Sentences with phrase «equity practice works»

Not exact matches

Prior to joining ValueAct Capital in January 2011, Mr. Hale was a Principal with The Parthenon Group, working in both the Boston and Mumbai offices of Parthenon's strategic consulting practice, as well as in an investment role at Parthenon's long - short public equity vehicle, Strategic Value Capital.

From 1976 - 78 he was a legal officer with the Attorney - General's Department and from 1979 worked as barrister, advising on trade practices, commercial, administrative, equity and constitutional cases.

Its mission is «To improve health and health equity in the UK and worldwide», working in partnership to achieve excellence in public and global health research, education and translation of knowledge into policy and practice.

Her work focuses on teacher professional development and training, pedagogical practices in and out of the classroom, english language learners, equity & social justice and media literacy as a means for professional development.

However, this diversity and equity - oriented practice grows out of the work of building inclusive community with shared vision and honest conversation.

We have alumni who work in public policy organizations, serve on local school boards, practice education law, and fight for equity in school finance or, as physicians in low - income communities, provide quality health care for children.

The Best Practice Guide highlights exemplary work to meet the ESSA's educator equity requirements among the 34 state plans analyzed...

KerryAnn O'Meara, Ph.D. (University of Maryland) will help participants examine how faculty work is taken up, assigned, and rewarded; develop solutions, strategies, and evidence - based practices that take on the thorniest equity challenges directly; and draft and gain consensus on policies and practices to make faculty work more visible, accountable, and credited.

«Eventually I plan to work in a job that allows me to support teachers in creating instructional practices that help this particular group of students and also have the ability to develop curriculum that creates equity through excellence.»

Along with colleagues, Gibbons is examining how elementary teachers engage in the complex work of using key discussion practices to achieve equity - related and discipline - related goals in mathematics, science, and English language arts.

We work with SEAs, local education agencies (LEAs), and Regional Comprehensive Centers to identify, adopt, and sustain research - based practices and emerging promising practices that ensure equity and drive system change to rapidly improve the lowest - performing schools.

As a member of the Miami - Dade County Board of Education, Gallon has worked to increase support for underperforming schools, improve equity in school discipline practices, and expand magnet schools to underserved communities.

Barton and Larson summarize, «Leading for equity is hard, yet inspiring, work: It requires thoughtful and bold conversations about race and poverty, close examination of policies and practices, and astute attention to a variety of data and evidence of student achievement, progress, and success.

As our 50th anniversary approaches, Board Chair Barbara Adams writes about how Education Northwest's work reflects its core values of equity and support for evidence - based policy and practice.

June Rimmer, associate director at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered instructional leader in the improvement of instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels.

Then they immerse themselves in the important work of developing and executing a comprehensive equity action plan and goals aimed at addressing a problem of practice that impedes every child from receiving an equitable education.

With this panel, we will create space for that conversation to continue as educators representing a diverse spectrum of contexts share stories and discuss the role of equity in their practices and connections to their CES - influenced work.

These commitments included being open - minded and practicing transparent communication, working as collaborative teams, focusing on equity for all students and their individual needs, asking thoughtful questions when clarification is needed, facilitating a student - centered environment and working respectfully with students, staff, families and visitors to the school.

Support our work in bringing equity, student success, critical thinking, joyful school culture, and a shift to learner - driven practice to Oakland public schools, and beyond.

Situated in a district that is working to address longstanding racial disparities in academic and disciplinary outcomes, this study will provide insight into how equity - oriented reforms translate into classroom practices.

Pursue Equity: We work to change practices, structures, and policies to realize educational equity for all chiEquity: We work to change practices, structures, and policies to realize educational equity for all chiequity for all children.

A number of schools started the work of going deep on the racial equity journey, self - reflecting and changing their practices with their teams.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

In serving clients, Rose works to help educators and others at the state, district and local levels to use data and evidence - based practices to address the many equity issues that arise across the three - state region.

Sessions include facilitating through a lens of equity; and an introduction to SRI tools, practices, and resources for participants new to the work of SRI or Fall Meeting.

