Sentences with phrase «developing teaching staff»

Rather theatrically, the head of curriculum for elementary schools in one of the larger school districts told us: «Our core problem is developing our teaching staff.

While the numerous routes may allow for flexibility in finding and developing teaching staff, the cost of inconsistency likely does not serve students or schools very well.

Whilst many schools have well established strategies to develop their teaching staff, not all schools put the same investment into the professional development of all their school business manager or support staff to enable them to develop their leadership potential and contribute fully to school improvement.

In this role, he professionally develops teaching staff, and manages educational compliance across the agency's 14 early childhood sites in Harlem, Staten Island, the Bronx, and Washington Heights.

Not exact matches

She decided to make a concerted effort to develop her staff into one that was engaged and invested in the company by teaching a half - day workshop on the basics for making a business successful.

Thomas, the Bible does not teach this staff, it was was developed by Greek anchient philosophers and when philosophy was introduced in theological schools, the rest is history.

Responsible for developing and executing wine education programs that will teach tasting room staff members, tasting room visitors, trade hospitality guests, and the surrounding community about regional wine styles, new releases, and the basics of tasting and enjoying wine.

With our experienced coaching staff, our mission is to provide you the finest teaching to help you develop your physical skills and your volleyball IQ so you can compete at your best.

This includes: 1) teaching coaches and their staff what to look for in the potentially concussed athlete, 2) developing a concussion policy for teams and leagues, and 3) helping to provide pre-injury baseline ImPACT testing as well as post-injury evaluations for athletes.

A meta - analysis of American interventions with very young fathers points to quality intensive community - based interventions with a good understanding of gender: the staff (who were experienced, empathetic, enthusiastic, and well connected into their communities) partnered with community organisations and used incentives to draw the young men in; they utilized needs assessments and participant feedback; developed one - on - one relationships with their young clients and provided mentoring; offered a comprehensive array of services delivered in engaging and interactive ways which incorporated teaching methods and materials appropriate to young men's culture, sex and age.

«the care and dedication of individual teachers»...» the loving approach of the teachers»...» the personal attention my child receives in the classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are well - acquainted with my child and every concern I've had about my child has been met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each child and class»...» mindfulness toward the children's needs»... «love that the teacher stays with the child through 8th grade»

Ongoing feedback from staff helps CITs find and develop their individual teaching and leadership styles as they write and teach creative new lessons.

She developed a 1 - hour pandemic training session for hospital staffs that used the person - centered approach to teach «the «why» behind the «what»» of standard triage protocol, which is designed to maximize the number of survivors.

But, because I supervise staff and need to provide feedback around structured teaching I thought, in terms of my personal development, it's an area I could develop further.»

However, by developing the confidence and skills of teaching staff it becomes possible to integrate outdoor learning across all aspects of school life.

Along with the school's senior leadership team, the SENCO had also identified the need to develop the whole school workforce to ensure that all staff had the skills, knowledge and understanding they needed to provide high - quality teaching and learning opportunities for all pupils.

JE: For the last three years there, the leadership team and the staff have been focusing on evidence - based teaching and reflection and, as part of that, you've developed an approach to professional learning called the CCRP model?

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.

Leaving aside all of the obvious practical concerns, like whether schools have or can develop staff qualified to teach computer science, this new research raises questions about the aim of these policies.

In addition to training students, Darlington College is embarking on an exciting project with local schools to develop the skills of PE staff and teaching assistants, using the School Sport Premium Fund, to qualify them to deliver physical activity sessions.

with local schools to develop the skills of PE staff and teaching assistants, using the School Sport Premium Fund, to qualify them to

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

In the evaluation of the Learning Away case studies, Maggie Rose, headteacher at Timberley Academy quotes about the development of her staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their work.

In our view, all schools should be investing in professional development for all their staff, not just teaching staff, and should be committed to developing the potential of all of their workforce.

