At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
This document discusses the dimensions of teaching and learning according to Dr. Narayan Kayarkatte. It outlines the purpose of education as imparting knowledge, inspiring students, and bringing change. Key dimensions are student engagement, curriculum and pedagogy, assessment, classroom environment, and the roles and responsibilities of teachers. An effective teacher delivers engaging instruction, assesses student learning, manages the classroom, and collaborates with others to help students learn. The document also provides tips from India's National Educational Policy 2019 on implementing outcome-based credit systems and using technology to enhance educational access.
Educational leadership differs from other organizational leadership contexts in three key ways:
1) Educational institutions are mainly non-profit and aim to promote learning, presenting more opportunities for diverse leadership approaches compared to for-profit contexts.
2) The educational context involves many stakeholders with conflicting demands, making it more complex than other sectors.
3) Leadership philosophies in education tend to be instrumental, scientific, humanistic, or critical - focusing on effective strategies, measurable outcomes, personal experiences, or social justice respectively. This contrasts with primarily instrumental approaches common in other fields.
Leadership for learning can be described in three dimensions: instructionally focused leadership, leadership for school improvement, and leadership for learning. Effective educational leaders demonstrate behaviors across eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture and production emphasis, and environmental context. These leaders develop a shared vision, oversee rigorous instructional and curricular programs, use data to drive improvement, and create a culture of continuous learning and stakeholder engagement.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
Copy Of Characteristics Of Highly Effective Schools Sept 2008WSU Cougars
The document summarizes the leadership approach and improvements made by the Yakima School District in Washington. Key changes included developing a clear district roadmap with instructional goals and accountability, increasing consistency in curriculum and assessments, providing targeted professional development for teachers, and improving engagement with families and the community through bilingual communications. As a result, the district saw declines in dropout rates and increases in on-time graduation rates.
Seizing the Agenda - Opening session, 12 november 2015Wholeeducation
Slides from Sir David Carter, Regional Schools Commissioner for South West England and Drs. Linda Kaser and Judy Halbert, Co-leaders, Network of Inquiry and Innovation in British Columbia
This document discusses the dimensions of teaching and learning according to Dr. Narayan Kayarkatte. It outlines the purpose of education as imparting knowledge, inspiring students, and bringing change. Key dimensions are student engagement, curriculum and pedagogy, assessment, classroom environment, and the roles and responsibilities of teachers. An effective teacher delivers engaging instruction, assesses student learning, manages the classroom, and collaborates with others to help students learn. The document also provides tips from India's National Educational Policy 2019 on implementing outcome-based credit systems and using technology to enhance educational access.
Educational leadership differs from other organizational leadership contexts in three key ways:
1) Educational institutions are mainly non-profit and aim to promote learning, presenting more opportunities for diverse leadership approaches compared to for-profit contexts.
2) The educational context involves many stakeholders with conflicting demands, making it more complex than other sectors.
3) Leadership philosophies in education tend to be instrumental, scientific, humanistic, or critical - focusing on effective strategies, measurable outcomes, personal experiences, or social justice respectively. This contrasts with primarily instrumental approaches common in other fields.
Leadership for learning can be described in three dimensions: instructionally focused leadership, leadership for school improvement, and leadership for learning. Effective educational leaders demonstrate behaviors across eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture and production emphasis, and environmental context. These leaders develop a shared vision, oversee rigorous instructional and curricular programs, use data to drive improvement, and create a culture of continuous learning and stakeholder engagement.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
Copy Of Characteristics Of Highly Effective Schools Sept 2008WSU Cougars
The document summarizes the leadership approach and improvements made by the Yakima School District in Washington. Key changes included developing a clear district roadmap with instructional goals and accountability, increasing consistency in curriculum and assessments, providing targeted professional development for teachers, and improving engagement with families and the community through bilingual communications. As a result, the district saw declines in dropout rates and increases in on-time graduation rates.
