Sentences with phrase «effective school development»

Effective school development is equally about system - wide social capital and developing strong individual human capital.

Not exact matches

Institutes are available to assist theological schools to develop more effective «development offices.»

From procurement and finance to menu development and lunchroom education, this online course series provides in - depth training on how to implement effective change in school food programs.

Successful, cost - effective federal nutrition programs play a critical role in reducing child poverty and helping children access healthy foods while improving their overall health, development, and school achievement.

This new professional development course offers teachers, administrators, board members and parents an opportunity to reflect on and work with the challenges of building a Waldorf School Community that is vibrant, innovative and effective, while honoring the unique contributions of each member of the community.

From procurement and finance to menu development and lunchroom education, this online course series provides in - depth training on how to implement effective change in school food programs.

The First Lady said that experts have assured the programme is highly cost - effective and the benefits far outweigh the costs noting that «when we invest in adolescent nutrition now, they will stay in school longer, perform better in school and ultimately we will create a more productive labor force which is a crucial precondition for economic development.»

To support the development of young students — particularly in low - income schools, which are at risk for having less effective teachers and less engaged students — researchers are looking to classroom interventions focused on social - emotional learning.

«Although acceleration is widely supported by research as an effective strategy for meeting the needs of advanced learners, it's still rarely used, and most schools do not systematically look for students who need it,» said study co-author Paula Olszewski - Kubilius, director of the Center for Talent Development at the Northwestern's School of Education and Social Policy.

The study, «Scaling and Sustaining Effective Early Childhood Programs Through School - Family - University Collaboration,» was conducted by Dr. Arthur Reynolds, a University of Minnesota professor of child development, and colleagues in the Human Capital Research Collaborative (HCRC).

«With the development of effective treatments, the most limiting factor to treating acute stroke is infrastructure — we have to keep evolving our systems to get therapy to as many appropriate patients as possible,» says Ferdinand K. Hui, M.D., associate professor of radiology and radiological science at the Johns Hopkins University School of Medicine.

We coordinate efforts with others within the University, the Perelman School of Medicine, Penn Medicine and the School of Nursing to optimize the development and meaningful engagement of healthcare professionals in effective learning and improvement experiences.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

Guest blogger Tom Whitby examines how a school district's professional development decisions come down to cost, and then proposes maximizing the trend of DIY PD as a cost - effective answer to the problem.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

Books When Tim Oates, director of assessment research and development at exam board Cambridge Assessment, was asked to use his school curriculum expertise to lead the government's review of the national curriculum, his international research highlighted the importance of high quality textbooks in realising the aims of national curricula and supporting effective teaching.

National Schools of Character exemplify CEP's Eleven Principles, among them defining ««character» comprehensively to include thinking, feeling, and behavior»; implementing «a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed»; providing «students with opportunities for moral action»; and using «a comprehensive, intentional, proactive, and effective approach to character development.»

Now he speaks at conferences and works with teachers in schools, leading professional development around ideas such as the Flipped Learning Classroom, Blended Learning and the effective use of ICT tools.

Effective professional development is often seen as vital to school success and teacher satisfaction, but it has also been criticized for its cost, often vaguely determined goals, and for the lack of data on resulting teacher and school improvement that characterizes many efforts.

CASEL found that the most effective strategies to reduce harassment include a «whole school,» or three - pronged approach: a schoolwide component that offers educators training and the means to monitor their school climate; a classroom component that reinforces schoolwide rules and SEL skill development; and an intervention component to help students, both the targets and the perpetrators.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

«The development of effective school leadership is critical to Australia's educational success,» Mr Yarrington said.

The leadership, absolutely, has to create a culture that encourages people to [look to] research, they have to set out processes by which all this work can inform the school agenda, they have to know about effective professional development, they have to have the guts, to be honest, to stop things that are not working.

Professional development must be focused on both learning and learners and it should actively involve all stakeholders in collectively constructing and re-constructing a shared vision of effective teaching for the local school context.