A staff training presentation for new and experienced cross-subject staff through a «teaching and learning community» to provide simple in - class strategies to develop learner independence, with the resources to go with the session.

A great way to support teaching and learning and get your self noticed as an eager member of staff looking to develop their career.

In the evaluation of the Learning Away case studies, Maggie Rose, head teacher at Timberley Academy quotes about the development of her staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their staff: «Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their work.

Using those results as a guide, the staff is developing new teaching strategies to help ensure that instruction addresses all of Howard Gardner's Multiple Intelligences theory, which holds that different students learn in different ways.

She worked as Principal Project Coordinator with Queensland Department of Education for many years leading a major initiative implementing conflict resolution in schools in South East Queensland, and through this role developed several whole - school programs and teaching resources to address bullying and promote social and emotional skills of students, staff and families.

After the children the school's greatest resource is the teaching staff and the relationship you develop with them is fundamental to the success and happiness of the school.

Critics will point out that HTH has the rare luxury of developing a tight - knit, practical teacher preparation program in - house: It has enough talent on staff to teach the intern classes.

Excellent continuous staff development, an inspirational and exciting curriculum that fosters a love of learning and the opportunity to work with more schools through the teaching school — these are all reasons why Broadford has continued to develop as a school and was the outstanding candidate for Primary School of the Year.

My role in this process includes researching and identifying potential new sites, developing relationships with school districts, establishing a university partnership for ongoing professional development, hiring local Teach For America staff, fundraising, and developing community support.

«Teaching artists» are matched with each school to develop the programs and provide mentoring to teachinTeaching artists» are matched with each school to develop the programs and provide mentoring to teachingteaching staff.

We have worked together with the Academy to deliver a «state - of - the - art» solution deploying the very latest technology to provide an engaging ICT solution for the pupils, teaching staff, and support staff that will continue to evolve and develop as the needs change, and more importantly to provide a solid backdrop to aid the educational transformation which will assist the Principal, Andrew Hemmings, vision of the future.

We then developed a cohesive whole school plan to upskill our staff in the teaching and learning processes and the structure that ensured it was all working well, and for us that was some larger whole school structures around formative assessment, as well as constructing «power standards» for our learning areas.

As part of this new relationship, Discovery Education will provide a five - year, customised programme of professional development that will support the teaching staff in developing consistent and effective instructional practices using digital content and technology to maximise engaging and relevant learning experiences for students.

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

A large and unassailable body of evidence shows that our students — whether in our preK - 12, in our graduate school education, and in our alternative college and jobs program — will learn and develop more if they are taught and mentored by a diverse staff.

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.

Our staff provides full programming support and is willing to consider such requests for enhancements and develop them at no charge in order to make QuickMathFacts the premier math facts teaching system.

The programme was designed to enable all staff to develop and hone their skills in using digital resources, and the school's tablets, in their everyday teaching.

Since all teachers are teaching the same skills at about the same time, the use of common, formative assessments now makes sense and the staff is prepared to develop those assessments, and put those assessments through the same continuous improvement loop.

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

We hope to continue to develop the space, both aesthetically and with the curriculum, but we are pleased with what we've accomplished so far this school year and it's definitely thanks to the open minded teaching staff of Fox Hill.

Our dedicated staff of 60 employees works full time to develop music teaching resources quickly and stay on the cutting - edge of music education and technology.

Localities develop specific procedures to select administrative and teaching staff to deliver services to gifted students.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

If before teaching one or more of the activities listed below you would like ideas for how to foster civil discourse and create a classroom environment where all of your students can develop and voice their ideas, read Facing History Associate Program Director for Staff Development Laura Tavares» article Nine Ways to Help Students Discuss Guns and Violence.

GoKnow is also developing a dashboard to allow data to be manipulated for teacher totals, department totals and whole staff totals — for example, if you wanted to know what percentage of the time the State Objective being taught was clearly displayed and connected to instruction you could get that percentage for an individual, for an entire department and for the entire staff.