The aim of the workshop, she averred, «is to
build the capacity of staff, improve their knowledge of the INEC Gender Policy and spur them to be committed to the roles required of them in achieving the objectives of the policy.»
But we now know that in order for this to work and be more high impact that we have to also
build the capacity of staff.»
Where these conditions have not yet been established, the principal and school leadership team have to
build the capacity of the staff and culture within the school in order to build a culture suitable for coaching or mentoring conversations to be used.
So we set goals and targets, we developed a cohesive whole school plan and then we systematically went about
building the capacity of staff to embed more writing activities in their classes.
He also specializes in structures and process that engage learning communities at an organizational level so as to aid in
building the capacities of staff to share and learn at an authentic level; which ultimately leads to school wide change and high levels of student achievement.
Because the Marysville School District recognized that
building the capacity of staff and establishing teacher leaders is critical to education reform sustainability, they used some of their School Improvement Grant on extensive professional development for educators.
The most effective implementations are developed in collaboration with the digital curriculum provider, who offers expertise and works closely with administrators and educators to design programs and instructional models that meet student needs and support and
build capacity of the staff.
Through a collaborative effort across multiple divisions within the Department, DST focuses on
building the capacity of all staff serving in the lowest performing districts and schools across the state to support the improvement of the school performance grade and EVAAS growth score.
As the administrative leader on campus, a principal's chief responsibility is to
build the capacity of its staff, create a college - going culture and ensure students are provided a safe and equitable learning environment.
This Division provides services and support to
build the capacity of staff serving in low - performing schools and districts, and to «develop or improve systems and processes that will sustain a continuous improvement culture.»
Mental health consultants can
build the capacity of staff to be responsive to culturally and linguistically diverse expectant families, infants, toddlers, and their families through the consultation process as well as staff development activities.
Build the capacity of staff and families to implement evidence - based interventions to reduce challenging behavior;
Not exact matches
The primary goal
of parent support programs is to provide support and information in ways that help parents become more capable and competent.2, 3 Research now indicates that to reach this goal, it is necessary that
staff use practices that are family - centered as opposed to professionally - centered, and
capacity -
building as opposed to dependency forming.4, 5,6,7 The key characteristics
of family - centered practices include: treating families with dignity and respect; providing individual, flexible and responsive support; sharing information so families can make informed decisions; ensuring family choice regarding intervention options; and providing the necessary resources and supports for parents to care for their children in ways that produce optimal parent and child outcomes.8, 9,10,11
Capacity -
building helpgiving practices that form the basis
of the interactions between
staff and families ensure the enhancement
of parents»
capacities which in turn gives them the competence and confidence necessary to interact with and promote the social and emotional development
of their children.
There are two dimensions
of capacity -
building helpgiving practices: relational and participatory helpgiving.23, 24,25,6 Relational practices include behaviours typically associated with effective helpgiving (compassion, active listening, etc.) and positive
staff attributions about program participant capabilities.
Building completely new technology may be beyond the
capacity of most campaigns themselves, but they could be creating the kind
of critical mass
of staff that has led to a vibrant ecosystem
of firms and technologists on the Left.
Campaigns can
build their digital
capacity by hiring experienced
staff,
of course, but they're frequently hard to come by.
Serving as Director - General
of the Electoral Institute
of Independent National Electoral Commission (INEC), he was at the forefront advocating for free, fair, credible and participatory electoral system through research,
capacity building for the
staff of the Commission, and engagement
of vigorous voter education activities.
Chief
of Air
Staff (CAS), Air Marshal Sadique Abubakar has said that the Nigerian Air Force (NAF) under his leadership will reinvigorate professionalism through
capacity building to enable the force take up any task assigned...
Specifically, it will enhance the
capacity building of the Ghana Statistical Service (GSS) at the national and regional levels and strengthen the skills
of the professional and non-professional
staff of the statistical units through the acquisition
of goods and the provision
of training.
In his goodwill remark, the Senior
Capacity Building Manager
of IFES, Seray Jah, applauded the efforts
of INEC at enhancing the knowledge
of its voter education
staff and extending it to the grassroots level.
Chairman
of the Commission, Prof. Mahmood Yakubu who welcomed the development, outlined
capacity building for the Commission's
staff and political parties, voter education and sensitization, inclusiveness — particularly for women, youths and persons living with disabilities — and electoral conflict mitigation as areas where the Commission would need support.
Additional measures undertaken include «the reorganization
of the commission's administrative structure;
staff capacity building and professionalization; institutionalization
of long - term planning processes; introduction
of technology such as biometric registration and authentication processes (Permanent Voter Cards and Smart Card Readers), collation and results management as well as the tracking and monitoring
of electoral activities».
Be willing to invest a lot
of time, money, and other resources into the collaboration, including travel,
building research
capacity, and training
staff members overseas.
Commitment by the school leadership to use coaching or mentoring strategies to
build the
capacity of the school
staff;
«The program was established to address anticipated
staff turnover within the remote community setting, as well
build on the
capacity of a local Indigenous workforce,» Avery explains.
Put quite simply — if you increase the number
of connected pupil devices in your school — you will need to upgrade your Wi - Fi systems (which were probably originally
built just to connect your
staff and the school office) and you will need to increase your broadband speed and
capacity.
