Great Teachers and Leaders Sample Clauses

Great Teachers and Leaders. (D)(2) Improve teacher and principal effectiveness based on performance:
Sample 1See All (4)
AutoNDA by SimpleDocs
Great Teachers and Leaders. Continued commitment to using the state's professional development standards when evaluating the effectiveness of professional development Commitment to using data and results from the evaluation system in the planning of district professional development programs, in the decision- making process regarding staffing Turning Around the Lowest-Achieving Schools Not applicable SUCCESS FACTORS AND POSSIBLE RISKS What people, processes and resources will you deploy to ensure your district is meeting its RttT commitments and improving student achievement? How will you engage stakeholders in Race to the Top? What are possible risks and how will you mitigate those risks? District Leader Team (comprised of parents, teachers, administrators, board and community members) as well as the RttT Transformation Team will oversee the implementation for the Scope of Work Plan. Currently in year 4 of Ohio Improvement Process: Have substantiated District Leadership Team (meetings June, January and September) Have substantiated Building Leadership Teams (grade level or department level representatives, principal and Count ESC representative)(meet monthly) Have substantiated Teacher Based Teams (grade level or department level teachers)(meet weekly) HQPD offered: 3 waivered days National Trail University (2 additional days at the end of the school year)(Ashland University credit)(paid stipend for attendance) Risk Factors: Losing the focus of the change initiatives. Focusing on key factors. Transformation Team and Transparent Communication Commitments: • XXXx commit to creating a local Race to the Top Transformation Team • XXXx commit to developing a strategy of transparent communication to include, at a minimum, a monthly update in public to the local Board of Education Goals: XXXx commit to developing a strategy of transparent communication to include, at a minimum, a monthly update in public to the local Board of Education (Utilize the district intranet system to facilitate communication among staff members)
Sample 1
Great Teachers and Leaders. Teachers are concerned about the use of a comprehensive evaluation system based on multiple measures that include student growth. Staff quickly need information regarding models, processes and outcomes and the opportunity to openly address concerns and reach consensus on common evaluation content/domains and processes to use. Value-­‐added measures at the classroom level are in place in grades 3-­‐8 and are beginning use in high school. Development of other multiple tools that can be included and piloted for student growth measurement in non-­‐tested grades will be necessary. Turning Around the Lowest-­‐Achieving Schools This section is not applicable to our LEA because none of our schools meet the criteria for the lowest-­‐performing 5 percent of schools in the state or the less than 80 percent graduation rate benchmark in the Governor's Closing the Achievement Gap Initiative. However, our district may be interested in participating in future competitive grants in this area. SUCCESS FACTORS AND POSSIBLE RISKS What people, processes and resources will you deploy to ensure your district is meeting its RttT commitments and improving student achievement? How will you engage stakeholders in Race to the Top? What are possible risks and how will you mitigate those risks? Our RttT Transformation Team will work to align district efforts for improvement, such as through the OIP, to ensure we meet RttT commitments for improved student achievement. Our team will regularly monitor implementation and propose strategies to remove barriers and modify efforts as needed. One unintended risk of RttT is "initiative fatigue". We need to make certain that all stakeholders see the value and connection of RttT to our existing school improvement work by providing ample time and collaborative opportunities for full understanding and transparent communication throughout the process. We will use our Transformation Team to create a detailed timeline with key benchmarks to help communicate and monitor progress and allow for ongoing feedback from staff. Additionally, student progress will be regularly monitored and the plan will be modified annually, as needed. In addition to the resources dedicated to this work, we will utilize local RttT and other funds to provide release time, professional development and coaching, data collection and analysis tools, communication, and stakeholder engagement opportunities. We also will utilize existing resources provided by ODE and support provided ...
Sample 1
Great Teachers and Leaders. 1. The process in developing a new constructive evaluation tool will be complicated and arduous. 2. We must negotiate with the collective bargaining unit to adopt the new tool once it is developed.
Sample 1
Great Teachers and Leaders. D2ii: Internal and field-based capacity to support the teacher and leader evaluation pilots and state-wide roll out. D2ii – Implementation of a new teacher and leader evaluation system. Costs associated with implementation can include: - Teacher practice evaluation framework provider services; - Internet-based performance management system - Classroom observation cameras and other equipment used for evaluation; - Other expenditures, approved by the Department F2: Ensuring successful conditions for high-performing charters and other innovative schools F2: Internal capacity and external consultants to help improve the State’s charter application and renewal cycles. F2: Expenses associated with expanding and/or improving charter schools STEM Development of math/science model curriculum and instructional resources, with an emphasis on real-world applications - Implementation of the State’s science and math model curriculum, OR other STEM professional development that is proven to be aligned with the CCSS - Implementation of the Progressive Science Initiative and/or the Progressive Mathematics Initiative (PSI/PMI) program(s) developed by the New Jersey Center for Teaching and Learning (xxxx://xxxxx.xxx) Other Other LEA projects aligned with the State’s plan subject to Department approval. Please identify a contact person for all future RTTT3 communication: Name: Title/Position: Phone:
Sample 1
Great Teachers and Leaders. Beginning in the spring of 2007 a committee was established that was comprised of administrative and teacher representatives to develop a new comprehensive teacher observation and evaluation system. This committee worked through the available research on effective comprehensive teacher evaluation systems over a period of 24 months. The observation and evaluation system developed is modeled closely after the work of Xxxxxxxxx Xxxxxxxxx and her Framework for Teaching. The committee produced professional development that was delivered in a series of five sessions of about 2 hours in length to all teachers in the district prior to the system implementation. During the 2009‐2010 school year the system was implemented and the committee met several times to make minor adjustments and improvements that were not realized until it was put in place. The teacher evaluation system has continued to be utilized effectively during the 2010‐2011 school year. Members of the teacher evaluation team met for a full day in early May 2011 and recommended further improvements to the system. A commitment has been made to follow this same process to make further improvements to the evaluation system in the spring of each subsequent year. As a better understanding of the data systems that could inform decisions related to recognizing high performing teachers becomes available, the current structure is well equipped to incorporate this information in the overall evaluation measure.
Sample 1
Great Teachers and Leaders. Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most Prepare and mentor teachers and leaders for creating the personal journey required for the success of Next Generation Learners For all SAUs, the State will … For participating SAUs the State Participating SAUs will… will… • Design educator leadership institutes for current and aspiring leaders. • Provide a cohort‐based leadership institute for current and aspiring leaders in participating SAUs. • Provide models for districts to implement. • Provide professional development using various modes. Analyze and evaluate various models. • Provide training on the use of data and on data coaching. • Provide a system of leadership development for implementation strategies for curriculum pathways, expanding assessment literacy, managing the learning environment, and integrating improvement efforts into a coherent set of activities within the school. • Select from and adopt models of principal and leadership development and adopt research and standards based models rooted in adult learning theory. • Provide access to online learning opportunities for educators. • Evaluate effectiveness of professional development through teacher and student outcome data. • Design a system of professional development that is directly related to student achievement data. • Pursuant to LD #1799, convene stakeholders to select evaluation models to be implemented. • Develop up to five different teacher and principal evaluation models, in collaboration with educational stakeholders that are rigorous, transparent and include multiple measures of student performance and growth. • Develop alternate route programs for teachers and leaders to address underserved subject areas, including the STEM areas. • Provide evaluation models for districts to implement. • Select, adopt, and implement an evaluation system from approved models for all teachers and principals in all schools, career and technical education centers and adult education programs (academic) that:
Sample 1
AutoNDA by SimpleDocs

