Thursday, November 29, 2018

What Is Response to Intervention in the Educational Setting?


A former public school system superintendent, Rebecca Lowry currently works for Cumberland Therapies in the greater Dayton, Ohio, region. During her time as an assistant superintendent with Chichester School District, Rebecca Lowry oversaw behavioral and academic-support programs, including Response to Intervention (RTI).

The RTI strategy delivers targeted, intensive academic instruction to students who need help reaching grade-level standards. The process consists of three tiers. In the first RTI tier, a qualified teacher provides high-quality classroom instruction based on data-backed best practices. Students receive regular screening, and those who need extra support receive supplemental instruction in the regular classroom. Students are monitored for progress toward curriculum-based standards over a period of approximately eight weeks. Those who have not sufficiently improved their skills move to Tier 2.

Tier 2 of RTI consists of targeted interventions in a small-group setting in addition to general classroom instruction. Progress monitoring continues, and if students show too little progress, they move to Tier 3, which consists of increased intensive interventions and, if necessary, a more comprehensive educational evaluation to determine whether a student needs special-education services. 
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Tuesday, September 4, 2018

Career Paths in Educational Leadership


Ohio-based education professional Rebecca Lowry has previously worked in senior leadership and consulting roles in school districts in Cleveland and in Montross, Virginia. Rebecca Lowry obtained a PhD in educational leadership and went on to serve as superintendent of Westmoreland County Public Schools from 2011 to 2015.

Entering the educational leadership field is a great choice for experienced teachers looking for a new challenge. Educational leaders work in all educational institutions, from early elementary to higher education. Most positions involve a combination of administrative duties , teacher coaching, and program or department oversight. 

Educational leaders are often responsible for setting and carrying out department goals and are accountable for teacher development. Some leaders may also be responsible for managing budgets and reviewing curricula. They play important roles in school boards and committees and often serve as department heads or oversee entire programs. 

Besides extensive teaching experience, most educational leaders hold master's or doctorates in educational leadership, or may even possess advanced degrees in subject-specific fields.

Monday, August 13, 2018

Characteristics of Educational Leadership


As the former superintendent of Westmoreland County Public Schools in Montross, Virginia, Rebecca Lowry, PhD, coordinated and otherwise oversaw academic and non-academic programs in the district. While serving as a superintendent, Dr. Rebecca Lowry drew upon her formal education, including an MS in school psychology and a PhD in educational leadership.

Educational leadership refers to the process of improving the educational system and the quality of education it provides by working with a wide variety of individuals, including educators, parents, policymakers, and students. The process combines the vision, skills, goals, and capabilities of key individuals, leading to the creation of educational programs that provide students with a positive academic environment.

Educational leadership involves the following key characteristics:

- Instructional leadership, which is the ability to devote time and energy for improvement fueled by a commitment to enhance students’ academic success. Instructional leaders spend time analyzing situations and providing feedback that will encourage teachers and students alike.

- Community building also assumes an important role in educational leadership. An educational leader knows how to bring community members together to achieve the school’s goals.

- Another characteristic of educational leadership is establishing a clear vision and plan for achieving it. An educational leader knows how to communicate this vision and is prepared to face the risks associated with realizing it.

Monday, July 30, 2018

Personalized Learning Cohort Prepares for 2018-19 Meeting


Rebecca Lowry drew upon her background in psychology to enhance her skills as a school superintendent and develop programs for student growth and academic success. The former superintendent of the Westmoreland County Public Schools in Virginia, Rebecca Lowry is now a school psychologist. She maintains membership in the American Association of School Superintendents (AASA). 

AASA delivers personalized learning opportunities through its Personalized Learning Cohort program. Designed to educate school administrators on personalized learning approaches, the program allows education leaders to engage in research studies, explore media stories, and connect with other school districts. 

Personalized Learning Cohort also serves to create a community of competent superintendents who will lead a nationwide movement for personalized learning. Sessions and meetings contain content for educators new to personalized learning and those with years of experience. The 2018-19 Personalized Learning Cohort will take place October 31 through November 2, 2018, in the Dysart Unified School District in Dysart, Arizona.