Sentences with phrase «assessing performance skills»

Developing the Professional Performing Arts Diplomas, an industry - focused qualification for assessing performance skills.

Not exact matches

Important factors that could cause actual results to differ materially from those reflected in such forward - looking statements and that should be considered in evaluating our outlook include, but are not limited to, the following: 1) our ability to continue to grow our business and execute our growth strategy, including the timing, execution, and profitability of new and maturing programs; 2) our ability to perform our obligations under our new and maturing commercial, business aircraft, and military development programs, and the related recurring production; 3) our ability to accurately estimate and manage performance, cost, and revenue under our contracts, including our ability to achieve certain cost reductions with respect to the B787 program; 4) margin pressures and the potential for additional forward losses on new and maturing programs; 5) our ability to accommodate, and the cost of accommodating, announced increases in the build rates of certain aircraft; 6) the effect on aircraft demand and build rates of changing customer preferences for business aircraft, including the effect of global economic conditions on the business aircraft market and expanding conflicts or political unrest in the Middle East or Asia; 7) customer cancellations or deferrals as a result of global economic uncertainty or otherwise; 8) the effect of economic conditions in the industries and markets in which we operate in the U.S. and globally and any changes therein, including fluctuations in foreign currency exchange rates; 9) the success and timely execution of key milestones such as the receipt of necessary regulatory approvals, including our ability to obtain in a timely fashion any required regulatory or other third party approvals for the consummation of our announced acquisition of Asco, and customer adherence to their announced schedules; 10) our ability to successfully negotiate, or re-negotiate, future pricing under our supply agreements with Boeing and our other customers; 11) our ability to enter into profitable supply arrangements with additional customers; 12) the ability of all parties to satisfy their performance requirements under existing supply contracts with our two major customers, Boeing and Airbus, and other customers, and the risk of nonpayment by such customers; 13) any adverse impact on Boeing's and Airbus» production of aircraft resulting from cancellations, deferrals, or reduced orders by their customers or from labor disputes, domestic or international hostilities, or acts of terrorism; 14) any adverse impact on the demand for air travel or our operations from the outbreak of diseases or epidemic or pandemic outbreaks; 15) our ability to avoid or recover from cyber-based or other security attacks, information technology failures, or other disruptions; 16) returns on pension plan assets and the impact of future discount rate changes on pension obligations; 17) our ability to borrow additional funds or refinance debt, including our ability to obtain the debt to finance the purchase price for our announced acquisition of Asco on favorable terms or at all; 18) competition from commercial aerospace original equipment manufacturers and other aerostructures suppliers; 19) the effect of governmental laws, such as U.S. export control laws and U.S. and foreign anti-bribery laws such as the Foreign Corrupt Practices Act and the United Kingdom Bribery Act, and environmental laws and agency regulations, both in the U.S. and abroad; 20) the effect of changes in tax law, such as the effect of The Tax Cuts and Jobs Act (the «TCJA») that was enacted on December 22, 2017, and changes to the interpretations of or guidance related thereto, and the Company's ability to accurately calculate and estimate the effect of such changes; 21) any reduction in our credit ratings; 22) our dependence on our suppliers, as well as the cost and availability of raw materials and purchased components; 23) our ability to recruit and retain a critical mass of highly - skilled employees and our relationships with the unions representing many of our employees; 24) spending by the U.S. and other governments on defense; 25) the possibility that our cash flows and our credit facility may not be adequate for our additional capital needs or for payment of interest on, and principal of, our indebtedness; 26) our exposure under our revolving credit facility to higher interest payments should interest rates increase substantially; 27) the effectiveness of any interest rate hedging programs; 28) the effectiveness of our internal control over financial reporting; 29) the outcome or impact of ongoing or future litigation, claims, and regulatory actions; 30) exposure to potential product liability and warranty claims; 31) our ability to effectively assess, manage and integrate acquisitions that we pursue, including our ability to successfully integrate the Asco business and generate synergies and other cost savings; 32) our ability to consummate our announced acquisition of Asco in a timely matter while avoiding any unexpected costs, charges, expenses, adverse changes to business relationships and other business disruptions for ourselves and Asco as a result of the acquisition; 33) our ability to continue selling certain receivables through our supplier financing program; 34) the risks of doing business internationally, including fluctuations in foreign current exchange rates, impositions of tariffs or embargoes, compliance with foreign laws, and domestic and foreign government policies; and 35) our ability to complete the proposed accelerated stock repurchase plan, among other things.