Related to Great Teachers and Leaders

  • Team Leaders 4.3.1 Team Leaders will be paid on the teachers’ scale according to their qualifications and length of service and in addition will be paid management units for responsibility.

  • Clinical Management for Behavioral Health Services (CMBHS) System The CMBHS is the official record of documentation by System Agency. Grantee shall:

  • TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution, visits that other State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other State on any remuneration for such teaching or research.

  • Itinerant Teachers a) An itinerant Teacher is a Teacher who is assigned duties by the Employer in more than one school in a day.

  • New Teacher Orientation The Association shall have the opportunity to participate in the opening in-service day including speakers for the sole purpose of greeting new faculty members and informing them of the opportunities available to them through joining their professional association.

  • PROFESSORS, TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution which is recognized by the competent authority in that other Contracting State, visits that other Contracting State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other Contracting State on any remuneration for such teaching or research.

  • Relationship Management LAUSD expects Contractors and their Representatives to ensure that their business dealings with and/or on behalf of LAUSD are conducted in a manner that is above reproach.

  • PROFESSORS AND TEACHERS A professor or teacher who makes a temporary visit to a Contracting State for a period not exceeding two years for the purpose of teaching or conducting research at a university, college, school or other educational institution, and who is, or immediately before such visit was, a resident of the other Contracting State shall be exempt from tax in the first-mentioned Contracting State in respect of remuneration for such teaching or research.

  • New Teachers No new teachers shall be hired for a vacancy for which a teacher on unrequested leave is certified.

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with college/district policies and available resources.

Time is Money Join Law Insider Premium to draft better contracts faster.