Seizing the Agenda - Opening session, 12 november 2015Wholeeducation
Slides from Sir David Carter, Regional Schools Commissioner for South West England and Drs. Linda Kaser and Judy Halbert, Co-leaders, Network of Inquiry and Innovation in British Columbia
An integrated curriculum combines subject areas around significant problems or issues identified by educators and students. Studies show students in integrated programs outperform those in traditional classrooms on tests. The development process involves determining objectives, designing instruction, delivering the curriculum, analyzing feedback, and adjusting. Teachers collaborate across subjects like English, history, and social studies. Stakeholders like teachers, students, parents, and the community work together towards aims of making learning relevant and improving engagement and skills. Data collection techniques assess skills, growth, activity levels, and reflections.
Kelly Anne Shelton Mudd has extensive experience in education administration and teaching. She has a Master's in School Administration from North Carolina State University and is currently completing an administrative internship. Her experience includes serving as an Exceptional Children's Department Chair and coordinating professional development for teachers. She was also named Teacher of the Year at one of her previous schools. Mudd has received specialized training through programs like the Northeast Leadership Academy to prepare her for a career in school leadership.
Deborah Hooks-Ward has over 15 years of teaching experience and 6 years of leadership experience. She has a PhD in Administration, Leadership, and Policy and has held positions as a teacher, inclusion coordinator, principal intern, and occupational studies teacher. She has excellent communication, planning, and interpersonal skills and is committed to serving students, research, and scholarly work.
Josh Round: How to 'gain a strength' in teaching?eaquals
This document discusses how to develop great teaching. It identifies key aspects of effective teaching such as content knowledge, quality instruction, classroom management, and teacher beliefs. It also outlines strategies for developing great teaching such as recruiting strong teachers, fostering a culture of continuous professional development, and providing supportive performance management. The document advises preparing teachers to showcase their best practices during inspections by engaging in self-assessment, understanding what inspectors look for, and emphasizing student interaction and transparent learning.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
The document discusses how the Yakima School District aligned resources and systems to support instructional leadership and improve student outcomes. It describes how the district prioritized literacy, math, graduation rates, and 21st century learning. Strategies included increasing effective instruction, leadership coaching skills, and implementing professional learning communities focused on data-driven instruction. The district developed coherence across goals, roles, evaluations, professional development, and school-district plans. Over time, it established an embedded coaching model and customized principal support involving learning walks and feedback. The discussion emphasizes long-term commitment to sustained improvement efforts.
Assessment involves using various tools to identify, gather, evaluate, and interpret student understanding on a specific topic. It is a necessary process that influences instructional goals and needs, empowers teacher learning and self-reflection, and informs student growth. Effective assessment requires collaboration between teachers, administrators, students and parents to establish high expectations for all students. Data from assessments should be regularly monitored, evaluated, and used to guide improvement efforts aimed at increasing teacher quality and student learning.
The document outlines strategies to increase student engagement and responsibility in the classroom. It discusses involving students by having them help design activities, rubrics, and due dates. It also recommends well-organized class discussions and open forums to develop students' learning and social skills. Project-based learning and checklist creation are suggested to increase student control and motivation. The document contrasts intrinsic motivation that comes from enjoyment versus extrinsic motivation focused on rewards. References are provided on active learning, intrinsic motivation, and involving students in their learning.
This document outlines the agenda for a 2014 mid-year assessment and in-service training for teachers at Sta. Magdalena National High School in Sorsogon, Philippines from October 20-24. The training will cover various topics to improve teacher effectiveness such as managing disruptive students, cultivating creativity, adopting a student code of conduct, discussing changes in DepEd promotion schemes, and developing curriculum innovations. Teachers will also participate in mid-year assessments and the presentation of departmental outputs. The training aims to enhance the teachers' instructional skills and strategies to promote student learning and achievement.
This document discusses a session for principals and administrators on supporting teacher leaders. The session covers topics like shared leadership, advocating for science and math teachers, and adjusting policies and procedures to support teacher leadership. It includes discussion questions about how administrators can prevent teacher leaders from being seen as outsiders, avoid burnout, measure the impact of teacher leaders, and advocate for these subjects. The goal is to help administrators understand how to foster teacher leadership through things like collaboration and organizational change.