Through a 2 - year professional development program that incorporates continuous quality improvement methods, UBC provides classroom teams and school leaders training and in - classroom coaching to maximize language instructional strategies, instructional time, effective interactions and attendance.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

But the research on effective professional development points more toward ongoing efforts that are school based and tied directly to teachers work.

The Center on the Developing Child is working to increase both the supply of and demand for more effective, scalable strategies that strengthen the foundations of healthy development and substantially improve the readiness of millions of children to enter school prepared to succeed.

Through OCW, educators improve courses and curricula, making their schools more effective; students find additional resources to help them succeed; and independent learners enrich their lives and use the content to tackle some of our world's most difficult challenges, including sustainable development, climate change, and cancer eradication.

Lynn Miles has been appointed senior associate dean for Development and Alumni Relations for the Harvard Graduate School of Education, effective October 1.

Central to the concentration is research on the factors that put children or youth at a disadvantage, and those assets — family, community, or cultural — that support high levels of academic, social, and moral development; healthy individuals; and effective schools.

With the more cost effective alternatives to enterprise Learning Management System software, such as WordPress web development tools and availability of free resources for setting up an education website, it is becoming easier for local schools and individual tutors to build a great site with minimum investments.

A skilled and well - qualified school business management professional on the school leadership team can focus on ensuring the effective use of available financial and human resources, aligned to the school's pedagogical aims and development plan, whilst other members of the team focus on improving teaching and learning.

Schools must offer Twitter professional development for parents and teachers to build the capacity necessary to role model effective use of social media for collaboration and learning online.

A leading expert in moral development, vulnerability and resilience in childhood, and effective schools and services for children, Weissbourd joined the HGSE faculty in 1994.

Property Data and Information Availability of quality and reliable asset data and information about the national schools estate is vital for effective policy development, planning and decision - making.

Q: For middle and high school students, what is the most effective instructional model to maximize literacy development?

Encouraging teacher development can be a key factor in running an effective leadership system within schools.

In addition, schools and colleges will receive guidance, access to conferences and events on effective teaching practice, alongside a new online maths zone on the Hwb learning website and new evidence - based professional development programmes for teaching staff to improve their maths knowledge.

Divided into multiple, and flexible sessions that can be administered according to your school's individual needs and schedule, this interactive professional development helps teachers and administrators understand and implement the inclusion model while developing effective co-teaching relationships.

Ronald Ferguson, an expert in education and economic development, has been appointed senior lecturer on education and public policy at the Harvard Graduate School of Education effective July 1, 2009.

18 - 19 — Professional development: «The Seven Habits of Highly Effective People: The «Principle - Centered» Approach to Quality Schools,» conference, sponsored by the American Association of School Administrators — National Academy for School Executives, for superintendents, central - office administrators, board members, principals, teachers, and parents, to be held at the Mills House Hotel in Charleston, S.C. Contact: A.A.S.A. - N.A.S.E., 1801 North Moore St., Arlington, Va. 22209 - 9988; [phone]; fax: [phone].

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

Research and practice were connected in the development of the Teaching for Understanding Framework, a collaborative approach for effective teaching developed, tested, and refined by faculty at the Harvard Graduate School of Education along with many experienced teachers and researchers.

Faculty interests and experiences encompass ensuring equity of access to quality literacy instruction, especially in urban schools, addressing the opportunity gap, promoting effective data - driven school - wide literacy programs, and developing sustainable school - based professional development.

We seek to learn whether the creation of an institute that provides the space and time for the sharing of ideas, resources, best practices, lessons learned, etc. can result in the development of sustainable, strong, effective, actionable and replicable faith - based supplemental education (out - of - school learning) and advocacy programs.

[That] then was used through an iterative professional learning and development program to work in a number of schools to try and implement that Effective Teaching Profile into classrooms.

It is essential to effective use of the «teachers observing teachers» strategies that school administrators enable a culture that nurtures a collegial exchange of ideas and promotes a certain level of trust, explained Dennis Sparks, the former executive director of National Staff Development Council which is now known as Learning Forward.

The school's principal, Kevin Mackay, says mentoring is the main focus for the development of early career teachers into effective educators.

AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional sSchool, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional sschool that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional skills.