Sentences with phrase «works with district leadership»

OTO works with district leadership teams to customize these experiences to best meet the needs of their staff.

He is responsible for supervising all technology staff, Integration Specialists and Library Media specialists and also works with District leadership team to create a shared vision for using technology in teaching for 7,300 students and 500 staff members.

I worked with my district leadership to create a document that reflected our classroom settings and aligned expectations with our evaluation rubric.

Project RED helps you navigate the path, from working with district leadership on professional learning opportunities to developing effective classroom strategies, to make the most of technology for your students.

He joined the Principal Advisory Council for the opportunity to work with district leadership to improve outcomes for our students.

Work with district leadership and community partners to establish a broad - based coalition of people who believe that providing work - based learning experiences is vital to the engagement of and eventual college, career and community success of all students.

Principals, working with district leadership, assemble an interdisciplinary launch team comprised of highly effective teachers who will implement and champion LDC in their schools.

Not exact matches

In between there's time spent recruiting, training, team building and doing all that a Starbucks district manager does, along with helping her children with school work and her own coursework (she's studying organizational leadership through the Starbucks College Achievement Plan).

School Food Focus has improved the supply chain for healthier school food for nearly a decade, by working collaboratively with school district leadership, school food industry, farmers, producers, distributors, and government partners.

Chaim Deutsch, Council Member - elect, Brooklyn «Today, I join a group of committed public servants to help move our great city forward under the leadership of Councilwoman Melissa Mark - Viverito, who has personally pledged to work with me to benefit my constituents, and the district that I represent.

Middle class families deserve leadership they can trust, leadership that will work with everyone to ensure that the people of this district are heard and represented.

He has boasted about his ability to work with the current Republican leadership, and has been helpful to the conference's efforts to hang onto the majority, from his approval of a majority - gerrymandered district map to his general - election endorsement of a Republican incumbent who had voted for same - sex marriage.

Mr. Jeffries, meanwhile, made a name for himself in Albany with his work on criminal justice and good government issues, and has been backed by most of the political leadership in the district.

He has been mum about who he would support in the event of a leadership battle, saying he's willing to work with whoever «will help the district and New Yorkers most.»

«We worked closely with the sponsors, legislative leadership and the governor's office to ensure that school districts were provided the resources they need to safeguard the health and safety of their students and staff.»

Build Union and Management Partnerships: District leaders — assistant superintendents and senior level directors — meet once a month with union leadership for a three - hour block to establish a productive working relationship and agreed - upon norms of operation.

Inconsistent Transportation: When late buses were impacting our ability to get teachers to their PLC Data Team meetings on Thursdays, our central office and union leadership identified the problem during a no - agenda meeting — the need to change district bus schedules to accommodate all schools — and worked with our transportation provider and building administrators to ensure that we didn't jeopardize this initiative moving forward.

LL: We worked with the leadership team of a California school district serving kids from low - income families.

Through its two years of planning work with the teachers union, the district leadership demonstrated its commitment to the program and to evaluating teachers in a way that was systematic and fair.

The National Institute's curriculum is designed to be delivered over two years, first by our staff to leadership teams from the school districts with which we work and then by the leadership team to its principals.

Work with teachers and staff, the PTA, or district leadership to develop a common message.

Teitel has coached individual superintendents, helped set up ongoing learning networks among superintendents and among principals, and has worked with intact leadership teams to help them support school and district improvement.

In furtherance of his work in educational leadership development, he is founder and president of the Partnership for Deliberate Excellence, LLC, through which he is working with school districts across the United States to improve the quality of public education.

These revamped data systems could both identify districts in need of additional support such as finance and leadership training and superstar districts with leaders who could share what works among their peers.

Because district leadership has remained stable for so long, the staff has been able to work through issues and challenges in a very systematic way, especially with the community.

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

Principals who believe themselves to be working collaboratively toward clear, common goals with district personnel, other principals, and teachers in their schools are more confident in their leadership.

These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).

This unexpected finding suggests that pressure, arising from targets and an emphasis on data use, may backfire in the classroom unless it is balanced with support (in this case, through professional development), so that it works by building a strong collective leadership base in the district.

OLN Chair John Lenssen is a facilitator, trainer, and consultant working primarily with school districts and public organizations on issues of cultural competency, diversity, conflict, civil rights, intercultural communication, leadership, and change.

NLC attendees urged congressional leaders to work with their states and districts to make sure that there is a clear understanding of the law, which encourages states to make a strong investment in the principal pipeline — or programs to support aspiring and early career principals — as well as provide on - going support for instructional leadership.

School and District leadership will continue to work with the District 9 Constituent Board, and the community, to develop a plan to communicate with the community about the new Montessori Program at Frierson.

IEL works with schools, districts, cross-sector leadership collaboratives and community teams, providing planning and implementation support, facilitation and coaching.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

Principals who believe they are working collaboratively toward clear and common goals — with district personnel, other principals, and teachers in their schools — are more confident in their leadership.

Most recently Dennis has been working as a «thinking partner» with districts on leadership development.

Dr. Wisniewski is a former research and consulting director at McREL International, and frequently works with teachers and school and district leaders on multitiered systems of support, professional learning, literacy, culturally responsive instruction, and social emotional learning to enhance leadership, teaching, and student equity outcomes.

Lovelyn, a California Teacher of the Year, recognized the need to support schools in meeting this higher bar and has worked with E4E colleagues and district leadership to invest in capacity - building, parent engagement and professional development for schools in South Los Angeles.

Meet the folks who are behind the strategy and on the front lines working with school districts to create lasting, positive change in school leadership.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

Other districts - such as New York City, Boston and Prince George's County, Md. - have established their own training programs, either through working with nonprofit training providers or creating «leadership academies» tailored to their needs.12

Whether you work in a school, district, university, educational institution, or other learning organization, you'll learn how to infuse leadership, collaboration, communication, and capacity building with a deep understanding of individuals» experiences and capacities — and how they influence our day - to - day work.

She has also served as a teacher development coach with the Achievement School district, observing and analyzing teachers at work and collaborating with school leadership to create a system of best practices and targeted feedback to further improve teaching skills.

In this role she works with school districts, non-profit organizations and businesses in strategic planning, change management, leadership training & development and coaching.

We tailor professional development programs for teachers and staff to fit their needs by working in partnership with school and district administrators, school leadership teams, and educational organizations.

Christine also served as assistant director and program analyst focused on leadership development and principal preparation at The Broad Foundation, worked with the Tennessee Achievement School District on community engagement, and provided strategic support to Detroit Public Schools.

The principals above and others I've spoken with say they embrace the new opportunities these funds will bring to work more collaboratively — both inside and outside of their districts — to come to consensus on a vision, to share best practices, and to nurture leadership skills in others.

As both a third - grade teacher and a member of the steering committee that assembled the state report, I believe that we started out with the right approach to this work by identifying potential elements of institutional racism, emphasizing the role that district and school leadership play in hiring and retaining teachers, and looking at the role teacher preparation and induction play in teacher equity.

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.