Sentences with phrase «make positive changes in our schools»

But as he announced his candidacy on Tuesday, Humphries praised the legislation, saying it was necessary to make positive changes in his school district.

How are they better able to make positive change in a school's culture and climate?

«ENABLE will empower students to make positive changes in their schools, creating learning environments in which everyone feels safe, happy and confident.»

Not exact matches

«As Hunter's President and a graduate of Hunter College High School myself, I know the critical difference a major gift like this can make in bringing positive change to campus,» said Hunter College President Jennifer J. Raab.

Our schools send teams of educators, parents, and students to our annual conferences and work with our coaches to make positive changes in curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

Feedback from more than 200 participants involved in the pilot has been overwhelmingly positive, with 94 % rating the resource as «excellent» or «good» and just under two thirds (65 %) intending to make a change to their school food culture as a result.

On Tuesday at 6:30 p.m. in the La Cañada High School auditorium, school officials will introduce parents to the basic tenets of the program and begin a dialogue about how subtle changes on campus could make a positive difference in the lives of students and famSchool auditorium, school officials will introduce parents to the basic tenets of the program and begin a dialogue about how subtle changes on campus could make a positive difference in the lives of students and famschool officials will introduce parents to the basic tenets of the program and begin a dialogue about how subtle changes on campus could make a positive difference in the lives of students and families.

So when someone succeeds in making positive changes, I can't help but wonder: How the heck did they do it?!? A few weeks ago, I wrote about the very impressive activities of the Healthy Lifestyles Committee at Matoaka Elementary School in Williamsburg, Va..

They are longtime partners of both the School Nutrition Association and the School Nutrition Foundation, providing financial, human, and administrative resources; Winston Industries is an integral part of SNF's mission to provide our members with greater access to scholarships and grants to help them advance in their careers while making positive, healthy changes in their schools.

To its credit, my son's elementary school has made some positive changes in recent years, including stopping the sale of cookies and brownies at morning recess; banning vending machines in student access areas; and restricting bake sales to once a month or less.

Rajashree is making inroads to educate children in public schools, ballet classes, gymnastic schools, and sports clubs about the positive effects of yoga — this is where change will happen as children are the future.

It wasn't until I was in nutrition school and learned more about the causes of my unexplained tiredness, depression and anxiety that I was able to make positive change in my own life.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

To answer this question we examine whether the annual changes in performance made by traditional public schools during this period were more positive in schools with charter schools nearby than in schools not facing charter school competition.

In «A Strong Start on Advancing Reform,» Burke argues that the administration has already made some positive strides in improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choicIn «A Strong Start on Advancing Reform,» Burke argues that the administration has already made some positive strides in improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choicin improving K — 12 and higher education through policy changes, rescissions of Obama - era regulations, and rhetorical support of school choice.

The national Centre of Excellence for Mental Health in Schools aims to improve the mental health of the next generation by supporting schools in making positive changes at all levels of the UK's education Schools aims to improve the mental health of the next generation by supporting schools in making positive changes at all levels of the UK's education schools in making positive changes at all levels of the UK's education system.

According to the three - year study, which is being conducted by the Santa Monica, Calif. - based RAND Corp., majorities of elementary and middle school science and math teachers in all three states report in surveys that they are making positive changes in the classroom by focusing on their states» academic standards or searching for better teaching methods.

Steps for creating positive change at under - resourced schools include celebrating existing successes, allowing time to grow for school leadership, including the youth in school decision - making, and networking with other schools for inspiration.

Ian Stockford, Ofqual's executive director for general qualifications, said Ofqual had made sure it engaged with boards on the proposals, adding that it was «worth recognising» that the changes were ultimately aimed at changing behaviours to prevent schools indiscriminately challenging marks in the hope of a positive outcome.

The mission of the Antioch Center for School Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resSchool Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resschool experiences of students, educators and families through engaging instruction, reflection, collaboration, and research.

