Sentences with phrase «collaborative professional works»

''... that benefits [of proficiency grading] include improved student engagement, greater attention to development of robust interventions systems and more deliberate collective and collaborative professional work.»

Fostered and maintained a collaborative professional working relationship with the project leadership team.

Collaborative professionals work as a team to assist families in resolving inheritance disputes and disagreements about caring for an elder parent outside of court in a supportive and communicative environment.

In the collaborative process, husbands, wives, their attorneys, and any other collaborative professionals working with the family, agree to resolve all issues of their case without contentious court proceedings.

We are Collaborative Professionals working together to provide Mediation & Collaborative Divorce.

In a collaboration that I recently completed, the Collaborative professionals worked in sync with the needs and interests of the clients making their timeline for resolution unique to their family.

Not exact matches

Tom is also a two - time author, including How Clients Buy: A Practical Guide to Business Development for Consulting and Professional Services (2018) and Bread and Butter, a critically - acclaimed book that describes his work at Great Harvest and how he and his team created a nationally recognized corporate learning community and culture of best practices using collaborative networks.

At WeWork Richmond Street West in Toronto, WeWork and RBC are creating an inspiring and collaborative community hub where WeWork members can meet with trusted RBC professionals to gain knowledge and insights that will meaningfully advance their work objectives — whether it's assistance on how to apply for a loan, guidance on how to optimize capital structure, or tips on how to grow headcount, RBC is available to help.

The document promotes collaborative care between maternity care professionals including CNMs, CMs, CPMs, and licensed midwives working at birth centers but specifically excludes home birth.

Her professional focus on leadership skills, governance issues, and personnel development are utilized in both her Executive Director position and in her work as co-instructor of Sunbridge's «Collaborative Leadership» course and related workshops.

Parents» perspectives and collaborative working with healthcare professionals have informed these principles of bereavement care.

Additional participants in the Jamaica Now Planning Initiative include: 165th Street Business Improvement District, 180th Street Business Improvement District, Jamaica Center Business Improvement District and Sutphin Boulevard Business Improvement District, A Better Jamaica, A Better Way Family & Community Center, Addisleigh Park Civic Association, Alliance of South Asian American Laborers, America Works, Antioch Baptist Church, Brinkerhoff Action Associates, Inc., Center for Integration & Advancement for New Americans, Center for New York City Neighborhoods, Chhaya Community Development Corporation, Citizens Housing & Planning Council, Community Healthcare Network of New York City, Cultural Collaborative Jamaica, Damian Family Care Center, Edge School of the Art, Exploring the Metropolis, Farmers Boulevard Community Development Corporation, First Presbyterian Church in Jamaica, Fortune Society, Goodwill Industries of Greater New York & New Northern New Jersey, Greater Allen Development Corporation, Greater Triangular Civic Association, Indo Caribbean Alliance, Jamaica Center for Arts & Learning, Jamaica Hospital, Jamaica Muslim Center; Jamaica Performing Arts Center, Jamaica YMCA, King Manor, LaGuardia Community College Adult & Continuing Education, Mutual Housing Association of New York, Neighborhood Housing Services Jamaica, New York Alliance for Careers in Healthcare, Queens College, Queens Council on the Arts, Queens Economic Development Corporation, Queens Hospital, Queens Legal Services, Queens Library; Queens Workforce1 Center, SelfHelp, Sikh Cultural Society, Sunnyside Community Services, Inc., The Jamaica Young Professionals, The Jamaica Youth Leaders, The Tate Group, Upwardly Global, Visiting Nurse Service of New York, and Y - Roads.

In the Spring of 2012, following 16 months of challenging and collaborative work by a dedicated group of community volunteers and Buffalo School District professionals and students, the BUFFALO BOARD of EDUCATION approved a comprehensive and updated District wide Wellness Policy.

Members interested in this area of work aim to identify, compile and develop resources and create opportunities for exchange in order to establish a stronger foundation for productive, collaborative human rights efforts, and contribute to the professional development of science, engineering and health teachers and human rights educators.

But recently published Michigan State University research says that the blended mix of married and unmarried bandmates improves creativity, innovation and collaborative thinking (and, that the same goes for working professionals).

The California Maternal Quality Care Collaborative is composed of multi stakeholder professional organizations (obstetricians, nurses, midwives and family practitioners), hospitals, public health department and public representatives working together to end preventable mortality and morbidity in maternity care.

If you prefer a more collaborative work environment, you might want to offer your services in a wellness center, chiropractic office, spa, retreat venue, fitness club, community health clinic, natural foods store, or another place where caring professionals come together to help people transform their lives.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

The heart of this is working with a high degree of professional autonomy and in a collaborative culture.

Whether it is working on collaborative projects or giving each other constructive feedback on model lessons, students in innovative schools of education learn in ways indicative of professional learning communities.

The past was about prescription; the future is about an informed profession, where professional and collaborative working norms replace the industrial work organisation, with its administrative control and accountability.

