Sentences with phrase «develop staff capacity»

Feedback results encouraged us to develop staff capacity, acquire necessary space, and create strong partnerships with community providers and our families.

Not exact matches

By releasing new rice varieties and developing the capacity of local farmers, researchers, and extension staff, the IRRI project has helped increase the productivity and income of small farmers, as well as foster greater overall participation by all stakeholders.

According to her a significant majority of the core staff are still at post; and as part of efforts to improve on the electoral outcome, the commission has further developed the capacity of the staff of the commission.

Mr Prosper Ahalivor who spoke on behalf of the Head of the Local Government Service (LGS) said it was pertinent to disclose that in its bid to improve institutional and staff capacity, competition, performance and service delivery, the Service had developed and implementing an evaluation / assessment system known as the LGS Performance Management System (PMS).

She is a skilled facilitator and trainer with expertise in leading complex evaluations, building staff evaluation capacity, developing M&E systems, fostering collaborative learning processes within dispersed and diverse teams, and developing knowledge sharing systems.

School students, principals, teaching staff and school communities will directly benefit from the Student Voice Hub which will provide capacity building resources, information and support for students and schools to develop curriculum and student leadership.

Finally, it talks about the program and policy goals of effective interventions, and how capacity develops in staff and families as a result.

Denise Hayward, Tara Anglican School for Girls — Junior School, NSW Developing the capacity in our staff to effectively use data

The EITP represented a dramatic shift in the way teacher evaluation had occurred in CPS, and central - office staff sought to develop principals» capacity to conduct these classroom observations and conferences.

For example, the capacity - building involves developing essential leader, teacher and staff competencies.

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.

For districts that wish to develop their internal capacity to deliver the training, NISL will train and certify their staff for $ 1,100 per trainer.

Through managing performance, effective continuing professional learning and feedback, they support all staff to achieve high standards and develop their leadership capacity.

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

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

Customized Coaching and Support When the way forward to more effective professional relationships isn't clear, SRI's expert staff members and facilitators partner with educators and community members to understand the local context and to develop capacity to create a support plan that will successfully meet the school, district, or organization's goals.

Olson and two other Hillsborough principals share their approaches to developing leadership capacity in others, and how empowering staff members to rise as leaders creates a stronger learning environment for students.

Summer Institute is our Quality Performance Assessment program's annual convening - where our highly - trained staff work with educators to develop their assessment literacy and build their capacity to implement performance assessment systems and accompanying performance tasks in their schools and classrooms.

Now, district staff has developed the capacity to provide regular training to principals and administrative staff.

Specifically, officials at the state and district levels have had difficulty building staff capacity for implementing the reforms, meeting the requirements to develop teacher evaluations and increase student learning time, and gathering data on performance in SIG schools to make decisions about future grant renewals.

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

Creating a model classroom for your district or school can be an opportunity to develop leadership capacity in your staff and give students the opportunity to have ownership of their own learning spaces.

Developed by educators, for educators, these free modules contain videos, exercises, and handouts — everything you need to build your staff's creative capacity.

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.

They develop intentional infrastructures to improve learning outcomes, equipping staff to build their own capacity to serve all students.

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

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.

To assist Texas Education Agency (TEA) staff to build capacity for these efforts, TXCC is helping them plan and coordinate stakeholder engagement meetings and develop and analyze surveys for public input.

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.

In several states, R&E staff increased the capacity of state department staff to develop and implement evaluation plans and tools to assess the progress of school improvement initiatives and programs in attaining their goals.

IDRA is working with staff at the Southern Education Foundation and the Mid-Atlantic Equity Consortium to develop local capacity in the region among the 2,341 school districts and 29,632 schools with over 1 million educators and 16 million students.

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.»

It also serves the purpose of assisting teachers, LEAs, SEAs, administration and other educational staff «develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all - English instructional settings» and to encourage parent and community engagement in the ELL community.

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Developing the capacity of staff and promoting networking.