French Creek Introduction to District Strategies and Data Driven Needs Assess...Linda Nitsche
The document discusses the formation of vertical teams at French Creek Elementary School to engage in professional development focused on continuous school improvement. Key points:
1. Teachers and staff from each grade level and support roles will come together in vertical teams to discuss improving student outcomes and teacher effectiveness.
2. The teams will focus on five pillars: culture of rigor, capacity building, student achievement, conditions for learning, and purpose of our profession.
3. The goal is to engage in collaborative continuous improvement through data-driven decision making, setting goals, and providing critical supports to teachers to strengthen learning environments.
This document summarizes three pieces of research on school leadership:
1. Research by Professor Helen Wildy identified five domains of effective school leadership: teaching and learning, people management, strategic leadership, administrative, and community.
2. Research by Vic Zbar et al. found that schools achieving extraordinary success had strong and stable leadership, high expectations of students and staff, an orderly environment, and a focus on literacy, numeracy and attendance.
3. A study of 22 schools in Australia that underwent a "Snapshot" review found that improved student outcomes were most influenced by developing staff expertise through coaching and mentoring, focusing on struggling students, and building pride and partnerships in the school community.
Comprehensive student support a district vision and frameworkDavid Mark
This document outlines a district's vision for comprehensive student support through inclusive education. It discusses a shift towards learning services rather than student services, with an emphasis on classroom-based interventions, collaboration between staff, and meeting student needs through flexibility. Key aspects of the vision include early intervention, universal design for learning, supporting teachers, and simplifying individualized education plans. The challenges of implementing this vision at the school and district level are also addressed.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The document discusses several principles of design including balance, symmetry, asymmetry, and radial balance. It also covers contrast, unity/harmony, scale/proportion, dominance/emphasis. Grids, the rule of thirds, optical center, and z-pattern are presented as concepts for effective composition. These principles will help effectively arrange elements in design.
This document summarizes key ideas from the book "Leadership What's In It For Schools?" by Thomas Sergiovanni. Sergiovanni argues that effective school leadership is based on shared ideas rather than policies or personalities. He advocates for "ideas-based leadership" where teachers and leaders share values and beliefs. Sergiovanni also believes leadership should be distributed and that the principal acts as a "lead follower" who engages others through conversation rather than directives. He criticizes standardized leadership models and argues schools require a flexible approach tailored to their unique contexts.
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
This document discusses effective approaches to professional development for teachers. It emphasizes that professional development needs a clear plan that includes ongoing coaching and mentoring, not just single workshops, in order to effectively support implementation in the classroom. It also stresses the importance of professional development given changing student and technology landscapes. Key elements of effective professional development identified include knowledge resources, collaboration, evaluation, and sustainability.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
An integrated curriculum combines subject areas around significant problems or issues identified by educators and students. Studies show students in integrated programs outperform those in traditional classrooms on tests. The development process involves determining objectives, designing instruction, delivering the curriculum, analyzing feedback, and adjusting. Teachers collaborate across subjects like English, history, and social studies. Stakeholders like teachers, students, parents, and the community work together towards aims of making learning relevant and improving engagement and skills. Data collection techniques assess skills, growth, activity levels, and reflections.
Kelly Anne Shelton Mudd has extensive experience in education administration and teaching. She has a Master's in School Administration from North Carolina State University and is currently completing an administrative internship. Her experience includes serving as an Exceptional Children's Department Chair and coordinating professional development for teachers. She was also named Teacher of the Year at one of her previous schools. Mudd has received specialized training through programs like the Northeast Leadership Academy to prepare her for a career in school leadership.
Deborah Hooks-Ward has over 15 years of teaching experience and 6 years of leadership experience. She has a PhD in Administration, Leadership, and Policy and has held positions as a teacher, inclusion coordinator, principal intern, and occupational studies teacher. She has excellent communication, planning, and interpersonal skills and is committed to serving students, research, and scholarly work.
