Sentences with phrase «local educators need»

However, this renewed attention to family partnerships has surfaced some thorny questions about the nature and purpose of such partnerships: What resources do local educators need in order to work effectively with families?

driven by local educator needs, including implementation support for NYS and federal education initiatives such as: APPR, CCSS and Data - driven instruction.

Not exact matches

If a dozen different public school systems were to embark on a five - year experiment as part of a larger nation - wide experiment encouraged by federal dollars, local teams of educators, parents and community leaders would need to devise appropriate local models.

Become familiar with local breastfeeding resources (eg, Special Supplemental Nutrition Program for Women, Infants, and Children clinics, lactation educators and consultants, lay support groups, and breast pump rental stations) so that patients can be referred appropriately.111 When specialized breastfeeding services are used, pediatricians need to clarify for patients their essential role as the infant's primary medical care taker.

Become familiar with local breastfeeding resources (eg, WIC clinics, breastfeeding medical and nursing specialists, lactation educators and consultants, lay support groups, and breast - pump rental stations) so that patients can be referred appropriately.215 When specialized breastfeeding services are used, the essential role of the pediatrician as the infant's primary health care professional within the framework of the medical home needs to be clarified for parents.

Local educators say the state's new push for community schools could be a mechanism for getting more resources into schools with greater needs.

The Johns Hopkins Bloomberg School of Public Health - led research also suggests that employing local community health educators instead of more formally educated nurses to counsel young at - risk mothers could be cost effective and provide badly needed jobs to high school graduates from the same impoverished communities.

At present, only local organizations can individually gather evidence while institutions like Myanmar National Human Rights Commission need to work with them, added the human rights educator.

«Digital transformation is accelerating our need to forge tighter connections with educators, ensuring students bring the most current skills and competencies to local job markets.

Learn how educators at Glenview Elementary School in Oakland, California use partnerships with local arts organizations to provide much - needed resources, while giving students new creative outlets and developing critical thinking and collaboration skills.

To make arrangements for a presentation, educators and parents need to work with their local and state NEA affiliates.

I'm sure you don't need convincing to see that whether you have the resources to travel internationally or just take a short local trip, traveling can be enriching both personally and professionally for educators.

Maybe only parents, communities, and local educators are well - enough positioned to make reasonable (if imperfect) judgments about what each child needs.

They recommend the need for balance between specificity and generality if standards are to help local educators engage in conversations needed to advance teaching and learning.

KANAAE is proud to provide teachers with support services that empower them to create an organization that best meets the needs of local educators.»

Our offerings are customizable to allow educators to «craft» their curriculum and plans to meet the needs of their local communities and students.»

This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.

Therefore, educators at the local level will benefit from understanding how to use screening assessments during the school year to identify students who need additional instruction in order to pass the state assessment.

This training or professional development should include, but not limited to, classes offered by the division, courses at a local university or college, conference attendance, and options tailored to meet the needs of the specific educator or group of educators.

Efforts to improve educator quality and to attract the most effective teachers and principals to high - need schools have caused policymakers at the federal, state, and local levels to promote pay - for - performance plans.

Health care, counselors — even embedding a local chapter of the YMCA inside the school — have helped educators attend to the needs of the whole child.

In addition, the plan's mental health recommendations focus on helping educators recognize children who may need help and connecting school districts with law enforcement, mental health agencies, and other local organizations to help ensure that students with mental health or behavioral issues receive the services they need.

«With no local deal in sight, the time has come for our leaders in Albany to step in and implement a real and meaningful evaluation system that will give teachers the critical feedback and support they need to help their students grow,» said Jonathan Schleifer, Executive Director of Educators for Excellence - New York.

Pat began her career as a classroom prevention educator for Sumner County, TN schools and from there she created the school system's department for Safe Schools, Healthy Students totally funded by federal, state, and local grants to meet the needs of at - risk youth.

ESSA requires three primary tiers of evidence for these funding streams, and educators can use a fourth tier to implement programs that lack empirical research but meet local needs.

The state will provide guidance and facilitation for the identification of local education agencies (LEAs) needs, including shortage areas and instructional priorities; alignment of coursework with clinical experiences to address the needs of all students; and analysis of student achievement and growth and educator evaluation data.

