Across the country, you can lead high - impact
work in education leadership.
Not exact matches
When you
work in education in Western Australia, do you feel like our
leadership in that area is strong?
Rep. Ann Wagner, R - Mo., who sponsored the Retail Investor Protection Act, bipartisan legislation passed
in the House that would require the Securities and Exchange Commission, not DOL, to take the lead on crafting a fiduciary rule, said Wednesday that she was «
working closely with House
leadership and members of the
Education and Workforce Committee on using the Congressional Review Act to stop [DOL's] ill - advised rule.»
NCFA Canada provides
education, research,
leadership, support and networking opportunities to over 950 + members and
works closely with industry, government, academia, community and eco-system partners and affiliates to create a strong and vibrant crowdfunding industry
in Canada.
Vista and its
leadership, through their contributions to the organizations and foundations with which we
work, are committed to strengthening our communities by investing
in job training and opportunity, access to
education, supporting the arts and culture, and protecting our health and environment.
NCFA Canada provides
education, research,
leadership, support, and networking opportunities to over 1600 + members and
works closely with industry, government, academia, community and eco-system partners and affiliates to create a vibrant and innovative online financing industry
in Canada.
Work with the Christian
Education Committee in developing a parent and family - life education program, teacher and leadership training w
Education Committee
in developing a parent and family - life
education program, teacher and leadership training w
education program, teacher and
leadership training workshops.
It is these efforts
in public
education, communication and mobilization that make Bono's
work an intriguing case of celebrity
leadership.
Finally, the answers made to these two types of questions will interconnect
in complex ways with answers made to the question of how the school as community is related to church communities: Is the school itself an ordered Christian congregation; is it an expanded version of the academic aspect of the
work of ministerial
leadership in a settled congregation; is it an agency for the extension
education of practicing clergy?
Other CIA initiatives have further enhanced the college's position of
leadership on these vital issues, including Healthy Kitchens, Healthy Lives ®, a continuing medical
education (CME) conference co-presented by the CIA and the T.H. Chan Harvard School of Public Health; and Menus of Change ®, a ground - breaking
leadership initiative launched
in 2012 by the CIA
in collaboration with select partners who are
working to create a long - term, practical vision for the integration of optimal nutrition and public health, environmental stewardship and restoration, and social responsibility concerns within the foodservice sector and beyond.
Wanda has
worked in the field of
education and training for over 25 years, with extensive experience
in personality type and its application, team - building, communication, success coaching, career development, human relations, conflict management and peacemaking, management training,
leadership development, group facilitation,... Read more >>
A private, non-profit organization founded
in 1958, NASBE
works to strengthen state
leadership in educational policymaking, promote excellence
in the
education of all students, advocate equality of access to educational opportunity, and assure continued citizen support for public
education.
Wanda has
worked in the field of
education and training for over 25 years, with extensive experience
in personality type and its application, team - building, communication, success coaching, career development, human relations, conflict management and peacemaking, management training,
leadership development, group facilitation, organizational development and multicultural awareness.
We have an exciting roster of courses and workshops
in store for you this summer on a variety of Waldorf - related topics, offering professional development and continuing
education opportunities for those already
working in Waldorf
education and
leadership, and introductory experiences for those interested
in learning about Waldorf
education, contemplating a Waldorf career, or simply seeking personal enrichment.
The National Safety Council eliminates preventable deaths at
work,
in homes and communities, and on the road through
leadership, research,
education and advocacy.
As she
works toward her four - year degree
in organizational
leadership, Sherry says that continuing her
education goes beyond the practical applications at her job.
The pedagogical and group psychology skills involved
in leadership and teachership could be developed through formal training but also through conversations and discussions, analysis and evaluation of their own activities together with colleagues who also
work with parent
education groups.
The former Treasury minister and one time Labour
leadership challenger is to examine modern British life including
work, home ownership,
education and inequality
in the tome to be titled «The New Serfdom».
Of the change
in leadership at the Department of
Education, Mulgrew said that he had
worked constructively with Dennis Walcott
in the past, but that ultimately «it doesn't matter who the chancellor is; it's the mayor and his failed policies that matter because the chancellor
works for the administration.»
«The ITU
leadership wishes the NASUWT success
in realising your members» and that of all UK teachers» objectives for fair pay, pensions and
working conditions and for quality public
education that cares for all.
«For some strange reason, even though we reached out to them, the
leadership of the teachers» unions still seem to be resistant to any type of help to the schools even though we
work closely with them on all types of
education reform, and even though
in our mind this is not an «us versus them» scenario,» Dolan said.
There are more than 120 headteachers
working under the national leaders
in education programme, which already seeks to provide «additional
leadership to schools
in difficulty».
President Jones has led an inspiring life from his humble beginnings as a sharecropper's son to his
work as an agronomist seeking to feed the world, to his
work with South African Bishop Desmond Tutu, to his
leadership role
in higher
education.
The Council's Women Initiative said it is
working to do more to support and cultivate potential women
leadership in the field of
education.
NPHD
works to strengthen these organizations by providing services,
education and resources
in financial management, technology, marketing and communications, and
in the development of
leadership, organizations and programs.
The plan, built on municipalities
working together and submitted to the state
in accordance with the Property Tax Freeze Credit Law, was prepared by the Center for Research, Regional
Education and Outreach at SUNY New Paltz under the
leadership of Dr. Gerald Benjamin.