Josh Round: How to 'gain a strength' in teaching?eaquals
This document discusses how to develop great teaching. It identifies key aspects of effective teaching such as content knowledge, quality instruction, classroom management, and teacher beliefs. It also outlines strategies for developing great teaching such as recruiting strong teachers, fostering a culture of continuous professional development, and providing supportive performance management. The document advises preparing teachers to showcase their best practices during inspections by engaging in self-assessment, understanding what inspectors look for, and emphasizing student interaction and transparent learning.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
The document discusses how the Yakima School District aligned resources and systems to support instructional leadership and improve student outcomes. It describes how the district prioritized literacy, math, graduation rates, and 21st century learning. Strategies included increasing effective instruction, leadership coaching skills, and implementing professional learning communities focused on data-driven instruction. The district developed coherence across goals, roles, evaluations, professional development, and school-district plans. Over time, it established an embedded coaching model and customized principal support involving learning walks and feedback. The discussion emphasizes long-term commitment to sustained improvement efforts.
Assessment involves using various tools to identify, gather, evaluate, and interpret student understanding on a specific topic. It is a necessary process that influences instructional goals and needs, empowers teacher learning and self-reflection, and informs student growth. Effective assessment requires collaboration between teachers, administrators, students and parents to establish high expectations for all students. Data from assessments should be regularly monitored, evaluated, and used to guide improvement efforts aimed at increasing teacher quality and student learning.
The document outlines strategies to increase student engagement and responsibility in the classroom. It discusses involving students by having them help design activities, rubrics, and due dates. It also recommends well-organized class discussions and open forums to develop students' learning and social skills. Project-based learning and checklist creation are suggested to increase student control and motivation. The document contrasts intrinsic motivation that comes from enjoyment versus extrinsic motivation focused on rewards. References are provided on active learning, intrinsic motivation, and involving students in their learning.
This document outlines the agenda for a 2014 mid-year assessment and in-service training for teachers at Sta. Magdalena National High School in Sorsogon, Philippines from October 20-24. The training will cover various topics to improve teacher effectiveness such as managing disruptive students, cultivating creativity, adopting a student code of conduct, discussing changes in DepEd promotion schemes, and developing curriculum innovations. Teachers will also participate in mid-year assessments and the presentation of departmental outputs. The training aims to enhance the teachers' instructional skills and strategies to promote student learning and achievement.
This document discusses a session for principals and administrators on supporting teacher leaders. The session covers topics like shared leadership, advocating for science and math teachers, and adjusting policies and procedures to support teacher leadership. It includes discussion questions about how administrators can prevent teacher leaders from being seen as outsiders, avoid burnout, measure the impact of teacher leaders, and advocate for these subjects. The goal is to help administrators understand how to foster teacher leadership through things like collaboration and organizational change.
French Creek Introduction to District Strategies and Data Driven Needs Assess...Linda Nitsche
The document discusses the formation of vertical teams at French Creek Elementary School to engage in professional development focused on continuous school improvement. Key points:
1. Teachers and staff from each grade level and support roles will come together in vertical teams to discuss improving student outcomes and teacher effectiveness.
2. The teams will focus on five pillars: culture of rigor, capacity building, student achievement, conditions for learning, and purpose of our profession.
3. The goal is to engage in collaborative continuous improvement through data-driven decision making, setting goals, and providing critical supports to teachers to strengthen learning environments.
This document summarizes three pieces of research on school leadership:
1. Research by Professor Helen Wildy identified five domains of effective school leadership: teaching and learning, people management, strategic leadership, administrative, and community.
2. Research by Vic Zbar et al. found that schools achieving extraordinary success had strong and stable leadership, high expectations of students and staff, an orderly environment, and a focus on literacy, numeracy and attendance.
3. A study of 22 schools in Australia that underwent a "Snapshot" review found that improved student outcomes were most influenced by developing staff expertise through coaching and mentoring, focusing on struggling students, and building pride and partnerships in the school community.
