Sentences with phrase «competency education field»

Not exact matches

The association expanded the core competencies to include a broad array of professionals from the education, health, and mental health fields and designated four levels of competency.

Our first step was the creation of the Core Competencies, a document which outlines the body of knowledge that AFAP (with input from colleagues in related fields) considers essential for the education and practice of a Fertility Awareness Educator (FAE) at an entry level.

I've written previously about its role in creating proof points capable of scaling for the field that help propel the education system more toward a fully competency - based, student - centric one, and now NGLC is at it again (full disclosure: I serve as a reviewer for their grants).

Clifford Adelman, a researcher whose work for the U.S. Department of Education in the late 1990s helped shape the field's thinking about what constitutes sound academic preparation for college, says that although occupational certificates are becoming «the new currency» in the push for more postsecondary education, the value of many certificates is questionable because of a lack of consensus on the competencies required to eEducation in the late 1990s helped shape the field's thinking about what constitutes sound academic preparation for college, says that although occupational certificates are becoming «the new currency» in the push for more postsecondary education, the value of many certificates is questionable because of a lack of consensus on the competencies required to eeducation, the value of many certificates is questionable because of a lack of consensus on the competencies required to earn them.

While the elements and corresponding standards are largely input based, they are relevant and critical in the field of competency - based education.

A review of recent research reveals that the emerging SEL field, in general, lacks both the means to assess SEL competencies (in all groups to some extent, but particularly for youth with disabilities) and programs tailored to meet the unique needs of the special education population.

In the field of personalized, competency education, CompetencyWorks and iNACOL's National Summit on K - 12 Competency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversicompetency education, CompetencyWorks and iNACOL's National Summit on K - 12 Competency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversiteducation, CompetencyWorks and iNACOL's National Summit on K - 12 Competency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversiCompetency - Based Education, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversitEducation, «convened 100 leading innovators to move the field of competency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversicompetency - based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversiteducation through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversity.»

«It seems to make sense that competency - based education is a good fit for people who have been professionals in their field,» he said.

NETS for Teachers (NETS - T; ISTE, 2002), focus on skills and competencies considered necessary for preservice teacher education students as they enter the field.

Areas of specialty: Competency - based education, interdisciplinary learning, project - based learning, personalized learning, seminars, and field study

Roqueplot was recognized for her continuous education, experience and expertise in the field in 12 areas of competency:

Tags for this Online Resume: product, cross funtional teams, software, hardware, engineering, Management, process engineering, DFM, MTBF, Cogs in contrast to revenue stream, Portfolio management, Critical incident interviewer, Law Enforcement, Non Profit education, law enforcement investigations, Competency modeling, management development, Corporate espionage, Team building, ISO Audits and value chain analysis, Field failure analysis, Closed loop corrective action

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

In recent years, the responsible fatherhood field has expanded beyond its roots in employment and parenting services for low - income fathers to recognize the diverse needs of a wide array of fathers.1 Programs now include elements such as healthy marriage and co-parenting skills training, general fatherhood competency for all income levels, support for fathers involved with the child welfare and criminal justice systems, a focus on children's education and literacy, awareness of the needs of fathers who have children with special needs, and attention to issues of domestic violence.

The association expanded the core competencies to include a broad array of professionals from the education, health, and mental health fields and designated four levels of competency.

A review of recent research reveals that the emerging SEL field, in general, lacks both the means to assess SEL competencies (in all groups to some extent, but particularly for youth with disabilities) and programs tailored to meet the unique needs of the special education population.

Because these competencies can be particularly challenging for students with disabilities, those in the special education field have long understood their importance.