Creating a Culture of High Expectations and Improvement for Students, Teachers, and Leaders Webinar/EventApril 11, 2017
This webinar will also explore turnaround efforts at Asbury Park, as well as some best practices internationally, as determined by the recent Organisation for Economic Co-operation and Development (OECD) report, School Leadership for Learning. Given every five years by the OECD, the Teaching and Learning International Survey (TALIS) examines different approaches to school leadership and their impact on professional learning communities and the learning environment in schools.
Technology needs to be viewed as “both a language and a tool,” in today’s education environment, argued a leading education advocate at a national education technology forum near the nation’s capitol today. But teachers still need much more training and support to make that a reality, other experts said at annual gathering of the State Education Technology Directors Association.
Every Student Succeeds Act Primer: Teachers and School Leaders Report/Fact SheetApril 26, 2016
Under the Every Student Succeeds Act (ESSA) of 2015, states and districts are responsible for improving the quality and effectiveness of teachers, principals, and other school leaders in increasing student academic achievement. ESSA eliminates the highly qualified teacher (HQT) provision that existed under the No Child Left Behind Act requiring that students from low-income families and students of color not be taught by ineffective, inexperienced, unqualified, or out-of-field teachers at higher rates than their peers. The bill does not set a minimum bar of entry into the teaching profession.
EXPERT PERSPECTIVES: Education Leaders Weigh-In on How to Prepare Teachers in the Digital Age ArticleOctober 21, 2013
House Education and Labor Committee Focuses on the Role of ESEA Reauthorization in Supporting Teachers and Leaders ArticleMay 07, 2010
On May 4, the U.S. House Education and Labor Committee held its own hearing on the reauthorization of the Elementary and Secondary Education.
In this webinar, members of the VVUSD leadership team shared how they used the five-step FRS planning process to create their district’s FRS action plan. They described the process used during their two years of intense planning and collaboration with various departments within the district, along with input from parent groups. Through this systematic research-based process, they created a dynamic plan that puts their students first and provides them with opportunities to acquire twenty-first-century career skills that will carry them into the future.
Condemning Racism and Bigotry While Using Charlottesville as a Teachable Moment: Resources for Teachers, Parents, and Others Blog PostAugust 18, 2017