Sentences with phrase «member of our community of learners»

Intentional, professional teachers improve the quality of their work by being members of a community of learners, as the Perry Preschool teachers were.

Once you've reviewed the OPC Psychotherapy Training Program Overview, Philosophy, Curriculum, and other student orientation materials here, we hope you'll decide to apply to become a member of our community of learners.

Not exact matches

Some members of the community, presumably the teachers, have been engaged in this common quest longer than others, presumably the learners; but it is a shared quest.

He or she would also look into the effectiveness of programs for the disabled and English Language learners, and how well the city is engaging parents and community members.

They suffer the daily injustice of attending schools that treat them more as inmates than as valued community members and developing learners.

As we become more group - oriented in the workplace and in school, our knowledge of ourselves as individual learners and members of a community becomes more important,» said Mara Krechevsky, program chair and a senior researcher at Project Zero.

One most important target is good quality education, in which educators and community members are also learners, children, adolescents, youths have their voices heard, and all of them can act as change agents, as active citizens.

The best policies and practices of copyright ownership of eLearning courseware and course materials by faculty members will recognize and balance the rights of individual creators and contributors, as well as the needs of institutions as communities of scholars and learners.

the promotion of cooperative learning, a better attitude toward oneself as a learner and as a meaningful member of a community.

The materials available on the EAL Nexus website are expected to reach further than the teachers and young EAL learners, with parents and members of migrant communities also being encouraged to sign up to the website or join the mailing list.

Written by Russell J. Sojourner, Ph.D., director of Leadership Development at CEP, explains how a re-energized and innovative approach to character education today offers great opportunity to provide children with the skills, knowledge, and dispositions to become life - long learners, get good jobs, have healthy relationships and to become productive and contributing members of the community.

The Local Control and Accountability Rubrics constitute a valuable resource and important tool for district administrators, teachers, parents, board and community members to analyze the strengths and limitations of their proposed programs and services for English Learners in their Local Control Accountability Plans (LCAPs).

Teachers, parents and community members devised a strategy to help their large population of English - language learners, based on solid educational research and the committee's experience with Windham's children.

NYSABE represents educators, parents, members of community - based organizations, private agencies, and institutions of higher education as well as advocates involved in the education of English language learners / bilingual students in New York State.

Josh advocates for members of Minnesota's most underserved communities to ensure all kids, especially kids of color and low - income learners, have a great public education.

With the student firmly placed in the role of community member and learner, educators can see the importance of applied and contextual teaching methods.

She said the role of parents and community members is key in asking schools and districts for these programs for Latino English learners.

At Unity Charter School, we understand the importance of social and emotional learning for the student's wellbeing and as an important factor in contributing to a student's confidence and success as a learner and as an active member of the school community.

This is part of the foundation for success in life's various roles, including those of learner, family member, worker, and community member; it is integral to the process through which young people come to accept responsibility for the next generation, the health of the environment, and the improvement of human relationships at all levels.

• 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.

ASCD EDge ® is a vibrant online community where members discuss a wide range of topics, including English language learners.

Schools: Schools in our network are guided by commitments of the CES Common Principles, which include putting students at the center, assess student performance authentically, offering multidisciplinary curriculum, governing democratically, emphasizing inquiry, committing to equity, ensuring that school community members know each other well, and employing pedagogies that support students to become lifelong learners.

She believes all members of the learning community are both leaders and learners.

All learners participate as active members of a supportive, involved community that recognizes the contributions of individuals and their diverse perspectives.

DC Bilingual creates every opportunity for students with special needs to have full access to our educational program, be active members of the DCB community and gain the foundation to be lifelong learners.

Our approval and vetting process is designed to find member schools and networks that are committed to recruiting, enrolling, and serving a diverse and integrated student body reflective of their broader community with respect to characteristics such as race / ethnicity, socioeconomic status, English language learner status, and disability.

http://www.newhavenmagnetschools.com/ Mission Statement Harry A. Conte West Hills Magnet School of Exploration and Innovation uses the resources of our community members to offer a challenging, integrated curriculum that inspires students to become active, independent learners on their academic and social journey towards excellence.

Citizens of the World Charter Schools seeks to build within each school a true community of learners that values the varied strengths of each member.

In our vision of an engaging school, staff members and everyone in the school community hold a collective belief that all students have wonder, are curious and interested, and have the capacity to become deeply engaged learners.

Sela's vision is of a community of learners striving towards excellence, where children of all backgrounds and abilities are valued members of a safe, nurturing community, in which differences are appreciated, and families are active participants in school life.

Young people — whether they are part of an arriving or receiving culture — strive to form their identities as learners, community members, and change - makers in the context of this global phenomenon.

CWP's political activities included hosting a dinner where people living in poverty ate a meal with members of parliament and other decision - makers, and discussed their experiences of poverty and ideas about how to address it; organizing policy summits where people living in poverty could collaborate with social policy experts and academics to develop recommendations for addressing poverty; and offering an online course on Canada's obligations to address poverty under international human rights law, those living in poverty could join a community of learners to discuss topics of the day.

An important component of the Youth Worker role was to coordinate a learner driver mentor program, which involved recruiting and training volunteer community members to supervise novice drivers who could not access a licensed driver; almost half of Driving Change clients lived in households where there were no licensed drivers.

This longitudinal study combines two related ethnographic data sets to examine how teachers and students at a public magnet elementary school coconstructed a discourse of inquiry that supported students as thoughtful, engaged learners and community members.

At Unity Charter School, we understand the importance of social and emotional learning for the student's wellbeing and as an important factor in contributing to a student's confidence and success as a learner and as an active member of the school community.