Sentences with phrase «different members of school communities»

In times of need and extreme pressure following a sudden death within the community, we have utilised the power of online technology to provide invaluable and time critical guidance for different members of school communities.

In our own research, we have found musical participation can promote engagement across entire class groups, or even whole - school populations, in at least four distinct areas: «Engagement in learning», «Peer Engagement», «Increased connection between different members of the school community», and «Community Engagement» (McFerran et al., 2017).

Increased connection between different members of the school community: Allowing members of the school community to interact and form connections outside of traditional authority - based hierarchies.

Not exact matches

The first, superficial impression is that the Protestant theological schools in the United States and Canada do not consciously count themselves members of one community but function as though they were responsible to many different societies.

While Sanskrit language, mandalas, and prayer mudras might be so common in our lives that we don't perceive them as anything out of the ordinary, we need to be mindful of the fact that it is practically guaranteed that school community members, including parents, will have experiences that are different from ours.

It's also why it's important to have school newspapers or journalism of some kind — podcasts or YouTube channels — where dissenting voices are encouraged and where students, parents, and community members encounter different views about controversial issues.

This involved self - reflection, interviews with several members of the school community, and also to compare the atmosphere of their school with the atmosphere of different schools, in Brazil and other countries.

This semester or yearlong project might include, say, writing a biography of someone in the school who is very different in background; creating a video comprising interviews with other students, custodians, school secretaries, and various other school community members about what constitutes a just community; or developing a board or video game that promotes empathy and responsibility.

To start or recommit to this climate work, one strategy is to «convene a team of stakeholders who represent different parts of your school community — families, community members, teachers, support staff, and youth,» says Brion - Meisels.

The New Orleans Center for the Creative Arts has been a true success story, a regional pre-professional arts conservatory which allows students from over 100 different schools to develop their talents across a broad range of performing and visual arts. 97 - 98 % of NOCCA graduates go on to college, and NOCCA alumni are prominent members of the art community locally and nationally.

While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»

My fear is that unwitting parents and community members will join SFC because they want to rectify the problems they see every day in their children's public schools, such as underfunding, lack of arts programs, large class sizes, and cuts to the school year, only to find that they get roped into very different goals.

«All 500 of us would travel from ECU all the way to Western Carolina,» said Miller, «and we went to all of these different schools systems and talk to community members, principals, superintendents, teachers... and then afterward we came back to a central meeting location and have big debriefing sessions.»

Danette Parsley and her Lessons Learned co-authors note that when making decisions, school leaders must consider the needs and advice of many different players — students, teachers, administrators, support staff, parents, community members, district and state administrators — who have a big stake in the success of the school.

Peng Her, parent of three Madison students, assistant director of the Center for Resilient Cities and a member of the Hmong Education Council, said the school improvement process under Cheatham feels different than those in past years because there's a bigger focus on engaging the community.

«Whether it's a handshake or a hug at carpool; a reflection on Sunday's gospel; an inspirational video from YouTube; a read - aloud from an old favorite like the Giving Tree; affirming a member of the community for a good deed; a blessing on a group of students like a CYO team before a big game or the eighth graders prior to taking their high school placement test; a prayer intention for someone who is ill or who has recently returned home to heaven; so many different activities can take place during morning assemblies, but there is only one goal, make God known, loved and served.»

The Birth - to - College Collaborative Community of Practice is designed to help participants get to know each other on multiple levels: as individuals with different personal backgrounds, professionals with specific roles and responsibilities, members of three distinctive school cultures and colleagues curious to explore how the birth - to - college vision affects their thinking, learning and practices.

Members of the Executive come from different organisation representing community based, private centres, family day care, outside school hours care services, training organisations, consultants and universities.