Sentences with phrase «adult education spaces»
They must also go toward construction or renovation of spaces within school buildings to serve as health suites, adult education spaces, guidance suites, resource rooms, remedial rooms, parent / community rooms, and career and technical education classrooms.
https://www.timesunion.com/ Not exact matches
They could also be great neighbors, giving communities access to the space after school hours for practices, adult education, and family health services.
Communities want to see schools as resources: a place to use a gym, a gathering space, or a venue for adult education, for example.
For companies working in the crowded and competitive K - 12 space, the adult education market offers an array of enticing possibilities.
Throughout her journey in education, Jamie has been committed to creating spaces in which students and adults deeply belong, question, and challenge their assumptions, beliefs, and behaviors, through engaging in rigorous learning experiences which push the boundaries of what they believe they are capable of.
To do this work, educators, administrators and adults throughout the education not only need to open up physical spaces but also the minds of their peers so they can not only listen to student voice, but embrace the presence and power of Meaningful Student Involvement.
With 12th graders moving to Burnsville High School for the full day, the current Senior Campus will be transformed to host district administration, improved professional learning spaces, and adult basic education.
In 2018 the Kimball Education Gallery will feature a new Art and Cognition Center — a free, accessible, and comfortable educational space designed specifically for young children and their accompanying adults.
The manager curates two gallery spaces, recruits, supports, and manages artists in residence, and coordinates adult art education classes with artists from all departments.
Founded in 1891, the South London Gallery is one of the major spaces in Peckham, providing a rich program of contemporary art exhibitions and live art events, with integrated education projects for children, young people and adults.
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Upon graduation Votzmeyer was offered a position as Education Coordinator at K Space Contemporary where she has expanded the education programming to include launching an outreach program for K - 12 schools in Corpus Christi and surrounding counties, Senior Adult Outreach in senior adult living communities and Senior Community Centers, Kids in the Know at The Learning Garden at Tom Graham Park, Art in Literacy Project at La Retama Central Library, and the Kids» Palette within the Keep Corpus Christi Mural ArtsEducation Coordinator at K Space Contemporary where she has expanded the education programming to include launching an outreach program for K - 12 schools in Corpus Christi and surrounding counties, Senior Adult Outreach in senior adult living communities and Senior Community Centers, Kids in the Know at The Learning Garden at Tom Graham Park, Art in Literacy Project at La Retama Central Library, and the Kids» Palette within the Keep Corpus Christi Mural Artseducation programming to include launching an outreach program for K - 12 schools in Corpus Christi and surrounding counties, Senior Adult Outreach in senior adult living communities and Senior Community Centers, Kids in the Know at The Learning Garden at Tom Graham Park, Art in Literacy Project at La Retama Central Library, and the Kids» Palette within the Keep Corpus Christi Mural Arts ProAdult Outreach in senior adult living communities and Senior Community Centers, Kids in the Know at The Learning Garden at Tom Graham Park, Art in Literacy Project at La Retama Central Library, and the Kids» Palette within the Keep Corpus Christi Mural Arts Proadult living communities and Senior Community Centers, Kids in the Know at The Learning Garden at Tom Graham Park, Art in Literacy Project at La Retama Central Library, and the Kids» Palette within the Keep Corpus Christi Mural Arts Program.
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/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
I help teens and adults improve relationships, manage performance pressures (work, school, sports) and provide mental health education in a nonjudgemental space.
And, you know, we think about the consistent caregiver as a parent, but obviously in the area of early childhood education and care, the workers there can also be the consistent caregiver, and is also vital for providing that repeated experience of having an adult that cares about them, that's going to protect them, that's going to be interested in them, that thinks they're valuable enough to keep an eye on, so that they can therefore set off from that space of security to explore and learn.
Positive Discipline parent education (PD) also calls on us to maintain the space between ourselves as adults and the children and teens who we care about.