Groups will be evaluated during the program intake process and
an Individual School Development Plan, specifically tailored to address the needs of each school will be created.
Not exact matches
To provide
individual skill
development information for
planning developmentally appropriate activities at home and
school based on a child's performance relative to a standardized score.
If you have a particular practice in your
school that you think is successful at supporting the
individuals in their
development — whether it is a successful orientation program, a volunteer rewards program, professional
development plans for trustees or anything else, click here to go to the post and add a comment telling us about your success.
Robert Tillman, postdoctoral program coordinator at New York University
School of Medicine, advises budding scientists to create an
individual development plan (IDP), through a process like the one developed by the FASEB Training and Careers Committee.
I am a Lead Practitioner who specialises in the delivery and
planning of whole
school CPD and leading on
individual staff
development through coaching and mentoring.
The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and
development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care
plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on
schools to publish SEN information • Giving parents more control over support and funding for their child:
individual budget by 2014 for all those with EHC
plan • A clear choice of
school: parents will have rights to express a preference for a state - funded
school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal
From this,
individual staff members will be able to establish their own goals for the year and understand exactly how these fit into the whole -
school development plan.
Category 7: Evaluations inform
individual Professional
Development Plans; focus on self and
school improvement.
Each
school principal may establish and maintain an
individual professional
development plan for each instructional employee assigned to the
school as a seamless component to the
school improvement
plans developed pursuant to s. 1001.42 (18).
CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of
School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career
Development and Transition for Exceptional
Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child
Development Child Language Teaching and Therapy Childhood Education Children &
Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the
Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary
School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language
Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences
Actively participate in the creation and implementation of an
individual and
school wide Professional
Development Plan that inspires personal growth, informs teaching practices and promotes understanding of the NYS Teaching Standards
Special rates are available to
individuals and groups that are in the
planning phase of charter
school development.
Demonstrate knowledge of NYS Learning Standards and Common Core through the
development and implementation of weekly lesson
plans that reflect evidence - based practices, address the
individual goals of students and strengthen the continuity of learning experiences between home and
school
● Oversee the implementation of the educational vision across all campuses, and ensure
schools are producing amazing outcomes for students ● Ensure all
schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure
schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the
schools ● Manage the college teams in supporting students as they prepare for college ● Provide
individual development and management to
school principals through one - on - one meetings, coaching, modeling,
planning, and feedback ● Lead regular professional learning for
school leaders (topics such as instructional leadership, personnel management,
school operations, data analysis,
school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with
school principals to develop and implement action
plans based on academic results
She is passionate about supporting classroom teachers and
schools with curriculum
planning, assessment
development, and implementation of professional learning targeted to the needs of
individual schools and teachers.
K12 will provide comprehensive wraparound services targeted to
individual student needs and for the benefit of the
school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school community:
development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own
individual learning
plan; academic success at the
school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school and
individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students;
school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.;
School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
School prom;
school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school graduation ceremonies; national college guidance through a network of K12 counselors;
school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school community service opportunities; student developed student body council;
school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school extracurricular activities: possibilities would include the
development of a golf club, chess club, bowling club.
These evaluations should drive a
school leader's
plan of the resources, suggestions, and professional
development that is required to improve
individual teacher quality.
Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with
school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for
school teams to
plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional
development through interactive keynotes, workshops for teacher leaders, leadership seminars, and
individual coaching with
school and district administrators.
By creating data - based professional
development plans, district leaders can address teachers» strengths and opportunities for improvement identified during performance evaluations at the district,
school and
individual level.
A key advantage of SchooliP is that I can directly link
School Development Plan activities to
individual staff members» objectives.
We also expected and guided participants to
plan for changes in
individual teaching practice, changes in
school and district professional
development strategies, and finally, changes in district curriculum efforts.
Following each training session, supports are provided to districts so that, at the end of the training, participants will know how to: • Determine a
school's greatest area of need (GAN) • Write a SMART school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coa
school's greatest area of need (GAN) • Write a SMART
school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coa
school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and
schools • Lead the SMART
School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coa
School Improvement Process • Support
schools in the
development of action
plans for carrying out
school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coa
school - wide improvement strategies • Coach teams and
individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coaching.