Through the program, the university provides free professional learning and resource kits to dozens
of schools in low SES (socioeconomic status) areas to
build staff capacity in teaching robotics - based curriculum activities.
«The gains, we figured, were to be had by
building the
capacity and expectations
of the great
staff we already had,» Mackay explains.
«We did have a full
staff development day a couple
of years ago where we focused on some
staff wellbeing things, but it was more around team
building and facing challenges and so on,
building capacity to present to a large audience.
«We publish books, reports, and briefing papers that illuminate critical problems and advance innovative solutions; work at both the national and state level with advocates and policymakers to promote reforms; help to
build the
capacity and skills
of key progressive constituencies; project our values into the media by promoting Demos Fellows and
staff in print, broadcast, and Internet venues; and host public events that showcase new ideas and leading progressive voices.»
Develop common vision, plan and strategy for incorporating critical thinking into teaching and learning;
build staff capacity and support innovative teaching practices, such as selecting key components
of critical thinking (e.g., logic, recognizing manipulation, evaluating sources) to emphasize schoolwide
The primary aim
of these practices is
capacity building, understood to include not only
of the knowledge and skills
staff members need to accomplish organizational goals but also the disposition
staff members need to persist in applying those knowledge and skills.
Leadership program at the UIC College
of Education as effective tools in
building teacher and
staff capacity to serve students.
The four practices comprised in this category —
Building collaborative cultures, Restructuring the organization to support collaboration,
Building productive relationships with families and communities, and Connecting the school to the wider community — are intended to establish workplace conditions that will allow
staff members to make the most
of their motivations and
capacities.
Authorizers reported gains in nine
of 12 Index categories, with double - digit improvements in practices related to increased transparency, the setting
of performance expectations and
building staff capacity.
Courses may be taken individually to
build staff capacity or in clusters to complete professional learning requirements
of the National Dropout Prevention Specialist Certification Program.
Building Leadership
Capacity with Professional Development As principal of Killingly Intermediate School, in Dayville, CT, Sheryl Kempain, finalist for the 2009 MetLife / NASSP National Principal of the Year award, provides a plethora of professional development opportunities for her staff to build their leadership c
Capacity with Professional Development As principal
of Killingly Intermediate School, in Dayville, CT, Sheryl Kempain, finalist for the 2009 MetLife / NASSP National Principal
of the Year award, provides a plethora
of professional development opportunities for her
staff to
build their leadership
capacitycapacity.
Research shows that professional learning communities (PLCs) provide the best environment for powerful professional development and that the best professional development
builds staff capacity to function as members
of a high - performing PLC..
All
of this is done through a strategic planning,
capacity building, professional development, and technical assistance process that helps students,
staff, schools, and systems to continuously improve and become independent over time.
Our continuous school improvement process uses strategic planning, organizational assessment, professional development, and
staff capacity / resource
building to maximize the academic and social, emotional, and behavioral success
of all students.
Meet regularly with school site principal to
build capacity of members
of the Lead Team or
staff
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans
of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully
build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation
of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director
of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected
of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention
staff members, and board members
Because the SCSC commissioners and
staff believe that a school's early success is critical to their future success, we have prioritized the «onboarding»
of new schools, developing a suite
of supports and resources aimed at
building the
capacity and preparedness
of founding board members and principals
of new start - up charter schools.
The main objectives
of this tool are to provide the guidelines to help
staff become effective facilitators and trainers, to support quality
capacity building efforts, to contribute to the development
of a career pathway in after - school professional development, and to encourage after - school leadership
staff to create ongoing opportunities for
staff development.
Based on Partners in Education: A Dual
Capacity - Building Framework for Family — School Partnerships, a publication of the American Institutes for Research's Southwest Educational Development Laboratory in collaboration with the U.S. Department of Education, this session will help you to build and enhance the capacity of school staff and teachers use equity to engage all families, regardless of their racial or ethnic identity, educational background, gender, disability, or socioeconomic
Capacity -
Building Framework for Family — School Partnerships, a publication
of the American Institutes for Research's Southwest Educational Development Laboratory in collaboration with the U.S. Department
of Education, this session will help you to
build and enhance the
capacity of school staff and teachers use equity to engage all families, regardless of their racial or ethnic identity, educational background, gender, disability, or socioeconomic
capacity of school
staff and teachers use equity to engage all families, regardless
of their racial or ethnic identity, educational background, gender, disability, or socioeconomic status.
In addition to ongoing professional development to
build human
capacity, the principal is undertaking a number
of steps to ensure that the model is
staffed by the most highly - qualified teachers.
We strive to make our work part
of your school's daily routine, to help you prioritize actions that will have the most positive impact, develop the
capacity of your
staff, and
build a culture
of achievement in your
building.
This encourage schools to invest in sustainable practices, including intentional planning time for schools prior to implementation
of the grant and
building the
capacity of leaders,
staff, and families to support all students.
According to Mapp, while ineffective family - school partnerships are the result
of a lack
of capacity to
build partnerships, effective family - school partnerships are those that fulfill opportunity conditions such as being sustainable and collaborative, display growth
of policy and program goals, and connect welcoming and supportive
staff and families.