Maintains an expectation that there will be accountability and action to effect positive change in our lowest - performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

The Educating for Democracy in the Digital Age (EDDA) initiative is seeking to leverage web 2.0 tools and civic education best practices to provide all Oakland Unified School District high school students civic learning opportunities that prepare them to make positive change in their communSchool District high school students civic learning opportunities that prepare them to make positive change in their communschool students civic learning opportunities that prepare them to make positive change in their communities.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

By Melanie Sharpton, MSN, RN, ERSN, Benjamin Russell High School, [email protected]; Sweeping changes have made a positive impact for school nurses across Alabama in responding to; sudden anaphylactic emergeSchool, [email protected]; Sweeping changes have made a positive impact for school nurses across Alabama in responding to; sudden anaphylactic emergeschool nurses across Alabama in responding to; sudden anaphylactic emergencies.

While it may not be widely known, many of the positive changes seen in education reform over the past few decades — from replication of high - quality charter schools to expansion of teacher residency programs — have been made possible, at least in part, through partnerships with AmeriCorps and other national service programs.

The mission of El Camino Real Charter High School is to educate our diverse student body by developing students» talents and skills so they will succeed in a changing world, value and respect themselves and others, and make a positive contribution to our global society.

But despite the criticism, Tewksbury Superintendent of Schools John O'Connor has seen professional development make positive change in his district.

It is crucial, however, to convince those who are in fact implementing such changes, such as teachers and school principals, that the reforms make sense and will bring positive outcomes.

In two schools with recent leadership changes, however, the feedback was less positive and teachers expressed concern about «unilateral» decision - making.

I am outraged that Steven Adamowski is Special Master of Windham and New London, and was Superintendent of Hartford Schools, where he changed what it meant to graduate so that he could instantly improve Hartford's graduation rate; where he manipulated stats to make it look like he had «closed the achievement gap;» and finally, where he parleyed every positive soundbite in the toadying Hartford Courant into a bonus or raise for himself.

We wrote this action guide for educators ready to start making positive changes to better serve black and brown students in their schools.

• learners construct meaning; • learners see the connection between what they learn and the real world; • learners are actively engaged in purposeful tasks; • activities are integrated and meaningful; • learners work individually and as members of a group; • learners are expected and encouraged to learn; • learners internalize that what they learn and do in school makes a positive change in the community; • learners are supported by passionate, engaged coaches, mentors, and advocates; • all learners have advanced learning opportunities; and • learners see themselves as part of the community and find ways to serve the community.

So even though we might support small schools in the end, there are a lot issues that need to be addressed first in order to make the change a positive one for students.

Not only did teachers notice a positive change in student behavior, but compared with schools that were not making adequate yearly academic progress under NCLB, schools that were meeting their annual academic targets also had a greater commitment to SEL.21

However, if there are decision - making committees in the school and students are part of them, then there's a good chance positive change may happen.

... But there are many positive changes taking hold that haven't necessarily grabbed headlines but that are making an enormous difference in helping principals and teachers build successful school communities.

I discovered my lessons on Puppy Mills and Reading Food Labels were being shared by my high school students with their parents, and the parents were making positive changes in the family dog or cat's lives!

The court is guided by the best interests of the child, and considers: the relationship of the child with each parent and the ability and disposition of each parent to provide the child with love, affection and guidance, the ability and disposition of each parent to assure that the child receives adequate food, clothing, medical care, other material needs and a safe environment, the ability and disposition of each parent to meet the child's present and future developmental needs, the quality of the child's adjustment to the child's present housing, school and community and the potential effect of any change, the ability and disposition of each parent to foster a positive relationship and frequent and continuing contact with the other parent, including physical contact, except where contact will result in harm to the child or to a parent, the quality of the child's relationship with the primary care provider, if appropriate given the child's age and development, the relationship of the child with any other person who may significantly affect the child, the ability and disposition of the parents to communicate, cooperate with each other and make joint decisions concerning the children where parental rights and responsibilities are to be shared or divided, and any evidence of abuse.

Multisystemic therapy (MST) is an intensive family - and community - based treatment program designed to make positive changes in the various social systems (home, school, community, peer relations) that contribute to the serious antisocial behaviors of children and adolescents who are at risk for out - of - home placement.

Also to encourage and empower our students to make positive changes for themselves in school, local and wider communities.»

The discussion we had over the dinner table at the Positive Education Summit reminded me that in order to have flourishing schools, we still need to understand the basics of what makes change successful, and what gets in the way.

95 % of Be Strong Online Ambassadors were confident that as a result of the training they could help students be safer online, and 95 % of staff members were confident that the Be Strong Online Ambassadors programme could run successfully in their school and make a positive change.