Sentences with phrase «monitoring of their academic performance»

Monitoring of Academic Performance Previously, the school's one ESL teacher had not had time or resources to adequately monitor the academic progress of English learners.

Not exact matches

He's officially responsible for monitoring their academic performance but often winds up advising his charges, most of whom are Hispanic, on everything from girlfriends to job applications.

Strict monitoring of a child's academic performance and social activities usually requires a mother who is able to stay at home, with child care being one of her primary responsibilities.

That body doesn't micromanage the school; instead, it monitors academic performance, governance, and the use of public funds.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Another facet of this strong leadership is collecting and monitoring data and results, using measures of school climate and academic performance to create a culture of continuous improvement that is embraced by both staff and students.

In Shelby County Schools, which consolidated in 2013 with Memphis City Schools, the school board has expanded community engagement and literacy initiatives and implemented Key Performance Indicators to help the district leadership monitor the district's effectiveness in meeting the academic, social, and safety needs of students.

The State University of New York Charter School Institute is charged with evaluating initial applications for the opening of charter schools, ongoing monitoring of student academic performance and overall school operations, and for presenting findings and recommendations regarding the renewal of a school's charter to the State University Trustees.

Monitor for Sustainability of Academic Success: Academic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceAcademic Success: Academic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceAcademic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceacademic performance levels.

The Portrait of the Movement report plays an important role in advancing knowledge about the state's charter schools, as the report features movement - wide analyses to aid efforts to assess, monitor and improve the academic performance of all charter schools, including tools schools can use directly to assess their strengths and weaknesses.

Our School Improvement Team monitors the academic performance of our students.

In her DOE role she monitored and evaluated the academic, organizational, and operational performance of 23 network - affiliated and independent charter schools.

The dean will provide instructional and administrative leadership to the teaching staff, oversee the implementation of the curriculum, coordinate assessments, and monitor students» academic performance.

Progress monitoring is used to assess students» academic and behavioral performance on an ongoing basis, to measure student improvement or responsiveness to instruction, and to evaluate the fidelity and effectiveness of instruction.

Continuous monitoring of student performance and targeted instruction have aided lagging students and English Language Learners in mastery of skills and academic standards, as well as acquiring English language proficiency.

Division - level academic reviews provide information to determine whether a local school board is meeting its responsibilities under the Standards of Quality (SOQ); provide the local school board with essential actions necessary to correct any areas of SOQ noncompliance and for improving educational performance as part of a required corrective action plan; and to monitor, enforce and report on the local school board's development and implementation of the required corrective action plan.

CCSA's Achievement and Performance Management Team use this data to generate an annual Portrait of the Movement report, which features movement - wide analyses to aid efforts to assess, monitor and improve the academic performance of all chartPerformance Management Team use this data to generate an annual Portrait of the Movement report, which features movement - wide analyses to aid efforts to assess, monitor and improve the academic performance of all chartperformance of all charter schools.

Progress monitoring is used in conjunction with universal screening in an MTSS model (or by anyone who is interested in improving learning results for children) to set goals for a student's learning growth, quickly and frequently assess a student's academic performance, measure his / her rate of improvement, and to evaluate the effectiveness of instruction.

Some of their duties include communicating with students and their parents, monitoring students» academic performance, setting appointments, handling correspondence, organizing cultural and sports events, maintaining educational material inventories, and preparing annual reports.

Monitored academic performance of students and offered guidelines to individual students.

GRANGER HIGH SCHOOL, Killeen, TX (6/2009 to Present) Basketball Coach • Assess students to determine which ones have the physical stamina and training to meet the selection criteria • Interview students to decipher their comprehension of the game beyond mere game play • Select students based on academic and physical performances • Create and implement core basketball programs and enroll the right athletes for it • Conduct coaching sessions by providing individual attention to each team member • Coordinate scouting activities and ensure that all team members are on the same page during training sessions • Monitor and maintain the discipline and conduct of athletes to support the image and reputation of the alma mater • Plan and implement coaching sessions for individual athletes to assist them in overcoming their specific shortcomings • Arrange for tournaments with schools and other competitive tours and ensure that team members indulge in extra practice to live up to expectations • Arrange for uniforms, basketball supplies and correlating equipment to be procured from registered vendors

As part of my work duties at my previous place of work, I provided direct academic support including academic skill development, strategy assistance, monitoring progress and performance and assistance with registration and orientation.

Monitored the academic performance of student - athletes in addition to their athletic progress.Motivated and encouraged student athletes to do their best during practices and games.

Monitored the academic performance of student - athletes in addition to their athletic progress.Coordinated scheduling and field and facility use with the activities office.

Although our focus is assisting our athletes in their chosen sport (s), we also routinely monitor the academic performance of our athletes as well, as many of our participants are planning to participate in their chosen sport (s) at the college level as a means to financially secure the high cost involved in being college students.

Monitored the academic performance of student - athletes in addition to their athletic progress.Helped develop each participant's physical and psychological fitness.Maintained accurate statistics, records and results of each season.Fostered a culture of good sportsmanship, cooperation and responsibility.Motivated and encouraged student athletes to do their best during practices and games.Created and ran up - to - date and relevant drills.

Further, this perspective of test anxiety, as not debilitating but rather a challenge is consistent with a self - regulated learning framework that would suggest awareness and monitoring of affect is relevant for strategy intervention and academic performance (e.g. Zimmerman, 2008).

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

Monitoring of social adjustment (peer relationships) and school performance can facilitate both well - being and academic achievement.