Sentences with phrase «need for professional development for»

North Carolina initiated the project in part to meet the need for professional development for Early Head Start (EHS) teachers in new and expanded programs.

Officials said the district is currently battling administrative issues, such as employee retirements, the need for professional development for newer staff and high health care costs.

Not exact matches

In the same way that companies recognize the need for feedback and professional development, they're noticing the value of flexible hours and remote working.

While it can be challenging for someone to reach past his or her pride to say, «I need help,» counseling is one of the best tools available for personal and professional development.

«Management truly cares about employees» professional development and in finding a great fit for each employee in a high - impact role — matching an employee's dream job to our customers» critical needs.»

We also provide a much needed forum for our members to converge and discuss current non-competitive issues of mutual interest, as well as provide a range of professional development opportunities for industry colleagues.

Whether it is networking, professional development or connecting with one of our exhibiting companies you need to plan ahead, set up appointments and register for the educational sessions you are interested in attending.

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

By advocating for successful governmental policies, setting standards for professionals in the education industry, and providing professional development seminars, it helps teachers, administrators, parents, related students and other educational support staff to best support and educate the special needs children with whom they work.

This should be accompanied by greater professional development for a media community which needs to provide adequate analysis and report the news in an appropriately rigorous way.

NYFAC also serves professionals and students who want to learn how to better handle children with special needs and is recognized as a worldwide leader in the development of training materials for professionals working with children with autism spectrum disorders.

He will outline developments on the exam front: «[I] t is fundamental that we have a set of examinations that are seen by all as being of the highest standard and which develop the relevant technical skills and knowledge for the many and varied tax related roles that people undertake... I am therefore extremely grateful to a past President, John Beattie, who has been leading a comprehensive review of our entire exam system to ensure it is as relevant as possible to the needs of today's tax professional.

The city will spend $ 1.8 million for professional development for arts teachers, $ 785,000 to provide arts education for English language learners and special needs students, and $ 220,000 to expand existing student programs like a two - week arts intensive for middle schoolers.

Alabi identified creative and clear headed professionals as essential tools for national development, saying it behoves on journalists to be savvy in finance, budgeting, auditing and other relevant fields to be able to put government on its toes with a view to ensuring that budget proposals are not just in line with the needs of the people but to be seen to be well implemented.

«It's the only way that teachers get the relevant, hands - on professional development we need to improve instruction,» said Vice President for Education Catalina Fortino, who directs the UFT Teacher Center.

The report highlights many important problems that countries like the United Kingdom have been focusing on to provide better support to early - career researchers, such as «the multi-facetted role of the early career researcher and the need for professional development in areas beyond research such as people management and winning funding,» writes Ellen Pearce, director of Vitae, a U.K. organization that promotes the professional development of early - career researchers, in an email to Science Careers.

Given the paucity of academic openings and most universities» perplexing reluctance to bring their own, presumably well - trained, postdocs into their tenured ranks, there is thus a pressing need for professional - development training to equip postdocs for opportunities beyond the campus.

The findings highlight a pressing need for new curriculum and professional development for teachers to help students, and English learners in particular, to develop their academic language skills, Thompson said.

The slow rate of improvement in postdocs» attitudes toward their professional and career development point toward the need for a culture change more profound than what has so far occurred, Mellors - Bourne says.

Factors that «clearly play a role in faculty attitudes» about students spending time on professional development activities include «[p] ressures... for scholarly productivity» and the need to produce usable data, the report notes.

Our graduate professional development course made the participants aware of the skill set they will need for lifelong career development.

Teachers reported they felt they were meeting the needs of students and findings suggest a need for more professional development and additional planning time as these networks take root.

