Sentences with phrase «improving staff capacity»

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Not exact matches

According to her a significant majority of the core staff are still at post; and as part of efforts to improve on the electoral outcome, the commission has further developed the capacity of the staff of the commission.

Mr Prosper Ahalivor who spoke on behalf of the Head of the Local Government Service (LGS) said it was pertinent to disclose that in its bid to improve institutional and staff capacity, competition, performance and service delivery, the Service had developed and implementing an evaluation / assessment system known as the LGS Performance Management System (PMS).

Dr Innocent Chukwuma further thanked the Chief of Army Staff for the commendation, maintaining that his company would continue to improve and expand its capacity in vehicle manufacturing.

The aim of the workshop, she averred, «is to build the capacity of staff, improve their knowledge of the INEC Gender Policy and spur them to be committed to the roles required of them in achieving the objectives of the policy.»

Similarly, the Nigerian government had offered slots for staff development courses to Police officers from West African Countries as support and assistance to improve in capacity development and ensure professional service to its individual countries in the sub-region.

This long - term, whole - school approach focusses on improving the skills and capacity of all staff (including non-teaching staff) through various means, including action learning projects and peer - to - peer support and coaching.

The focus has always been on supporting staff and with a vision and framework to embed a long - term, whole - school approach improving the skills and capacity of all staff (including non-teaching staff) through various means, including action learning projects and peer coaching.

Improving educator capacity has often been narrowly defined in terms such as in - service, training, staff development, and professional development.

Roca and Gagne (2008) analyzed 166 survey responses from learners who had participated in the United Nations System Staff College «training to build institutional capacity by significantly improving professional and analytical skills and awareness» in their article, Understanding eLearning continuance intention in the workplace» (p. 594).

All of this is done through a strategic planning, capacity building, professional development, and technical assistance process that helps students, staff, schools, and systems to continuously improve and become independent over time.

The Board's ideal candidate is a successful school or district administrator who is an energetic, self - starter with strong capacity as an instructional leader, experience with financial oversight and ability to collaborate with staff to improve student achievement.

School operators to explore entirely new models of schooling, particularly those challenging traditional models in use of time, space, technology and staff in school; reconsider how students experience learning in schools, creating new models that provide personalized and authentic learning experiences; and improve existing models by reconsidering how facilities are used and funded, how to reach full enrollment capacity more quickly and how to maintain steady revenues by «backfilling» (filling vacant seats each year).

They develop intentional infrastructures to improve learning outcomes, equipping staff to build their own capacity to serve all students.

Rooted in the belief that building adult capacity improves student outcomes, this year's conference will offer workshops designed to build attendee skills in: 1) Relationship Building; 2) Instructional Strategies; 3) Motivation and Engagement; 4) Behavior Management; 5) Trauma - Responsive Education; 6) Crisis Management, and; 7) Staff Well - Being.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

This Division provides services and support to build the capacity of staff serving in low - performing schools and districts, and to «develop or improve systems and processes that will sustain a continuous improvement culture.»

In Align the Design: A Blueprint for School Improvement, Nancy J. Mooney and Ann T. Mausbach emphasize the importance of coordinating essential school improvement processes to increase staff capacity, improve student achievement, and develop effective schools.

Leaders can help build collective efficacy by communicating a strong belief in the capacity of the staff to improve the quality of teaching and learning and attain appropriately challenging goals throughout the goal setting process.»

BigTime IQ improves workflow by simplifying creating accounts, managing staff capacity and efficiency, tracking outside expenses and consultants, and drawing all of that data into invoices when you're ready to bill.

By improving your firm's capacity to effectively communicate and share information amongst a firm's partners and staff.

