall said the city has a structural problem: There are too few supervisors with real authority.

At CEL, we argue that building capacity has to be front and center when principal supervisors work with principals.

A number of school systems are complementing — not minimizing — the principal supervisor role with adult learning best practices that include principals self - assessing to determine their own learning needs, engaging in cycles of inquiry, and working in professional learning communities with their peers.

In partnership with the University of Washington's Center for Educational Leadership, AASA has launched the first national principal supervisor endorsement program.

In a number of districts, principal supervisors now have blocks of days when they can be in the field with principals.

The grants are designed to encourage school districts to rearrange responsibilities so that others in the central office assume some of the compliance duties and supervisors have more time to spend with fewer principals.

The grants will allow school districts to restructure workloads so that supervisors have fewer principals to manage, more time to spend in schools and more ability to focus on mentoring and solving problems with their principals, said Jody Spiro, director of education leadership at Wallace.

Now entering its seventh year as an independent institution, Relay starts the school year with nearly 3,000 current and aspiring teachers and more than 430 principals and principal supervisors.

Practice learning walks that enable principal supervisors to engage in conversations about teaching and learning with principals.