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Tag: leaders Tag » leaders- 1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of... - 1/5/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape... - 1/1/04 - National Institute for Urban School Improvement,
This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants... - 1/10/09 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU
School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and... - 1/10/11 - Gross, B.
The research shows that allowing schools to develop their own mission, granting them freedom over their budgets and personnel, and holding them accountable for performance can have valuable effects in schools and for the educational system more broadly. The freedom given to charter schools can lead to new programs serving diverse needs, to higher expectations for low-income and minority students, to more schoolfocused professional norms for teachers and leaders, and to new ways to hire... - 1/1/99 - Arthur W. Combs; Ann .B. Miser; Katherine S.Whitaker
Section I of this book describes why it is important for school leaders to understand how people's belief systems drive their personal and professional behaviour. Section II focuses on the need for school leaders to understand how and why people respond to,or resist,change. Section II focuses on how organizations influence peerson-centered leadership and how leaders, in turn, influence organizations. - 1/26/09 - Julie Kowal, Emily Ayscue Hassel, Bryan C. Hassel
"States and districts are likely to try a variety of approaches to improve performance, such as contracting with external providers, who often bring in new leadership and staff; closing schools outright and giving students the option to attend nearby, higher performing schools; or bringing in a “turnaround leader” to carry out drastic improvements. This last option is known in other sectors as a “turnaround”effort—a quick, dramatic, and sustained change driven by a highly capable... - 1/1/97 - Woods, J.A.
- 1/2/10 - U.S. Department of Education,
"This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready... - 1/14/09 - National High School Alliance,
"In A Call to Action: Transforming High School for All Youth, the National High School Alliance identifies six core principles and recommended strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in our high schools and communities. At the center of the framework is the Alliance’s belief that the purpose of high school is to ensure that all high-schoolage students are ready for college... - 1/1/09 - Marshall, Kim
The article discusses ways that instructional decision making could widen achievement gaps for students. The author suggests educational leaders might increase achievement gaps through policies that benefit advantaged students, such as assigning novice teachers to classes with disadvantaged students, reducing professional development regarding classroom management and reducing classroom activities. She suggests effective teaching, a positive classroom environment, teacher collaboration... - 1/5/09 - Campaign for High School Equity,
This is the Campaign for High School Equity’s inaugural publication. It “makes a compelling case for the need to invest in high schools and provides a blueprint for meaningful reform.” Its recommendations include a call to: (a) make all students proficient and prepared for college and work; (b) hold high schools accountable for student success; (c) redesign the American high school; (d) provide students with the excellent leaders and teachers they need to succeed; and (e) provide... - 1/10/09 - Sen, R.
National education leaders concerned with the plight of Black Boys in public education convened at the Alex Haley Farm in Clinton, Tennessee in May of 2005 to explore the question: “What would it take to build a movement for Black boys and their education?” The conclusions from this important summit are contained in this latest report in The Schott Foundation series entitled: A Positive Future for Black Boys. - 1/30/09 - Tennessee State Collaborative on Reforming Education,
This is a report based on a plan presented by the Tennessee State Collaborative on Reforming Education that details four strategies to become a top educational performer in the Southeast. The four strategies include: 1) high standards 2) cultivating strong leaders 3) ensuring excellent teachers and 4) utilizing data to drive improvement in student learning. - 1/14/09 - Wyner, J., Bridgeland, J., Diulio, J.
This report discusses new and original research on this extraordinary population of students. Our findings come from three federal databases that during the past 20 years have tracked students in elementary and high school, college, and graduate school. The following principal findings about high-achieving lower-income students are important for policymakers, educators, business leaders, the media, and civic leaders to understand and explore as schools, communities, states, and the nation... - 1/16/10 - Caroline and Sigmund Schott Foundation, The Schott Center for Public and Early Education
"This report reflects our recent efforts to understand how to ensure that the next generation of girls and boys enjoy respectful schools and classrooms in which they can grow and succeed. We want all children to have the benefits of an education that provides them with a full range of life options and helps them become decisionmakers and leaders. We hope this publication will serve as a useful discussion tool for organizations, foundations, and individuals interested in creating more...
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