Comprehensive student support a district vision and frameworkDavid Mark
This document outlines a district's vision for comprehensive student support through inclusive education. It discusses a shift towards learning services rather than student services, with an emphasis on classroom-based interventions, collaboration between staff, and meeting student needs through flexibility. Key aspects of the vision include early intervention, universal design for learning, supporting teachers, and simplifying individualized education plans. The challenges of implementing this vision at the school and district level are also addressed.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The document discusses several principles of design including balance, symmetry, asymmetry, and radial balance. It also covers contrast, unity/harmony, scale/proportion, dominance/emphasis. Grids, the rule of thirds, optical center, and z-pattern are presented as concepts for effective composition. These principles will help effectively arrange elements in design.
This document summarizes key ideas from the book "Leadership What's In It For Schools?" by Thomas Sergiovanni. Sergiovanni argues that effective school leadership is based on shared ideas rather than policies or personalities. He advocates for "ideas-based leadership" where teachers and leaders share values and beliefs. Sergiovanni also believes leadership should be distributed and that the principal acts as a "lead follower" who engages others through conversation rather than directives. He criticizes standardized leadership models and argues schools require a flexible approach tailored to their unique contexts.
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
This document discusses effective approaches to professional development for teachers. It emphasizes that professional development needs a clear plan that includes ongoing coaching and mentoring, not just single workshops, in order to effectively support implementation in the classroom. It also stresses the importance of professional development given changing student and technology landscapes. Key elements of effective professional development identified include knowledge resources, collaboration, evaluation, and sustainability.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
Redifining school leadership responsibilitiesluna dionson
This document discusses recommendations for improving school leadership through clarifying core responsibilities and redefining frameworks. It presents 4 key responsibilities that positively influence learning: 1) supporting teacher quality, 2) goal-setting and assessment, 3) strategic resource management, and 4) collaboration. School leaders need autonomy but also training, time and support to focus on these practices. Collaboration between schools can benefit systems if leaders develop skills for external engagement. Frameworks that define leadership domains can guide coherent policy around recruitment, training and evaluation.
The document discusses challenges facing school leaders and key dimensions of successful leadership. It identifies ensuring good teaching and learning, managing a broad curriculum, student behavior and attendance, strategic resource management, developing a professional learning community, and building partnerships as challenges. Defining vision and direction, improving teaching conditions, redesigning the organization, aligning roles, and enhancing teaching, learning, and the curriculum are key leadership dimensions.
It then proposes a model with a principal and assistant principal leading a team of multi-classroom leaders who teach while also leading subjects or grades. This team meets weekly to review data and identify solutions to improve instruction. Multi-school leaders can also lead small networks of schools while developing new principals. The model
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
Principal as Instructional Leader presentationNola Taylor
This document discusses the role of school principals as instructional leaders and the impact of effective leadership on student achievement. It reviews research showing that leadership is second only to classroom instruction in influencing learning and that effective principals can increase student achievement by 2-7 months in one year. The document also examines the challenges principals face, such as feeling their jobs are too complex and experiencing high stress levels. It then outlines the key activities of instructional leaders, such as coaching teachers, using data to inform instruction, and focusing on adult learning. Overall, the summary emphasizes that school principals indirectly improve teaching and learning most powerfully through their influence on staff motivation, commitment, and working conditions.
The document provides information about Ohio's Master Teacher program and licensure requirements. It explains that completing the Master Teacher program satisfies one of the requirements for an advanced teaching license. It outlines the eligibility requirements and portfolio process for the Master Teacher designation. Candidates must demonstrate consistent leadership, focused collaboration, and distinguished teaching focused on students/environment and content/instruction/assessment. The portfolio requires written narratives and evidence for each criterion. Universities that offer teacher endorsement programs are also listed.
EDUCARNIVAL 2014 at IIT Delhi- Shared leadership explore, empower, excel by ...Eduexcellence
This document discusses the benefits of shared leadership in schools. It argues that traditionally, leadership has been confined to the principal, but shared leadership empowers teachers to take on both formal and informal leadership roles. This can cultivate leadership skills in teachers and provide opportunities for professional growth without having to leave the classroom. When teachers are given leadership responsibilities and authority, it leads to benefits like improved collaboration, accountability, and student outcomes. The document outlines various ways schools can identify potential teacher leaders and create structures to promote shared leadership.
