Sentences with phrase «develop parent leadership»

We celebrate all groups helping develop parent leadership, including long - standing groups like Oakland Community Organizations and yes, even ones we sometimes disagree with like OUSD Parents United, because we believe that healthy debate is critical for our democracy and that multiple perspectives can help us get to better solutions.

Not exact matches

Work with the Christian Education Committee in developing a parent and family - life education program, teacher and leadership training workshops.

Some parents choose Montessori methods because they feel it encourages their children to develop leadership skills.

The pedagogical and group psychology skills involved in leadership and teachership could be developed through formal training but also through conversations and discussions, analysis and evaluation of their own activities together with colleagues who also work with parent education groups.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Not that plopping students into Azeroth on their own will automatically graduate the future leaders and 21st century collaborators we need, but with guidance from parents, friends, or parentally approved guilds, the leadership skills that develop are real and transferable.

To authentically develop skills for life requires leaders and educators themselves to have well developed skills of life and for education in itself to be viewed as a philosophy and pedagogy that is embedded and integrated in all aspects of a school — in leadership, the classroom, playground, parent communication, assessment and reporting.

Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.

Educators and policy makers should develop models of shared leadership and parent involvement that are context - relevant.

The Whole Child model seeks to work with best practices to achieve engaging and challenging instruction, develop a school culture that promotes a healthy and safe climate for student learning and leadership that involves faculty, students, parents and the community to maximize the supportive potential in school and provide for long - term student success with sustainable strategies.

Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills and involving parents.

In addition, we seek to provide leadership, advocacy and technical assistance to promote collaboration between parents, teachers, students and the larger community to ensure that all children develop the academic and social skills that provide a foundation for the challenges of high school and the skills necessary for college and careers in the 21st century.

The HOT APPROACH is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in standards based arts education, arts integration, school culture change and leadership development.

School leadership teams will develop plans to integrate staff and parents in the creation of their school - wide PBIS system and learn about measuring fidelity of implementation.

The HOT APPROACH is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school culture change and leadership development.

The HOT Approach is an innovative delivery system that provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop, deepen and expand effective practices in arts education, arts integration, school culture change and leadership development.

As a result of Superintendent Scarice's leadership, the democratically elected members of the Madison School board, with the participation of teachers, parents and the community, developed a model teacher evaluation system that did not include the use of standardized tests scores.

The PS 321 Testing Task Force is a parent - led group that works in partnership with teachers and school leadership to educate our community about the effects of NYS and NYC testing policies and to advocate for meaningful, developmentally appropriate, educator - developed student assessments.

Developing Leaders — Each month, IDRA works with more than 10,000 parents, educators, principals and school board members to expand educational leadership and effectiveness, and to increase community and institutional support for quality teaching.

Madeleine Case, as director of a family - school partnership district initiative, drew from models of school - based and parent leadership teams to develop a pilot program called Families and Educators Together (FET).

It seems clear that ESSA has provided the committee with an opportunity to design and develop an «authentic assessment», based on evidence - based classroom performance indicators, that will establish a new era of meaningful, student - centered testing that CT teachers, parents, students, and citizens have proudly come to expect from educational leadership.

After 11 years as managing editor of Above the Law, the blog he founded and helped develop into a successful and influential legal publishing enterprise, David Lat is stepping down from his leadership role to spend more time writing, reporting, and parenting his new baby boy.

LEADERSHIP • Effective hiring, training, team building, and controlling skills • Highly developed verbal communication skills • Demonstrated high standard of literacy and written communication skills • Ability to maintain liaison with teachers and parents • Sound knowledge of administrative functions within a day care facility

By providing training, individual leadership development, training, and information, NACAC empowers parent and youth leaders to create, develop, and enhance advocacy and support networks.

Therefore, I anticipated that this inquiry project would provide me with the unique opportunity to develop my leadership skills in teacher and parent collaboration.

Developed relationships with state Medicaid leadership and engaged in conversations about how Medicaid codes can be used to support I - ECMH, particularly for services to both the parent and child.

In collaboration with county - based Extension offices and a local fatherhood organization, this project seeks to help fathers increase their parenting abilities and motivations to provide guidance and nurturing to their children, to increase participant's knowledge of nutritional health, and to introduce youth to 4 - H programming and to provide opportunities for youth to develop life and workforce preparation skills (e.g., leadership, mastery, and self - determination).

Her career has included work as a senior program director charged with developing and implementing programs for teen parents and establishing a youth leadership program focused on healthy relationships including pregnancy prevention, leadership, advocacy, and volunteerism for children and youth.

TRENDS ® Climate and Safety Surveys allow leadership teams to develop behavioral improvement plans based on assessment and analysis of staff, student, and parent survey data.