Sentences with phrase «for organizational improvement»

An Introduction to the Practice Model Framework: A Working Document Series (PDF - 129 KB) National Child Welfare Resource Center for Organizational Improvement & National Child Welfare Resource Center for Family - Centered Practice and Permanency Planning (2008) Presents a framework to help child welfare agencies and Tribal social service programs develop and implement a comprehensive, written, and articulated practice model.

Strengthening Child Welfare Supervision (PDF - 387 KB) National Child Welfare Resource Center for Organizational Improvement (2007) Describes key strategies child welfare agencies can use to support the role of supervisors in organizational improvement.

National Child Welfare Resource Center for Organizational Improvement & National Resource Center for Child Welfare Data and Technology (2007)

National Child Welfare Resource Center for Organizational Improvement and Casey Family Programs.

Perhaps most importantly, it is dependent upon the active inclusion and participation of staff at all levels of the agency / system, children, youth, families, and stakeholders throughout the process (National Child Welfare Resource Center for Organizational Improvement and Casey Family Programs, 2005).

Involving Families in the CFSR Process [Teleconference] National Child Welfare Resource Center for Organizational Improvement (2007) Focuses on efforts to engage families in the process of assessing an agency's performance and in planning and implementing program improvements.

Engaging Courts and Building Court / Agency Collaboration [Teleconference] National Child Welfare Resource Center for Organizational Improvement & National Child Welfare Resource Center on Legal and Judicial Issues (2007) Discusses the Court Improvement Program (CIP) role in enhancing court / agency collaboration and presents the experiences of experts in child abuse and neglect cases who have worked with courts and agencies to enhance collaboration and to increase court participation in the CFSR process.

Service Array Materials and Tools National Child Welfare Resource Center for Organizational Improvement Offers a process and a set of tools child welfare agencies can use, in conjunction with community collaboratives, to assess and enhance their service array.

2007 CFSR ToolKit for Youth Involvement: Engaging Youth in the Child and Family Services Review (PDF - 30,500 KB) National Child Welfare Resource Center for Organizational Improvement & National Child Welfare Resource Center for Youth Development (2007) Offers resources for partnering with youth during the CFSRs, including a youth involvement checklist, feedback forms and debriefing strategies, descriptions of the CFSR process, tools for implementing surveys and conducting focus groups, and an adaptable PowerPoint presentation for States.

Implementing Program Improvement Plans (PDF - 112 KB) National Child Welfare Resource Center for Organizational Improvement Managing Care for Children and Families, 5 (2), 2004 Presents interviews with representatives from Vermont and Oklahoma who discuss their experiences implementing and monitoring their States» PIPs and their strategies for implementation.

(Adapted from National Child Welfare Resource Center for Organizational Improvement)

Oregon's Lessons Learned and Plan of Action (PDF - 28 KB) National Child Welfare Resource Center for Organizational Improvement (2005) Discusses the development of Oregon's PIP and outlines its results, including next steps for improving services.

Lessons Learned: PIP Development [Teleconference] National Child Welfare Resource Center for Organizational Improvement & Federal Child and Family Services Review Team (2008) Highlights approaches that have helped agencies develop and implement comprehensive PIPs that involve critical stakeholders and focus on key systemic factors for improving child and family outcomes.

Actively seeks opportunities to use skills for organizational improvement, employee development, and cost - effective training and learning solutions.

Ability to conduct briefings that communicate facts and ideas for organizational improvement of programs and / or policies.

Teacher leaders can be the centerpiece of such strategies for organizational improvement, but few policymakers see that potential.

Not exact matches

«Unfortunately, these materials are often wonderfully disconnected from organizational reality and, as a consequence, useless for sparking improvement.»

Among the factors that could cause actual results to differ materially are the following: (1) worldwide economic, political, and capital markets conditions and other factors beyond the Company's control, including natural and other disasters or climate change affecting the operations of the Company or its customers and suppliers; (2) the Company's credit ratings and its cost of capital; (3) competitive conditions and customer preferences; (4) foreign currency exchange rates and fluctuations in those rates; (5) the timing and market acceptance of new product offerings; (6) the availability and cost of purchased components, compounds, raw materials and energy (including oil and natural gas and their derivatives) due to shortages, increased demand or supply interruptions (including those caused by natural and other disasters and other events); (7) the impact of acquisitions, strategic alliances, divestitures, and other unusual events resulting from portfolio management actions and other evolving business strategies, and possible organizational restructuring; (8) generating fewer productivity improvements than estimated; (9) unanticipated problems or delays with the phased implementation of a global enterprise resource planning (ERP) system, or security breaches and other disruptions to the Company's information technology infrastructure; (10) financial market risks that may affect the Company's funding obligations under defined benefit pension and postretirement plans; and (11) legal proceedings, including significant developments that could occur in the legal and regulatory proceedings described in the Company's Annual Report on Form 10 - K for the year ended Dec. 31, 2017, and any subsequent quarterly reports on Form 10 - Q (the «Reports»).

Population Health Improvement Partners (formerly known as the Center for Public Health Quality) helps health - focused organizations and coalitions build organizational and community capacity to improve and sustain population health.

COA accreditation demonstrates accountability in the management of resources, sets standardized best practice thresholds for service and administration, and increases organizational capacity and accountability by creating a framework for ongoing quality improvement.

I just haven't seen the kind of drive for continuous improvement in traditional districts that I've witnessed in charter networks like KIPP and Achievement First, where the very organizational DNA is obsessed with excellence and continuous improvement, always looking for more effective approaches to teaching and learning.