Preparing for adulthood • Planning for young people's futures • A broad range of education and learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements

Taylor shared details of Pakuranga College's work on collaborative learning partnerships at the Excellence in Professional Practice Conference today.

Tier 1 sets out the context of the class / group the TA will be working with Tier 2 is a collaborative document the TA completes in consultation with the class teacher to pinpoint the support Tier 3 is an outcomes document recording both qualitative and quantitive impact over time These documents were used as part of QA for Learning Support and to inform performance management and enable TAs to build their own professional portfolios.

«Collaboration can encompass a range of activities, from teachers working together in an informal, unplanned way to the implementation of more formal collaborative approaches, such as professional learning communities.

«The huge turnout in part is due to the work HGSE is doing to help foster these ideas,» said Ed L.D. student Beth Rabbitt, who directs BRIDGE, an Ed School organization that aims to unite students, professors, and professionals from all of Harvard's schools to foster the future of education innovation within a shared, collaborative space.

How CAS can help Computing at School (CAS) is a collaborative partner with BCS, The Chartered Institute for IT (the professional body for people working in IT), and has formal support from other industry partners.

Create productive school environments, including supportive working conditions, administrative supports, and time for teachers» collaborative planning and professional development — all of which help attract and keep teachers in schools.

When our district began refining its instructional vision in 2012, we turned to Powerful Learning Practices and Sheryl Nussbaum - Beach as a necessary first step to help lead and facilitate the planning and goal - setting, and to work with us as we designed and implemented Professional Learning Collaboratives (PD training) that were needed to connect our teachers and administrators across the curriculum and grade levels.

Several years ago as an instructional coach in a district new to the work of collaborative teams in a professional learning community, I learned we should calibrate our grading of common assessments.

The National Center for Literacy Education The National Center for Literacy Education is a large - scale collaborative effort to provide models for advancing literacy learning in every subject; to identify, support, and celebrate the work of inter-disciplinary professional learning communities in schools; and to pursue critical research questions about literacy learning in every content area.

Currently, Barb works with Corwin Press as a consultant specializing in John Hattie's Visible Learning work and is the Executive Director of Professional Learning and co-founder of The Core Collaborative.

For districts and departments facing the challenge of teachers working in isolation, this group serves as a model of how a commitment to collaborative learning can build a professional community in which teachers support each other to shift their instructional practices and actively support all students» success.

Highlights of this initiative include the development and support of a collaborative framework that empowers administrators, coaches, and teacher leaders as they work together; the creation and implementation of school - level action plans and follow - up activities that integrate ongoing school - based professional development activities; and the institution of leadership learning meetings to share implementation efforts.

The study included a professional development session for the teachers at the summer enrichment program, 2 weeks of digital story creation activities for the student learners and teacher candidates, and one workshop day at the university for collaborative work by the Teams of Three.

They provide facilitation, training, support, and time for weekly collaborative work by teachers by inter-disciplinary team and by subject - area and create professional development sequences that build teacher / staff instructional, leadership, and cultural competency skills.

Processes like teacher inquiry, lesson study, critical friends, or the National Board for Professional Teaching Standards's Take One professional learning model can be of great help in providing structure and protocols for the collaboProfessional Teaching Standards's Take One professional learning model can be of great help in providing structure and protocols for the collaboprofessional learning model can be of great help in providing structure and protocols for the collaborative work.

Dr. Schnellert's work demonstrates how inquiry - based, collaborative, situated models of professional development can advance learning for both teachers and students.

The Reflective Educator: A Collaborative Approach to Building Teachers» Capacity with Pete Hall and Alisa Simeral profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners

She is a professional like none other and we look forward to our times working with her in a collaborative setting.

A professional learning community can best be described as a collaborative culture; a culture in which collaborative teams work to ensure all their students learn.

The Cadwell Collaborative works with school leadership to develop uniquely tailored professional development that is aligned with your school's visions and goals.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Programmes targeting teaching practice, professional development and capacity building for both CfBT and Bruneian language teachers have been key to developing a collaborative working relationship between CfBT and the Bruneian government.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and proWorking closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and proworking with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Chris: Since the Canadian Study of the State of Professional Learning in Canada, and working with the BC Collaborative of Educators to create the BC Case Study, I have been fascinated by examining the issue you address.

This document represents the work of a team of educators representing various grant projects and organizations, including: KyNT3 — Network to Transform Teaching administered through the Educational Professional Standards Board, Instructional Transformation Grant administered through the Kentucky Department of Education, CTL — the Collaborative for Teaching and Learning, The Fund for Transforming Education in Kentucky, the Kentucky Education Association, Hope Street Group, and the Bluegrass Center for Teacher Quality.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

If you have a very professional work organization in schools where there's a lot of discretion, a lot of professional autonomy in a collaborative culture, you get unions that very much reflect that kind of stance.

What is missing is a provincial vision that describes how technology can be used to: promote innovative thinking and collaborative work; incorporate rich digital resources into student learning; employ varied assessment methods to improve learning; model ethical practices in the digital age and strengthen professional development.