For over a quarter of a century, JP's staff of highly experienced and expertly trained School Improvement Specialists have worked with a wide range of schools to develop internal capacity for ongoing, site - based professional development that directly impacts student learning.

Lifecycles of Educators: Essential School Staff Development: This issue examines the career directions of Essential school teachers and education leaders, focusing on professional learning communities to address the challenge of developing the capacity of educators and administrators to sustain success, create improvement, and start new schools.

In Align the Design: A Blueprint for School Improvement, Nancy J. Mooney and Ann T. Mausbach emphasize the importance of coordinating essential school improvement processes to increase staff capacity, improve student achievement, and develop effective schools.

Innovative strategies, such as Leaders for Today and Tomorrow (which develops and supports school, district, and community - based leaders with an emphasis on equity, social justice, and authentic family engagement) and the Youth Service Professionals Initiative (a comprehensive initiative to build staff skills and system capacity) demonstrate continued commitment to cross-boundary leadership.

Providing technical assistance and investigative support to OA Civil Rights Offices, including developing investigative plans, providing statistical research and analysis on Title VI - related matters, and assisting OA staff with capacity building for Title VI enforcement.

In his capacity, he oversees FTA's Title VI complaint investigations, develops and delivers Title VI external training modules, and works with internal staff to ensure consistent application of DOT's Title VI regulations.

Under the grant, the DPLA will collaborate with its service «hubs» — regional digital library partners located in states and regions in the United States — to build curricular resources and implement hands - on training programs that develop digital skills and capacity within the staffs of public libraries.

During this time, our hospital staff has developed the capacity to handle all types of medical & surgical cases as well as trauma emergencies.

Despite persistent doubts about the financial capacities of predominantly black boards, the Studio Museum has succeeded in raising 70 percent of the money for its building project, cementing the institution's stature as a model of how to develop racially diverse trustees, staff members and audiences.

Two recent cases highlight government foot - dragging in developing plans to protect species that are at urgent risk, due in part to a lack of «organizational capacity» (i.e. staff cuts).

Some firms, for example, have built strong marketing communications functions and want to develop an equally strong business - development capacity; others are concerned about the toll that continual marketing staff turnover is having on their marketing programs; all want to design a marketing organization that can respond quickly to changing market conditions.

In this capacity Dr Welp wears multiple hats, concurrently leading the worldwide human resources department and global strategy for learning and developing concepts for 11,000 employees in 18 countries with a particular focus on international talent identification and development, as well as leading consistent training on selling approaches for retail store staff to foster globally.

PROJECT FOR PRIDE, Kingston, NH (Mar 2013 — Jan 2016) Youth Program Coordinator • Held 3 team building exercises, resulting in increased efficiency in terms of meeting program deadlines • Created and implemented a series of youth programs for age groups between 8 and 18 years • Coordinated a large event for recruitment of members, resulting in 58 % of youngsters between the ages of 10 and 18 enrolled into different program modules • Introduced the concept of self and group care initiatives, thereby streamlining outdoor activities such as camping and hiking • Provided logistical support in developing both short and long term program plans and ways of monitoring each module's progress • Designed performance measures and perform monitoring activities to ensure that desired outcomes are met • Developed and implemented periodic youth outreach programs to meet program needs and capacity • Identified open positions within the program and indulged in hiring and training procedures to fill them • Supervised daily activities of enrolled members and ensured that all requirements of the program are being filled • Designed and executed youth program according to each individual member's ability to cope • Organized training programs for staff members to ensure delivery of exceptionally well - placed supervision • Monitored performance of both members and staff to ensure efficient functioning of programs

Identifying and Responding to the Needs of Children in Domestic Violence Shelters: Final Report (PDF - 973 KB) Center for Child and Family Policy, Duke University (2008) Describes a training protocol developed in North Carolina to improve the capacities of staff of domestic violence shelters to screen, intervene, and refer shelter residents who are experiencing distress related to their exposure to violence.

Findings will also be presented at national and international conferences with an Indigenous health focus and in collaboration with health service staff as opportunities to develop their research capacities emerge.