Their earlier work on this topic includes School Turnarounds: A Review of Cross-Sector Evidence on Dramatic Organizational Improvement (Center on Innovation and Improvement, 2007), and Julie Kowal and Emily Ayscue Hassel, Turnarounds with New Leaders and Staff (Center for Comprehensive School Reform and Improvement, 2005).

The award honors an educator who exhibits leadership for student learning, personal and organizational communication, continuous improvement of skills, and active community involvement.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Their most critical tasks are «leading organizational change, creating cultures of learning for the adults in the building, and leading instructional improvement for the children» — and «none of those sophisticated organizational changes and management issues are things they've been prepared for.»

The Doctor of Education in Organizational Change and Leadership (Ed.D. in OCL) degree is for current and emerging leaders looking to create and foster learning environments that drive systemic improvement across a range of organizations.

The Department specifically solicited individuals with experience and expertise in K - 12 assessment design, development, implementation, and use for instructional improvement, and those with expertise in complex organizational and project leadership and management.

A lead author of that study, Tony Bryk, refers to relational trust as a «lubricant for organizational change» and a «moral resource for sustaining the hard work» of local educational improvement.

From the organizational perspective, as teachers learn how to share leadership for instructional improvement, they open up lines of communication and build trusting relationships with their administrators and members of their grade - level or department teams.

Her emphasis on teamwork across schools and organizational units was a key element of her strategic agenda to develop greater consensus and coordination focused on directions for improvement and alignment with state and local goals.

The city funneled millions of dollars of additional resources for high school electives and college - level courses this year, and the school system has for years been working on organizational improvements for tracking students in the highly mobile school system and monitoring their progress toward graduation.

Coordinate district support for school improvement across organizational units (e.g., supervision, curriculum and instruction, staff development, human resources) in relation to district priorities, expectations for professional practice, and a shared understanding of the goals and needs of specific schools.

Naressa Cofield is the director of excellence in programming for Choice Foundation where she is responsible for overseeing the foundation's strategic and tactical data initiatives and researching, reviewing, evaluating, and making recommendations on system enhancements to drive continuous instructional and organizational improvements across the charter management organization's three open - enrollment charter schools in New Orleans.

She provides thought leadership and oversight to Public Impact's work on teacher and leader policy, organizational change, parental choice of schools, and emerging opportunities for dramatic improvement in U.S. education.

Our practice With the ARCS Framework for Sustainable School Improvement at the heart of its work, Communities for Learning invests in research that inspires schools to set challenging goals as they aspire to be the very best that they can be; enables them to ask difficult questions as they probe self - identified strengths, issues and needs; supports them with experiences and tools that develop both individual and organizational expertise; empowers them to innovate and take the actions necessary to achieve their vision.

She provides thought leadership and oversight to Public Impact's work on teacher and leader policy, organizational change, parental choice of schools, and emerging opportunities for dramatic improvement in pre — K to grade 12 education.

The process identifies overall strengths and opportunities as well as next - step suggestions for improvement aligned to Professional Learning Communities (PLC) and Baldrige Organizational Excellence practices.

Researcher Tony Bryk summarizes a landmark study of school improvement, making the case for leadership focused on a set of five organizational supports empirically linked to student learning.

A rich knowledge base exists on the benefits of thoughtful, multi-year professional development activities for schools, districts, and dioceses, inspired in large part by federally funded research on school improvement, organizational change, and adult learning styles.

David is currently a researcher for Chapin Hall at the University of Chicago where his work focuses on the use of organizational assessment to apply principles from safety science to inform and design child welfare policy and practice improvement initiatives.

Anthony Bryk, Eric Camburn, and Karen Seashore Louis, «Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences,» Educational Administration Quarterly 35, no. 5 (1999): 751 — 781; Andrew Calkins, William Guenther, Grace Belfiore, and Dave Lash, The Turnaround Challenge: Why America's Best Opportunity to Dramatically Improve Student Achievement Lies in Our Worst - Performing Schools (Boston: Mass Insight Education and Research Institute, 2007); Yvonne L. Goddard, Roger D. Goddard, and Megan Tschannen - Moran, «A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools,» Teachers College Record 109, no. 4 (2007): 877 — 896; Karen Seashore Louis and Helen M. Marks, «Does Professional Community Affect the Classroom?

Leaders within a program should develop a shared vision for change, put systems in place that will support organizational learning, and lead improvement efforts.

The report evaluates key factors of preparation and development programs such as strong organizational partnerships, support for learning, authentic learning opportunities, and learning opportunities focused on improving instruction and creating school environments of continual learning and improvement.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of studenFor a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of studenfor the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of studenfor free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of studenfor reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of studenfor 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

They include the staff of the Center for School Improvement and Policy Studies, particularly Diana Esbensen, our business manager, and Kelli Burnham, our student assistant, who helped us with research and organizational issues too numerous to count.

The recent case study literature provides illuminating accounts of change at the level of district ethos, goals for improvement and restructured organizational infrastructures to support reforms.

Summary of Positions: Responsible for the organization and co-ordination of office operations, procedures and resources to facilitate organizational effectiveness and efficiency, plan and manage recruitment and selection of staff, plan and conduct new employee orientation, identify and manage training and development processes necessary for employee improvement.

I have been recognized for a strong commitment to maintaining high levels of operational improvements that meet organizational objectives by relying on a unique combination of business savvy and intuitive management skills.

Created organizational system for rooming assignments, keys, and meal cards to prevent loss resulting in over 50 % improvement in overall loss.

Gain insight into organizational Project Management capabilities & develop a strategic plan for improvement.