Expanding on this belief, they assessed over 15,000 leaders from more than 300 organizations across 20 industries and 18 countries to determine which conversational skills have the highest impact on overall performance.

Skills will not be assessed on paper but based on their performance in the field.

In Part 1, we discussed how the Common Core tests are being designed, and looked at a sample ELA performance task for assessing research skills.

Similar to assessing their students» culminating products or performances, teachers must formatively assess learning objectives and skills throughout the PBL project.

They use their existing scientific method pre-assessment from the previous year, and to assess the skills they design a simple performance task for students to complete.

Research has shown that performance - based assessment provides a means to assess higher - order thinking skills and helps teachers and principals support students in developing a deeper understanding of content.

In Hampton High's Disaster Relief Mission, math students role - play air traffic controllers and pilots to assess their skills in a performance - based simulation.

Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors.

The program identifies the top 2.5 percent of Hispanic students each year based on their performance on the 11th - grade PSAT / NMSQT, which assesses skills in math, critical reading, and writing.

In order to assess basic knowledge and skills, we look at whether the child's performance on standardized math and reading tests meet or exceed the state - defined proficiency level.

She argues that more weight should be attached to British values in schools, included a focussed syllabus in developing teaching skills and assessing schools performance.

The programme covers the benefits of performance management review and the process; standards of performance and assessing performance objectively; setting personal objectives; effective performance management schemes — documentation and techniques and practical skills for one - to - one staff discussions and dealing with difficult situations.

Asked to assess their students» performance on nine specific writing skills, teachers tended to rate their students «good» or «fair» as opposed to «excellent» or «very good.»

A teaching performance assessment (TPA) is a tool used to assess the practical skills and knowledge of pre-service teachers against the Graduate Teacher Standards in the final year of their initial teacher education program.

This common analytic rubric can be used with English language arts performance tasks to assess research and / or argumentation skills.

Another teacher at the end of the institute day highlighted the advantage that performance tasks provide to hone in on more meaningful knowledge and skills, «I appreciate the opportunity to assess deeper knowledge as compared to typical standardized testing.»

The Arts As Formative Assessment Similar to assessing their students» culminating products or performances, teachers must formatively assess learning objectives and skills throughout the PBL project.

Performance Tasks represent cross-curricular topics and assess students» reading, writing and analysis skills.

Educators seeking to measure student attainment of 21st century skills and deeper learning are increasingly looking to performance assessment as a way to assess student performance meaningfully.

States and districts should include multiple measures of performance, including but not limited to input measures such as evidence of a teacher's knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

School psychologist — A person licensed by the Board of Psychology to practice school psychology with demonstrated competencies in assessing students» cognitive abilities, academic performance, interpersonal emotional / social functioning and sensory - motor functioning, as well as the understanding of the knowledge, skills, and processes for direct and indirect interventions.

Praxis I ® measures basic academic skills; Praxis II ® measures general and subject - specific knowledge and teaching skills; and Praxis III ® assesses classroom performance.

Another trend has been the increased convergence between how the students self - assess their skill proficiency as compared to their teacher's perceptions, demonstrating a greater shared understanding of these skill performance indicators and expectations.

She said more weight should be attached to a British values focus and syllabus in teaching skills and assessing school performance.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special educAssess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special educassess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special education.