National leadership in education forum march 2014 for circulation (Louise Sto...Lyderių laikas
This document discusses strategies that other countries have used to improve outcomes for disadvantaged students and develop teacher and leadership quality. It focuses on examples from New Zealand, Austria, Israel, and England. Key strategies included investing in teacher quality through rigorous selection, development and accountability systems, creating new leadership roles to improve instruction, and using coaching models to build leadership skills focused on equity and learning.
This document discusses different types of educational leadership and how to implement leadership theories and models in schools. It outlines three main types of educational leadership: transformational leadership, transactional leadership, and instructional leadership. It then provides examples of how each leadership type can be applied in schools, such as establishing new policies for transformational leadership or delegating tasks and setting clear expectations for transactional leadership. The document also includes a plan to prepare for the new academic year that outlines various activities and outcomes for different stakeholder groups. It emphasizes that all leadership styles have useful features when integrated to maximize human resources and support the smooth execution of the institution's goals.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Here are some key points about gender in school leadership in Rwanda:
- Traditionally, Rwandan society viewed certain roles and occupations as more suitable for men or women based on gender rather than talent or interest. This has influenced perceptions of leadership roles.
- While gender parity has improved in Rwandan schools, implicit biases may still exist that affect how female leaders are perceived and supported in their roles.
- Discrimination based on gender in the classroom can negatively impact girls' self-confidence and educational outcomes. Stereotypes about leadership also influencing career aspirations.
- Schools can promote gender awareness through policies of non-discrimination, role models of female leaders, gender-sensitive teaching, and extracurricular programs
This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document discusses leading professional learning and the challenges and possibilities of collaborative professional development models. It introduces a model of professional learning communities (PLCs) and explores some of the barriers to collaborative ways of working. Effective professional learning is distributed and collaborative, using data-informed inquiry to address concrete classroom challenges and improve student outcomes through a cycle of collective enquiry. Characteristics of high-functioning PLCs include distributed leadership, focus on learner needs, experimenting with instructional practices, and aligning professional learning with school improvement priorities.
Raising the standards of the teaching workforce through effective professiona...Ofsted
Delivering outstanding professional development for teaching
Sean Harford HMI, National Director, Education gave this presentation at the 'Raising the standards of teaching through professional development' conference, Manchester, 21 September 2016.
@HarfordSean
#HelpSean
This document summarizes research into how administrators, teachers, and students define teacher quality. Surveys were sent to these groups and some interviews were also conducted. Administrators and teachers ranked challenging students academically as the top indicator of quality, while students prioritized preparation, patience and using technology. Both administrators and teachers saw the link between quality teaching and student achievement. Characteristics like building relationships, making content exciting and having high standards were seen as important. The research suggests that teacher quality has the most significant school-based impact on student achievement. There was some debate around the value of advanced degrees and technology in teaching.
Colleen Kidda has over 20 years of experience as an educator in both high school and middle school settings. She has held roles including assistant principal, achievement coach, and guidance counselor. Her areas of expertise include effective communication, using data to drive instruction, instructional leadership, and implementing an integrated curriculum. She is interested in leading a school community with a vision focused on student achievement.
Changing the Lens on Teaching and Learning 11-14-12Keith Eades
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
Similar to At the Center of the Storm: Greater Demands, Less Funding (20)
Balanced Leadership: Leadership at all levelsCASDANY
A detailed presentation on leadership on many levels of the educational system, from the highest level of superintendent administration all the way down to classroom initiatives. A look into curriculum modification, creation of the optimal learning environment, as well as student-teacher and teacher-teacher interaction.
An in depth chart analysis of many levels of teaching including: commitment to understanding, intellectual perseverance, courage and initiative, commitment to reflection, commitment to expertise, and collegiality.