As the SEA builds out an informative feedback system that helps educators and local leaders act on what they learn to improve their schools, the SEA's role in working with districts will no longer be to serve as good or bad cop (and parole officer), but to become true agents for improvement, providing needed technical assistance, coaching, and monitoring.

As our organization has traveled across the state over the past year speaking about school finance and meeting with parents, students, educators, legislators, local officials, and interested community members, one point in particular has rung loud and true in every community no matter the town's size, wealth, demographic makeup, or location — Connecticut needs a school finance system that makes sense.

And it's a testament to the hard work of educators, parents, and state and local leaders who have continued to push forward and make adjustments where needed.

Their insight and experience needs to inform the design and presentation of web - based education data and local capacity - building strategies in which parents, educators and community leaders inform the way.

To enable educators to configure the Bridges Intervention materials to fit their local needs, schools and districts can buy additional materials without teachers guides.

While the names are different at your school, the relationships are similar, and they are there to be organized into the local movement to build community schools, and into the larger movement to fight for an education system led by stakeholders not billionaires, led by educators not edu - preneurs, and led by student need not profit motive.

Among other things, the plan seeks to recruit and retain effective teachers, link students to college and careers, expand educators» role and responsibility in state governance, restructure mandates, and fund education based on local needs.

State and local educators don't need more top - down control from Washington.

States should engage with their local stakeholders to identify what information educators need to support students.

This list also underscores the national imperative for all states to continuously work to ensure that their public education finance systems are meeting the needs of all students and the demands placed on local districts, schools and educators.

Also similar to the way local educators have responded to the need for curriculum development, large proportions of districts report that teachers themselves are developing and providing Common Core - aligned professional development.33

Cincinnati Public Schools have helped pioneer the community schools model with a 2000 district - wide reorganization that led to health and social services being placed at every city school, along with school - based coordinators to work with educators and local communities to determine what menu of services is needed in each school.

I think that the federal government can best serve Tennessee educators by eliminating unnecessary layers of Washington bureaucracy and returning decision - making power to state and local officials who best know the needs of their schools.

At the same time, they need to work with parents, educators, and local communities to lift up the teaching profession and support teachers — not just focus on the few who don't belong in the classroom.

We must seize upon the opportunity presented by Gov. Brown's commitment and begin working earnestly on designing a school finance system that removes the red tape and «command and control» at the state level and allows educators to meet the needs of their local students.

NAESP is pleased to have played a role in creating the opportunities that are now afforded to schools under the new law, such as allowing accountability systems to include multiple measures, factoring in elements other than test scores; conducting needs assessments for struggling schools and learning communities facing the greatest challenges; developing clear and concise plans for targeting federal funding in ways that meet the needs of students in the school; and implementing local programs and monitoring their progress in collaboration with educators.

While here at our national headquarters in Richmond, California, we handle the overall needs of the organization - producing the J o u r n a l, keeping national statistics, maintaining the website, taking care of fi - nances, and keeping in touch with our members from around the world - as well as run our local shelter, most of the fostering and educational work of House Rabbit Society is handled «on the ground,» through our volunteer educators, fosterers and chapter managers around the world.

Requires the Under Secretary of Commerce to: (1) establish a Climate Service Program, a Climate Service Office, a Climate Service Advisory Committee, and a Summer Institutes Program at the Regional Climate Centers for interaction with and training of students and educators on weather and climate sciences; (2) operate the Climate Service Program; (3) maintain a network of six Regional Climate Centers to work cooperatively with the State Climate Offices on data collection and exchange, research support, and state and local adaptation and response planning on climate; (4) maintain a network of offices as part of the Regional Integrated Sciences and Assessments Program; (5) ensure that the core functions and missions of the National Weather Service, the National Integrated Drought Information System, and any other programs within NOAA are not diminished or neglected by the establishment of the Climate Service Program or the duties imposed on such offices or programs; (6) report to Congress on the need for climate services; (7) prepare a plan for creating a Climate Service Program in NOAA and delivering climate products and services to NOAA users and stakeholders; and (8) establish and maintain a clearinghouse of federal climate service products and links to agencies providing climate services.

Currently working as an educator at a local camp for students with special needs at the elementary level.

To meet local educational needs, we may create a homegrown version of Sesame Street in close cooperation with local educators, researchers, and other partners.