By going public with their work, these Teacher Scholars inspired a room full of educators to experience inquiry as a deep equity practice.

Currently, she is working on a book, Practicing the Urban Commons, based on her dissertation research into DC's limited - equity housing cooperatives.

Teams from across the country will work together with our national education equity experts to develop and implement a practice, policy or initiative to address a significant equity challenge.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

The Deep Equity framework, based on the work of Gary Howard, helps schools and districts establish the climate, protocols, common language, and common goal of implementing culturally responsive teaching practices.

Since 1983, the Committee has worked to study priority issues, inform the public and policy makers about best practices and engage business leaders, families, students, and other citizens to demand educational excellence and equity for all children, from their earliest years through postsecondary education.

A growing body of work has unveiled promising policies and practices that may enable equity and excellence to coexist.

In many cases, the most difficult work educators take up is the conversation about equity and its implications for professional practice.

In line with the organization's focus on the fields of equity, science of learning, and transformational educational practices, he worked with schools and leaders across the nation who were part of the All Kinds of Minds Schools of Distinction network.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

1Oakland will work with equity - focused charter organizations ready to change their policies and practices, and who want to sit at the table with OUSD to ensure all students with special needs are being served.

The episode, «explores art created amid social upheaval, including: the social practice of Andrea Bowers and Noe Gaytan, whose work engages with the struggle for wage equity and unionization».

The strategic plan, launched in October 2007, and the subsequent Action Plan released in 2008, outlined five overall directions for the Council over the next three to five years: reinforcing the Council's commitment to individual artists, working alone or collaboratively, as the core of artistic practice in Canada; broadening the Council's commitment to arts organizations to strengthen their capacity to underpin artistic practices in all parts of the country; enhancing the Council's leadership role in promoting equity in fulfilling Canada's artistic aspirations; making partnerships with other organizations, including other funders, a key element in the Council's approach to advancing its mandate; and enhancing the Council's capacity to support the arts and implement change by strengthening its structure, staffing and services.

Tremblay's work has a focus on building equity and anti-racism in the arts; promoting the gallery as an inclusive space for learning; and supporting intentional reciprocity between studio practice and teaching practice in the field of teaching artistry.

Alongside his studio practice, Teruya works for the Community Investments program (formerly Cultural Equity Grants) of the San Francisco Arts Commission.

This vision will drive our efforts to integrate equity into our policies, programs and practices and our continuing work toward a future that is just, equitable and free.

NACTO's contributions include a series of research - based Equity / Practitioner's Papers that present best practices for making bike share work for and better engage low - income people, as well as other research materials.

We work to ensure that communities are equipped to engage in sustainability / climate action planning that integrates policies and practices on advancing food justice, advocating for transportation equity, upholding civil and human rights in emergency management, and facilitate participatory democracy.

The first fully World Fair Trade Organization - accredited company in Ethiopia, SoleRebels adheres to the fair - trade tenets of gender equity, healthy working conditions, commiserate wages, and sustainable production practices.

Main areas of work Corporate - based practices: financial industry, intellectual property transactions and strategies, private equity, real estate industry (REITS, real estate capital markets, M&A), tax and technology and life sciences.

McCaffrey, who last worked at Haynes and Boone, has a corporate practice covering mergers, acquisitions, energy - related matters, private equity transactions, structuring issues, and strategic planning.

Hawashin's practice covers general corporate and corporate finance work including joint ventures, private equity, cross-border M&A and debt and equity capital markets transactions.

You may remember last October we mentioned he had moved from his real estate practice and knowledge management law firm work to take on the role of Chief Compliance Office for Beacon Capital Partners, LLC, a real estate private equity firm.

Whether the non-equities believe that the equity partners» demands about their billable time and expectations of their total time commitment is reasonable when compared to other law practices performing similar kinds of work in private firms and corporations?

Basic concepts such as how equity partnership works, work in progress / lock - up and recovery rates are seen as the province of partners, yet understanding how things work and why they're important would seem to me to be cornerstones of successful legal practice and would, I think, help associates put their 80 - hour weeks in context.