Sentences with phrase «building staff competence»

Not exact matches

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.

More specifically, such staff can contribute to ensuring regular attendance of Indigenous students at school, supporting teachers in building sound relationships with Indigenous students and their parents, initiating new curriculum resources, and leading professional development for teachers and whole - of - school activities to grow the cultural competence of staff and students together.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

Schools are tackling the problem of inequity and unconscious bias with a multi-tiered strategy that includes shifting disciplinary practices within a Positive Behavior Intervention & Supports (PBIS) framework and building social and emotional competence for students and 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

Skill Highlights Translation and Interpretation Technical Writing Relationship Building Active Listening and Communication Staff Leadership Cultural Competence EDUCATION AND TRAINING Current — Master of Arts: Spanish University of South Carolina — Columbia, SC 2015 — Bachelor of Arts: Spanish Mercy College — New York, NY.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

We offer a range of professional learning opportunities for school staff to enhance their understanding of a whole school approach to resilience, drug and road safety education and ways to develop children's personal and social competence so they build their resilience.

This section or excerpt of the Cultural and Linguistic Competence Self - Assessment for Early Head Start and Head Start Programs requires staff to explore the ways in which they support and contribute to building a culturally responsive environment for young children — that is welcoming and reflective of the young children, and families served within the classroom.

This section includes resources and information to aid caseworkers with screening children, youth, and families for co-occurring issues and trauma; help staff engage families with cultural humility and competence; grow their understanding of the appropriate use and oversight of psychotropic medications for children and youth in foster care; and build networks of support that will strengthen families, keep children safe, and increase family well - being and wellness.

These opportunities should scaffold to build competence over time among staff, especially teachers, counselors, coaches, and others who deliver social and emotional learning (SEL) curricula directly or embed SEL practices in their instruction and climate management practices.

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.

We offer a range of professional learning opportunities for school staff to enhance their understanding of what road safety and drug education looks like in the secondary years, and how to develop young people's personal and social competence so they build their resilience.

It will take time to build the administrative systems, acclimatise staff in the new structure within PM&C, and for Aboriginal and Torres Strait Islander peoples, already cynical and fatigued by change, to have confidence in the competence of those implementing these new arrangements.