Sentences with phrase «core knowledge areas»

AASECT recently updated the Core Knowledge Areas (CKA) required for certification and certification renewal of all Sexuality Educators, Sexuality Counselors and Sex Therapists.

The applicant will have completed a minimum of ninety (90) clock hours of academic coursework in sexuality education, covering general knowledge in the Core Knowledge areas listed below.

D. Official transcripts, attendance certificates, syllabi, etc., documenting ninety (90) hours of education in the designated Core Knowledge areas of human sexuality (Item V).

For those seeking AASECT certification, core knowledge areas, CKA, include: B, C, E, F, H, I, J, M. Please go to aasect.org to determine specific CKA's.

Not exact matches

In addition to our core offering, we grow knowledge in the areas where innovative technology can be truly disruptive helping banks and financial institutions trade more effectively and securely:

At the core of seizing this opportunity are better connections between educational and research institutions with industry, and supporting targeted investment in the Industry Knowledge Priority Areas described in the Food and Agribusiness Sector Competitiveness Plan.

Taught by practicing doulas, classes integrate core knowledge with practical information based on our extensive experience attending births and supporting new families in the Los Angeles area.

Not only does this area, termed the rhinal cortex, specialize in storing knowledge about objects, but it may serve as the core system for semantic memory.

With RCI's vast knowledge of I&C systems for nuclear power plants, they also provide expertise in the areas of neutron monitoring, in - core instrumentation, and process sensors for monitoring the safety critical aspects of the NuScale Power Module (NPM).

Brad's current daily clientele comes from all over the country, some traveling for hours daily to their multiple weekly sessions for his knowledge and expertise in the areas of weight loss, leaning and toning, muscle growth, core development, cardiovascular conditioning, nutritional design, injury prevention, flexibility, sports - specific training, and motivation.

It develops foundational knowledge across all core academic areas and provides admissions officers with an objective measure of what the student has mastered in much the same way that matriculation exams do in other countries.

Each of the three series includes four instructional Learn modules that build participants» core knowledge in key areas, including early learning and development, adult learning, and leadership and management.

The prime areas focus on the core knowledge and skills which are the foundations for children's school readiness and future progress.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

The most important and powerful breakthrough in Common Core is the standards» clear guidance that «by reading texts in history / social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas.»

Four of these are instructional Learn modules that build participants» core knowledge in key areas, including early learning and development, adult learning, and leadership and management.

Four of these are modules that build participants» core knowledge in key areas, including early learning and development, adult learning, and leadership and management.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

We all need core knowledge, and now in ever increasing areas (technology, government issues, human rights and ecology pop from the top of my head)-- but the era in which those who knew the most were the best is rapidly wearing off.

The Core Knowledge Foundation has piloted a new language arts program that incorporates many of the history, science and geography areas covered in the Core Knowledge Sequence.

An essential 21st Century skill set for all of our nation's students includes the information and communication technology skills to allow for participation as creative and informed citizens as well as critical thinkers well versed in core subject area knowledge.

Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.

During the 2013 AACTE Annual Meeting (February 28 - March 2, 2013, Orlando FL), the Preparing Teachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those problems.

The statements within the standards reflect those areas of knowledge and understanding of core developmental milestones for progression on to the standards defined by the interim teacher assessment framework at key stage 1.

Those holding a bachelor's degree can work towards state licensure gained through passing the American Board's Professional Teaching Knowledge (PTK) pedagogy exam, and subject area exam, covering the core content and grade range in which they'll be teaching.

Knowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher's core knowleKnowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher's core knowledgeknowledge base.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

A deep knowledge of Common Core Math Standards and conceptual of knowledge of Math for all course areas (numeracy to Calculus)

The theory invites a great deal of creativity in teaching and learning and over the last 35 years, arts educators, in particular, have used the theory to develop arts - integrated curricula that acknowledge the power of artistic processes to produce and share knowledge across core subject areas.

It also means access to the National Board «Body of Knowledge,» which is the research - based description of accomplished teaching that is detailed in the NBPTS Five Core Propositions, Architecture of Accomplished Teaching, and Content Area Standards.

The self - evaluation instrument divides the work of a school board into 10 areas called Standards, which are broad categories of knowledge and skills that describe the core actions of effective school boards.

But core knowledge in these areas is not the only knowledge future citizens of South Korea will need.

Instructional approach that supports the Common Core initiative to build content - area literacy and background knowledge for achieving authentic literacy as individuals

You can download an overview of major areas of skills and knowledge addressed in the Core Knowledge Preschool knowledge addressed in the Core Knowledge Preschool Knowledge Preschool Sequence.

A CORE expert will show content area teachers ways to improve vocabulary knowledge and implement strategies to increase subject matter comprehension.

The content review team at EdReports.org measured the following areas, or gateways, in its review process: text quality and alignment to the Common Core State Standards; building knowledge with texts, vocabulary and tasks; and instructional supports and usability indicators.

Michael Sadowski outlines what experts identify as core knowledge for the ten areas of high - quality PK - 3 teaching:

Of course, content - area knowledge is extremely important; building academic skills is still and always will be a core goal of secondary education.

Free from many state - mandated regulations, charter schools can offer more curriculum and design options to parents and children, such as Montessori, Core Knowledge (Back - to - Basics), Arts & Science, and a longer - day, longer - year, strict - discpline school for at - risk children living in urban areas (sometimes referred to as College Prep schools).

The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies.

Certified Dog Behavior Consultants are required to submit written case studies and responses to questions as well as to demonstrate competency in six core areas, including assessment and intervention strategies, consulting skills, knowledge of animal behavior and relevant species - specific knowledge of healthcare, husbandry, nutrition and behavior.

Certified animal behavior consultants have demonstrated knowledge in all six (6) IAABC Core Areas of Competency.

Associate Certified animal behavior consultants have demonstrated knowledge in at least three (3) Core Areas of Competency.

Submitted case studies must convey the applicant's ability to communicate clearly through written work, and demonstrate knowledge in at least the first three Core Areas of Competency, including species - specific knowledge.

With in - house veterinary expertise in our core therapeutic areas and market leading companion animal products our therapy areas provide you with access to some of the best global knowledge in endocrinology, dermatology, ophthalmology and joint support.

This greatly facilitates the acquisition of knowledge in areas of interest that may not be a core strength at the Bren School.

WRT AGW and climate science, the basic requirements for a robust «core» knowledge area have not been met, and to describe ANYONE as an expert in climate science is, as Dr. Carter noted in a recent talk, simply foolish; there are, he notes, about 100 significant specialties involved in it, and no one man can be conversant with more than one or two.

One of those people is Russell Evans, founder of Transition Lab, an innovative school in Montrose, CO, that focuses on teaching skills across five core areas: local food, affordable housing, entrepreneurship, community, and knowledge of self.

While I have my own area of technical knowledge, including some basic physics and biology, it does not extend to the core science of AGW, and so I make no direct comment on it, other than to say it has been one of the most intensely studied and debated scientific issues in history and I find it difficult to believe that the vast majority of climate scientists have got it completely wrong.

(If you're interested, the APQC site offers research and expertise in five core areas: business excellence, financial management, human capital management, knowledge management, and supply chain management.)