Educator's for Social Responsibility Educators for Social Responsibility (ESR) works directly with educators to
implement systemic practices that create safe, caring, and equitable schools so that all young people succeed in school and life, and help shape a safe, democratic and just world.
Not exact matches
In a pre-conference meeting of the District Leaders Network on Family & Community Engagement, district leaders from around the country gathered to increase their capacity for
implementing successful
systemic strategies by identifying solutions to common challenges and sharing best
practices.
A 4 in any general and detail component means the
practice is highly and completely
implemented,
systemic, coherent in every classroom, by every teacher, across the school.
It is clear that districts making the most significant,
systemic improvements in teacher instruction and student performance are those
implementing practices evidenced by research to be essential and effective in not only generating gains, but in sustaining them.
As we strive to
implement strategies that promote
systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great
practices and high expectations spread across classrooms, grade levels, and schools.
(For children covered under Part C, the
systemic improvement plan would measure how well early - identification systems are
implementing evidence - based
practices that improve outcomes for babies and toddlers with disabilities.)
He commends educators for continually
implementing innovative instructional
practices, creating supportive learning environments, and engaging in
systemic reform despite the fact that federal education policies have not kept pace.
Going Beyond Trauma - informed Care (TIC) Training for Child Welfare Supervisors and Frontline Workers: The Need for System - wide Policy Changes
Implementing TIC
Practices in All Child Welfare Agencies (PDF - 179 KB) Heffernan & Viggiani (2015) The Advanced Generalist, 1 (3/4) Reviews current efforts to train child welfare workers in trauma - informed
practices and argues that trauma - informed care adaptation and training must transcend case workers and supervisors in order for true
systemic change to occur.
Retrieved from http://www.tandfonline.com/doi/abs/10.1080/0305764X.2015.1125450 This article reviews the current state of SEL research and
practice, focusing on the need for a model of SEL that goes beyond the classroom to include a
systemic approach to
implementing SEL schoolwide.
They maintain competence in explaining literature and
implementing practice through best - and
systemic - interventions across multiple fields (e.g., Family Therapy, Medicine, Nursing), and through a variety of theories and models as they interface with
systemic health concerns (e.g., motivational interviewing with patients who wish to stop smoking, structural family therapy + psychoeducation for adolescents living with diabetes).
Evidence - based
practices (EBPs) are increasingly being
implemented in public service sectors with little
systemic knowledge about what factors facilitate or limit their sustainment.