The overarching goal of the Professional Development Core (PDC) is to address the unmet need for more diversity in the biomedical research workforce by creating and nationally disseminating transformative, high - impact, professional development programs to support mentees from diverse backgrounds in biomedical / bio-behavioral Professional Development Core (PDC) is to address the unmet need for more diversity in the biomedical research workforce by creating and nationally disseminating transformative, high - impact, professional development programs to support mentees from diverse backgrounds in biomedical / bio-behavioral dDevelopment Core (PDC) is to address the unmet need for more diversity in the biomedical research workforce by creating and nationally disseminating transformative, high - impact, professional development programs to support mentees from diverse backgrounds in biomedical / bio-behavioral professional development programs to support mentees from diverse backgrounds in biomedical / bio-behavioral ddevelopment programs to support mentees from diverse backgrounds in biomedical / bio-behavioral disciplines.

Crowdfunding is a great option when you need classroom materials, money for field trips, or even professional development.

Our main goal is to represent all LRI graduate students and advocate for their unique needs and concerns in order to maximize academic and professional development

This includes a pilot program called the Postdoc Job Search Boot Camp Program which was aimed at 1) helping postdocs becoming independent, self - directed job - seekers and not need to rely solely on their faculty / PI for their professional development needs; 2) build an individual's capacity for seeking out resources for expanding and supporting their own career development; and 3) building a community of support for job seekers.

To represent the needs of our graduates, we established INTA (The International Natural Therapies Association), which provides a forum for professional development and a worldwide referral network for those looking for a practitioner.

What is needed is a competitive certification process that establishes key criteria for entry into the teaching profession; gives public schools greater freedom to hire and fire teachers; and treats teachers like professionals and their schools like professional institutions by allowing them to tailor professional development to meet the needs of teachers.

Modern work practices and the need for continuous professional and personal development are directing the ways we learn.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

But schools need more time and Title I money for professional development.

This means principals need rigorous professional development and opportunities for deeper learning, too.

There is a very clear understanding that if you are a child born with a disability or additional need or this is identified at the 2 year development check then it will be relatively easy for professionals to work together to formulate an education, health and care plan to meet individual needs.

Firstly, the report authors identify the need for professional development of teachers to enable successful school - industry collaboration.

This has wide implications for schools as they will need to offer high quality professional development and training to ensure that their workforce has the knowledge, skills and expertise to deliver personalised teaching for all pupils.

This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional development for teachers and leaders.

Finally, in the professional development domain Ingvarson says individuals «review their performance in the light of standards for accomplished teaching and feedback about its impact», which means they can set goals and pinpoint the PD they need to help achieve them.

That then ends up leading to another need for PD, for that professional development from our teachers.

Likewise, senior leaders should be embedding regular opportunities for continuing professional development (CPD) across the whole school, giving teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.

In schools, if you get inside the data and actually have a look at what the students are doing, what their areas of strengths are, where they need to build, perhaps as a school there might be some areas of weakness, then you can target some professional development for teachers and maybe target some additional support staff in the classes.

What kind of professional development is needed to train teachers for new goals?

Adjunct Lecturer Paul Natola agreed that professional development is a key issue in conquering math education and cited a need for mandates and systematic changes.

Bound up in this is the need for school districts to provide adequate professional training and development for substitutes, who are in short supply, and to encourage a positive working relationship between classroom teachers and their substitutes.

Schools also need to ensure that there is high quality continuing professional development opportunities for all staff.

The report, «Learning To Lead, Leading To Learn: Improving School Quality Through Principal Professional Development,» stresses the need for continual, hands - on training in the classroom for principals.

One of the key messages within the Green Paper and reinforced in the new Ofsted framework is the need for high quality professional development opportunities for the school workforce and those who work with schools supporting children and young people.

Educators looking to add effective and efficient professional development opportunities for staff need to look no further than online, according to a new book edited by Wirth Professor Chris Dede.

Those districts are turning to Kaplan for a range of services — from intervention services for students with the greatest need to professional development for teachers.

The author argues for the need to shift discourse and focus from delivering and evaluating professional - development programs to understanding and supporting authentic professional learning.

Effective performance and development requires setting clear goals, derived from an identified need, and which include a plan for translation to practice and inform the selection of professional learning activities.