Sentence examples for school development for from inspiring English sources

Dr. Arthur Greenberg, supervising superintendent for new school development for the Board of Education, acknowledges that there have been bureaucratic delays in transferring the funds but said, "We've tried to be good neighbors to these schools, and we've made it clear that we want to work together".

And once they do that, it's the kind of learning they never forget". Carie Spannagel, a school development coach for New Tech Network, agreed with Randy and added, "The main difference working with middle school students is that structures need to be in place that adjust for the maturity level of the younger student.

Dr. Greenberg, 53, who most recently was supervising superintendent for executive and new school development, has worked for the Board of Education for 31 years and has been mentioned as a potential candidate for chancellor.

The programme is shifting from a project-based approach to a more systemized and coordinated national strategy for school development, with the goal of mainstreaming the CFS concept into the overall national plan for education.

The sustainability of schools' data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in the data team intervention, acting upon their data team's improvement plan, and using data for school development and instruction.

Some kindergartens have also practiced the school self-evaluation for school development in the context of the School Management Initiative and School-based Management.

In Sweden, systematic quality work is a term related to the decentralisation of responsibility for school development that took place in 1994, further elaborated on p. 8.

It follows that school development is a task for the school, and education policy makers are entrusted with the task of creating a framework that increases the chances of success in schools.

Concerning the implications for school development, it can be concluded that in all four countries studied, the characteristics of the teaching staff are important for the frequency of computer use but not necessarily for CIL acquisition.

Only a few schools visited prepared plans in the comprehensive manner suggested for school development planning.

It emphasizes local initiatives for school development, community involvement in school management and child rights-based data collection and analysis.