Provide guidance and training to staff members to utilize resources to their highest capacity and improve work productivity

Emergency / Project Coordination — Duties & Responsibilities Coordinate all logistical and organizational aspects of emergency response activities, including personnel, procedural execution, equipment deployment, and situational assessments Interact with individuals and victims in a professional manner to ease the experience, educate the public, and promote the development of quality support relationships within the local and regional community Act as a liaison between staff members, management, and other parties to maintain a high - quality collaborative relationships, driving program success and sustainability while ensuring rapid response to crisis Present relevant information and instruction to both staff members during training and victims during crisis, providing thorough explanation an demonstration to allow individuals to grasp important concepts Managed and supervise staff in a manner which drives efficiency, promotes safety, and utilizes each individual to the highest capacity Perform needs - based issue and situational assessments to improve operational efficiency, manage expenses, and ensure critical execution during difficult and complex emergency situations Support other members of the leadership team to facilitate efficient logistical and organizational operations, performing important administrative tasks and analytical assignments Maintain a strong technical knowledge of and passion for emergency management techniques, appropriate policies and procedures, response methods, and other relevant information Address important queries from all sources, resolving them in an expedited and complete manner

Program Manager — Duties & Responsibilities Maintain a strong technical knowledge of and passion for program mission, industry trends, and developments in field of independent living skills training Coordinate all logistical and organizational aspects of community, industry, and program - specific events, including schedules, donor functions, and other activities to support program goals Interact with program participants, staff members, and donors in a professional manner to improve the user experience and promote the development of quality giving and support relationships Act as a liaison between staff members, other members management, donors, and other interested parties to drive program growth and ensure long - term sustainability Perform needs - based issue and situational assessments to improve operational efficiency, cost reductions, and ensure participant satisfaction throughout the challenging learning process Present relevant information and instruction to program participants, providing thorough and effective explanation and demonstration to individuals of differing learning capacities Hire, supervise, and manage staff in a professional manner that drives efficiency, promotes safety, and utilizes each individual's strengths to the highest capacity to fulfill program mission Present relevant information and updates to program heads and stakeholders, including performance and giving reports Support leadership team to facilitate in efficient business and organizational operations, performing important administrative tasks and analytical assignments while addressing key issues

These local shared service alliances enable early childhood programs to join forces to share staff, centralize administrative functions and build management capacity and classroom expertise — generating the revenue they need to improve quality and still run a sustainable business.

Identifying and Responding to the Needs of Children in Domestic Violence Shelters: Final Report (PDF - 973 KB) Center for Child and Family Policy, Duke University (2008) Describes a training protocol developed in North Carolina to improve the capacities of staff of domestic violence shelters to screen, intervene, and refer shelter residents who are experiencing distress related to their exposure to violence.

By building the capacity of teacher and school support staff to deliver the Alert Program to students, an important public health goal is that children in the Fitzroy Valley will improve their executive functioning and self - regulation skills.

Staff feedback commenting on one child who sought counselling and who has since improved in their capacity to self - regulate and access the curriculum more successfully.

Development and Implementation of a Cultured Competency - Based Training Curriculum to Strengthen the Capacity of Child Protection / Child Welfare Agency Staff in a Collaborative Process Wilber (2001) View Abstract Examines a training program to improve collaboration between Indian child welfare agencies and public child welfare agencies serving American Indian families.

Early childhood mental health consultation (ECMHC) aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children birth to age 6 and their families.»

Early childhood mental health consultation aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children from birth to age 6 and their families.

The California Child Care Resource & Referral Network provides CCIP grants to local CCR&R agencies to improve the training capacity of their staff, enhance their professional development, and extend their knowledge of early childhood education.

The California Child Care Resource & Referral Network provides CCIP grants to local CCR&R agencies to improve the training capacity of their staff, enhance their professional development, and extend...

Texas Comprehensive Center (2005 — 2012): The Texas Comprehensive Center worked with the Texas Education Agency (TEA) and the state's 20 education service centers to build staff capacity to improve student academic achievement, including school readiness and early childhood education.

Early childhood mental health consultation aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children from birth to age 6 and their families (adapted from Cohen & Kaufmann, 2000).