Less than one - third of states currently require these exams for licensure, however, and many states that do still tend to set a low bar for passage.8 In sum, many licensure exams do not include a performance component and do not assess the types of skills that make for great teaching in the classroom.

PERA requires districts to design and implement performance evaluation systems that assess teachers» and principals» professional skills as well as incorporate measures of student growth.

These types of exams fail to assess deep content knowledge, pedagogical skill, or performance leading a classroom.3 Additionally, many believe these types of exams act as a mechanism that disproportionately filters out potential teachers of color.4

Typically, the screening measure assesses a single skill (e.g. letter identification) that is highly predictive of later reading performance.

Students» abilities to demonstrate these kinds of skills are much more appropriately assessed through the use of authentic, project - based learning and performance - based assessments.

The samples include nearly 50 assessment items and performance tasks, including examples of innovative, technology - enhanced items that take advantage of computer - based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.

Teachers can assess student proficiency in a particular skill through direct observation of a performance or by examination of an end product that required use of the skill.

The basic level on the NAEP is defined as partial mastery of the knowledge and skills at each grade; proficient is defined as solid academic performance for each grade assessed; and advanced is defined as superior performance.

In 2009 — the same year articles in an Educational Leadership issue on «Teaching for the 21st Century» recommended that schools assess key 21st century skills — our school district in southeastern Virginia began creating a large - scale performance assessment to gauge students» critical - thinking and problem - solving skills.

[The ELA Performance Tasks] are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which can not be adequately assessed with traditional assessment questions.

If the assessments are confirmed to be functional and can be verified as accurately, securely, and fairly assessing skills necessary for «college and career readiness», then every State Board Trustee (all of whom are assumed to be college - educated and career - successful) should receive scores that exceed passing performance.

The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.

The volume provides the rationale for assessing this particular skill and describes performance within and across countries.

According to the study, which looked at teachers» perceptions of student behavior as well as academic performance for both black and Latino students, the only significant area where mismatch played a role for Latino children — and Spanish - speakers specifically — was in early literacy skills for non-English-proficient students (assessed in Spanish).

So committed was he to learning from others and with others, that he engaged the Organization of Economic Cooperation and Development in assessing the knowledge and skills of Massachusetts youth, in ways that would help us compare the performance of students in the State with that of their peers in other countries and regions.

When students are not progressing or mastering curricular content or skills, functional, curriculum - based assessments are conducted whereby teachers identify and analyze (a) relevant curricular and instructional variables and their relationship to student achievement outcomes; (b) assess curricular (i.e., scope and sequence) placement and performance expectations and outcomes; and (c) complete curricular task analyses and student mastery checks.

A learning target guides everything the teacher does to set students up for success: selecting the essential content, skills, and reasoning processes to be learned; planning and delivering an effective lesson; sharing learning strategies; designing a strong performance of understanding; using effective teacher questioning; providing timely feedback to feed student learning forward; and assessing learning.

Our results thus provided suggestive evidence that the strength of the relationship between teachers» classroom observation scores and their students» test performance may in part be attributable to the sensitivity of the skills assessed during observation to those assessed on the test.

This composite varies from fall, winter, or spring per grade level to best match math skill development and reliably assess performance.

B.A. level — assesses core life skills of a dog / owner team M.A. level — assesses the life skills of a dog / owner team with distractions Ph.D. level — assesses the performance reliability of a dog / owner team's life skills

Satisfactory performance for the test site at Taiz suggests that the model is transferrable even when skill is assessed against a diverse set of metrics.

It is an unfortunate paradox: if you're bad at something, you probably also lack the skills to assess your own performance.

- Monitoring skills to assess personal performance and performances of other staff members - Decision - making skills to weigh pros and cons of different treatments and ability to collaborate with doctors and nurses to determine what would work best in the patient's well - being - Active listening skills to see if there is anything patients need to feel more comfortable - Solid familiarity with medical software, including eClinicalWorks and SynaMed EMR - Exceptional arm - hand steadiness to help with administering medications intravenously