Not exact matches
The
focus of the training, delivered via
professional -
development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive
emotional climate» and show «sensitivity to student needs for autonomy.»
Mindfulness — a set of skills that helps us be more present, calm, and
focused — can be a catalyst for social and
emotional development and
professional growth for educators.
AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned
professional development to help teachers deliver effective instruction
focused on improving children's language and social -
emotional skills.
The associations representing Massachusetts Superintendents (MASS) and Secondary School Administrators (MSSAA) each made social -
emotional learning a major
focus of their
professional development sessions this summer.
Teachers learn through self - directed
professional development focused on the best practices for student - centered learning; including quality performance assessments, authentic project based learning, and adolescent social and
emotional learning.
In collaboration with Devereux team members, Susan
professional career over the past twenty - two years has
focused on the
development and publication of resilience - based resources that are currently used in all 50 states and internationally to promote the healthy social and
emotional development of young children and the adults who care for them.
She supports three groups of teacher scholars: the teachers at Anna Yates Elementary in Emery Unified who are
focusing on academic discussion across all grades and disciplines, TK - 8; a cross-district team of Berkeley Unified music teachers investigating how to support students of color in pursuing musical education beyond the elementary years; and a group of Early Childhood Education Teacher Leaders in Berkeley Unified who are leading their colleagues in
Professional Learning Communities with a
focus on Social and
Emotional Development.
«Milwaukie's staff works tirelessly to improve their students» academic, social, and
emotional growth; expand their educational practices; and sharpen the administration's
focus on staff
professional development, all to meet the needs of the whole child.
Mentorship is supportive,
focuses on
professional growth and
development, and is particularly useful for skills
development, socialization, identity formation,
emotional support, and personal growth.
Her current research
focuses on
professional development to support effective implementation of practices, embedded instruction for early learning, social -
emotional foundations for early learning, and measurement of early childhood outcomes.
Her
professional interests
focus on healthy social
emotional development of young children, family support, and quality improvement of early care and education services.
Early Childhood Investments Substantially Boost Adult Health Similar results are linked to weekly interventions by home visiting
professionals; their visits
focus on parenting skills and encouraging
development of cognitive and social -
emotional skills.
Whether the particular program is
focused on conflict resolution, character education, bullying prevention, or another version of social skills instruction, the
development of SEL programs is based on the consensus among social scientists, educators, and health care
professionals that social and
emotional skills matter.
The school's administrative staff have structured
professional development into three main
foci, with the Second Step Program at the core of the social -
emotional support
focus.
As clinical teacher and supervisor working within the Australian public mental health service, in both urban and rural settings, the main
focus in Julie's work has been to encourage and facilitate her younger colleagues»
professional competence and confidence to build, and advocate for, the healthy social and
emotional development of babies and toddlers in their work with families and communities.
Her work has primarily
focused on parent - child interactions, social -
emotional development, early literacy and
professional development.
The
focus of the Division of Early Childhood Education and Family Engagement (DECE) is to enhance social,
emotional, physical, and academic
development of New Jersey's children — birth through third grade — by providing leadership, resources, and
professional development in support of high - quality early childhood programs within a comprehensive, collaborative program.
The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a
focus on promoting the social
emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other
professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.
1995 — Building Relationships: Families and
Professionals as Partners 1996 — A Promising Future 1997 — Fostering the Well Being of Families 1998 — Trauma: A Multi-Dimensional View 1999 — Coming Together for Children and Families: Developing Comprehensive Systems of Care 2000 — The Neurobiology of Child
Development: Bridging the Gap Between Theory Research and Practice 2001 — Processing Trauma and Terrorism 2002 — The Road Less Traveled: Adoptive Families in the New Millennium 2003 — A Better Beginning: Parents with Mental Illness and their Young Children 2004 — Approaches That Work: Multi-Stressed Families and their Young Children 2005 — The Screening and Assessing of the Social
Emotional Concerns 2006 — Supporting Young Children through Separation and Loss 2007 — Social
Emotional Development: Promising Practices, Research and Policy 2008 — Attachment: Connecting for Life 2009 — Evidenced - based Practices for Working with Young Children and Families 2010 - Eat Sleep and Be Merry: Regulation Concerns in Young Children 2011 - Climbing the Ladder Toward Competency in Young Children's Mental Health 2012 -
Focusing on Fatherhood 2013 - Trauma in Early Childhood: Assessment, Intervention and Supporting Families