«We are delighted that the Administration has seen fit to keep a distinguished social scientist and public servant
in the top
leadership of the world's premier basic research agency,» says Howard Silver, executive director of the Consortium of Social Science Associations
in Washington, D.C. «We look forward to continuing to
work with her
in ensuring NSF's support for all the sciences
in its research and
education programs.»
Reasons given included a desire for autonomy,
leadership roles, prestige, high salaries,
work variety, and opportunities for one's partner, according to the paper about to be published
in CBE - Life Sciences
Education (LSE) by researchers at the University of North Carolina (UNC), Harvard Law School, and The Jackson Laboratory.
FOCUS on Health &
Leadership for Women (FOCUS) has been an active program at the Perelman School since the 1990s,
working to support the advancement and
leadership of women
in academic medicine and to promote
education and research
in women's health and women's careers.
With more than 18 years of experience
in higher
education leadership and administration, Dr. Combs began his tenure on April 1, and immediately began
working with the full MUIH community to set a bold vision for the University's future.
The Department for
Education will target its programmes to ensure children get the best start
in the early years, to build teaching and
leadership capacity
in schools, to increase access to university, to strengthen technical pathways for young people, and
work with employers to improve young people's access to the right advice and experiences.
«Together, Emmerich, Irvin, and Bertrand bring to our faculty a tremendous amount of experience and expertise
in areas that are absolutely critical to advancing our
work — including international
education policy, school
leadership, and learning design,» Ryan said.
students who intend to pursue managerial
leadership of districts, state
education departments, or policymaking agencies will be able to think more boldly and systematically about their
work in a way that fosters new approaches, thoughtful initiatives, and gives them the ability to engage and manage entrepreneurs
in their
work.
I believe that students
working in the arts are given a rigorous
education for developing a wide range of
leadership skills.
Due to all the hard
work and collaborative energy of teachers, administration, school - based
leadership teams, community partners, students, and families, the Edwards has reached and continues to meet our goals for student achievement and for providing middle school students
in Boston with quality
education in academics and enrichment.
The positive responses came not from the reformers but from the field, mostly from folks who
work in leadership roles
in state
education agencies and local districts.
«It is right at the heart of both our new deal for the
education workforce and our
leadership strategy which we are
in the process of refreshing — and it is more important than ever as we
work to develop a new curriculum for Wales.»
The scheme focuses on extra support to develop
leadership in maths and help schools
work together
in support of higher standards; and supporting teachers, teaching assistant, further
education lecturers and others to develop improved classroom practice.
For the last 13 years Matt has
worked in charity
leadership as a director of local youth and community services, as Operations Director at School Councils UK, a national
education charity specialising
in youth participation and active citizenship
in schools, and more recently leading on the delivery of ThinkForward, the successful Social Impact Bond funded, five year
education - to - employment initiative.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions
work for all by Rebecca Allen, reader
in the economics of
education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the Institute of
Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of
Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London; Reducing within - school variation and the role of middle
leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief
education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer
in science
education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of
education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the University of Manchester and co-director of the Centre for Equity
in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, Kirstin Kerr, lecturer
in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education at the University of Manchester and Chris Wellings, head of programme policy
in Save the Children's UK Programme; After school: Promoting opportunities for all young people
in a locality by Ann Hodgson, professor of
education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education and director of the Learning for London @IOE Research Centre, Institute of
Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
Education, University of London and Ken Spours, professor or
education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University o
education and co-director of the Centre for Post-14 Research and Innovation at the Institute of
Education, University o
Education, University of London.
Since HGSE's
work with higher
education administrators is about to enter its fifth decade, college and university leaders throughout the U.S. and abroad are keenly aware of the expertise the Ed School possesses
in educational
leadership.
The International
Education Policy Program graduate has a rich history of
working in entrepreneurial
leadership roles that promote international educational experiences.
Sergiovanni, for instance, has argued that preparation for school
leadership is unlike that for other
leadership or management roles, declaring that «corporate» models of
leadership can not
work in education and, «We [must] accept the reality that
leadership for the schoolhouse should be different, and... we [need to] begin to invent our own practice.»
«Last week the
education secretary announced a strategy to drive recruitment and boost retention of teachers,
working with the unions and professional bodies, and we've been consulting on how to improve development opportunities for teachers, whether they decide to move into a
leadership role or want to continue teaching
in the classroom.
Prominent thinkers, such as Thomas Sergiovanni
in Leadership for the Schoolhouse, argue that «corporate» models of
leadership can not
work in education.
«As a psychologist whose
work has been primarily
in the areas of human development and
education, I am thrilled that my ideas on intelligence, creativity,
leadership, and changing minds have proved catalytic at the workplace.»
She is an experienced teacher with postgraduate qualifications
in education leadership, and believes that «As a teacher, you
work within a set of rules and guidelines about accessing copyrighted material
in the process of teaching your students.
And as her faculty colleagues know, she has already contributed a great deal to the community through her
work in the planning of the new doctorate
in education leadership (Ed.L.D.).
CEEL is designed to offer
working professionals
in early
education an opportunity to deepen their core knowledge, enhance their skills and add to their
leadership toolkit through a flexible, online, and job - embedded learning experience.
The primary target audience is deliberately broad, including, for example: state - and federal - policymakers;
education leaders; early
education center directors; practitioners serving
in formal or informal
leadership roles; funders and non-profit leaders
working in the early
education sector; faculty and graduate students.