Sentences with phrase «appropriate responsibility for learning»

Not exact matches

Then he shares practical advice for how to break free from the blame game by taking appropriate responsibility for our actions, learning from our mistakes, and giving others the credit they are due.»

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

The assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

In this framework, accountability is defined as: the assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

Seek appropriate individual or shared leadership roles to continue professional growth, advancement, and increasing responsibility for student learning and advancement.

Do I believe that my child would benefit from having the responsibility for choosing appropriate learning activities and materials?

«By learning to formulate appropriate research questions, organize the search for data, analyze and evaluate the data found, and communicate the results, students develop the skills, dispositions, responsibilities, and self - assessment strategies needed to become independent, lifelong learners.»

During this presentation, participants will learn how to look for signs of child maltreatment and take the appropriate steps to report suspicions of child abuse and / or neglect to the appropriate authorities according to South Dakota's mandated reporting guidelines and will develop skills to handle this difficult responsibility.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Shares in the responsibility for planning, preparing and implementing stimulating, age - appropriate activities that encourage children's creativity and learning and promote each child's social, emotional, cognitive and physical development

The responsibilities of the position include collaborating with the classroom teacher to plan and implement the Early Learning Kindergarten program within a classroom setting and / or taking the lead in implementing age appropriate learning for groups of students as part of the Extended Day Learning Kindergarten program within a classroom setting and / or taking the lead in implementing age appropriate learning for groups of students as part of the Extended Day learning for groups of students as part of the Extended Day Program.

Responsibilities include planning and implementing developmentally appropriate activities, supervising children on walks in the community, lunch supervision duties, enthusiasm for outdoor activities and learning experiences as well as communicating with parents on a regular basis.

The responsibilities of the position include collaborating with the classroom teacher to plan and implement a full day early learning kindergarten program within a classroom setting and / or taking the lead in implementing age appropriate learning for groups of students as part of the extended day program.