The ALA
School Librarian Competencies based on the PSELs provide an opportunity for self - reflection and self assessment which can lead to the
development of a personal
plan for professional growth and can be an entry point for
individual implementation of the AASL National
School Library Standards published in 2017.
• Assist the lead teacher with curriculum
development and lesson
planning • Ensure that the lesson
plans are purposeful and age appropriate • Work with the lead teacher to
plan and implement study programs aimed at meeting the
individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an
individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the
school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the
school bus • Operate and maintain audio - visual equipment from special class projects
Skill Highlights Middle
School Education Lesson
Planning Classroom Management Differentiated Learning
Individual and Group Instruction Educational Technology Professional Experience Student Teacher 8/1/2015 — 5/1/2016 Eastwood Middle
School — Indianapolis, IN Assisted teachers in delivery of classroom instruction,
development of educational activities, and creation of lesson
plan; designed modules integrating technology and audio - visual aides.
PA Reps for staff
development and growth opportunities *
Plan, assign, and direct work, appraise performance, reward and discipline employees, address complaints and resolve problems within the team * Assist in the hiring process * Assist in the preparation of performance reviews * Deliver performance reviews in conjunction with the Prior Auth Manager * Meet monthly with each staff member to go over performance status * Assist with training as needed * Lead weekly Team meetings with staff to keep them informed of changes to policy and procedures and corporate communications * Meet with the Prior Authorization Management team weekly to report on clinical call center performance and personnel issues Required Qualifications: * High
School Diploma or equivalent * Current and unrestricted Pharmacy Technician license * 2 years» experience supervising Pharmacy Technicians in a Call Center environment * Prior Authorization experience * Knowledge of the Pharmacy Benefit Management and / or Health Insurance * Knowledge of Call Center industry through work experience and as obtained through related courses * Proficient in Microsoft Word and Excel Preferred Qualifications: * Bachelors» Degree * PBM experience * National Pharmacy Technician Certification Required Competencies: * Must have strong leadership and problem solving skills * Strong written and verbal communication skills * Strong interpersonal skills * Ability to effectively present information and respond to questions from groups of associates, managers and clients * Ability to comprehend ACD statistical reporting and apply it to the operation of the department * Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form * Ability to maintain a high level of consistency while working with team members * Ability to recognize the needs of the staff, heighten morale, and decrease stress and burnout * Ability to understand what style of conflict resolution is best suited for a particular situation * Ability to determine the needs of each
individual team member and assist them in achieving set goals * Demonstrate a clear understanding of company and client confidentiality * Excellent organizational skills * Exemplary coaching / motivational skills at both an
individual and team level * Adaptable and able to move with change while maintaining a positive attitude and strong role model for the Team.
Effectively managed time and caseloads based on 20 sessions per week.Efficiently gathered information from families and social services agencies to inform
development of treatment
plans.Documented all patient information including service
plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Interacted with clinical staff and external resources such as
school or community personnel.Developed comprehensive treatment
plans that focused on accurate diagnosis and behavioral treatment of problems.Taught clients anger management techniques, relaxation skills, impulse control, social skills, emotional coping skills and functional living skills.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Created and reviewed master treatment and discharge
plans for each client.Referred clients to other programs and community agencies to enhance treatment processes.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Led patients in
individual, family, group and marital therapy sessions.
Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and
development personnel Oversaw strategic
planning,
development of company goals, and implementation of action
plan Designed and implemented staff
development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led
individual and group therapy sessions resulting in significant personal
development of participants Developed customized treatment
plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to
school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and
development of youth
PPDS advisors work with
schools supporting
individual teachers, groups of teachers and whole staffs in implementation of the primary
school curriculum and in organisational and
development planning.
The Education Legislation Amendment Act 2008 maintains commitments to initiatives such as the Sporting Chance program, as well as supporting the expansion of intensive literacy and numeracy programs for Indigenous students, professional
development support to assist teachers to develop
Individual Learning
Plans for their Indigenous students, an additional 200 teachers in the Northern Territory and the provision of three new boarding college facilities for Indigenous secondary
school students in the Northern Territory.