What works for diverse and special needs studentsWhat Works for Diverse and S...CASDANY
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
High School Dropout Prevention: What Can Schools Do?CASDANY
The document outlines a reform agenda to improve New York's education system in three key areas:
1) Implementing Common Core standards and assessments to better prepare students for college and careers.
2) Building data systems to help teachers improve and turning around low-performing schools.
3) Developing highly effective school leaders and teachers through recruitment, training, and rewarding performance.
The goal is to graduate more students who are truly college and career ready.
The Role of ELA and Math in College and Career ReadinessCASDANY
A study including facts and figures into the major role of ELA and Math curriculum rigor in post-secondary education and work. Assessing the improvement of ELA and Math curriculum and learning, as well as preparation for college and career readines
The Changing Learning Environment: Teacher's Roles in Student's Challenges a...CASDANY
The document outlines an agenda for a staff development council focused on developing a school plan. It includes sessions to:
1) Build understanding of effective planning processes and skills like consensus building; 2) Develop a shared vision and identify priorities; and 3) Draft a plan with goals, strategies, and action steps. The plan establishes leadership teams and utilizes a multi-stage process over several months to engage the school community and create an implementation roadmap.
The school-principal-as-leader-guiding-schools-to-better-teaching-and-learningCASDANY
The document summarizes research on the role of the school principal as an instructional leader. It finds that effective principals perform five key functions: shaping a vision of academic success for all students, creating a climate conducive to learning, cultivating leadership in others, improving instruction, and managing people and data to foster school improvement. Research shows principals play a central role in developing teacher leadership and that schools with greater shared leadership have stronger student performance. Overall, the document argues that the principal's job is to guide a team effort to enhance teaching and learning.
An in depth chart analysis of many levels of teaching including: commitment to understanding, intellectual perseverance, courage and initiative, commitment to reflection, commitment to expertise, and collegiality.
The Regents Reform Agenda & Improvement of Teaching PracticesCASDANY
A review or the Regents Reform Agenda in NYS, and how teacher improvement can affect student performance. A look into the standards and assessment, data systems to support instruction, great teachers and leaders, and turning around struggling schools as part of the Regents Reform Agenda.
Districts and their Leaders: Fostering School Improvement and Student LearningCASDANY
This presentation goes into the importance of the improvement of school learning environments through family and community engagement. It also looks into former research, as well as more current findings, that will help school administrators understand better how to better create these positive environments.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
At the Center of the Storm: Greater Demands, Less Funding
1. AT THE CENTER OF THE
STORM: PRINCIPALS
AND TEACHERS
Jim Butterworth
February 9, 2012
2. Fiscal and Policy Forces are Demanding
that Schools Do More With Less:
• Class sizes are up
• District support for instructional improvement is
severely diminished
• Support Persons (Ex. Counselors) are being cut
• Additional Layoffs are predicted
• Rising Accountability Targets must be met with
leaner staff and shrunken budgets
• Teachers are in the middle of the battle without
adequate resources
3. School Principals Must:
• Manage the remaining scarce resources
• Continue to increase the school’s effectiveness
• Maintain morale
• Rally teachers, staff and community around
common goals
4. Teachers are the most important school
determinant of student learning:
• Organizing Instruction
• Communicating Learning Goals
• Assessing Student Progress
• Adjusting the Content and Interaction of the
Classroom
6. Over 25 Years of Research Has
Underscored the Central Roles that
School Leaders Play in Effective Schools:
• Creating Opportunities for Collaboration
(Structures) and Building a Culture of Trust
• Creating High Expectations for Adults and
Students Alike
• Supporting Educator Learning
• Allocating Resources in Support of Learning
7. Leverage Points for Strengthening
School Leadership:
1. Shaping a Vision of Success for All Students Based on
High Standards
2. Creating a Climate Hospitable to Education
3. Strengthening Teacher Evaluation
4. Improving the System of Preparation, Evaluation and
Support for Principals
5. Identifying Models of Effective School Leadership Teams
6. Building a Comprehensive Data System to Guide Policy
and Practice
7. Managing People, Data and Processes to Foster School
Improvement