Sentences with phrase «needs for program staff»

«Connected Beginnings addresses core professional development needs for program staff across a broad range of early childhood settings.

Not exact matches

Employee advocacy programs make it easy for your frontline staff and sales force to access company content that they need to stay informed.

If you truly want your employee advocacy program to be successful, then you need to create the right environment for your staff.

There will continue to be those who want to attend and support the institution, so there will continue to be a need for buildings, staff and programs for those groups.

In summary, to effectively implement the resources of the clergy and the churches in a community mental health program there is need for clinically trained clergymen who can fill a professional role on the staff of community mental health programs.

«Our staff in the India field offices have stretched every last penny beyond what we thought possible to extend the programs for our children, while we in parallel explored alternative delivery methods to provide funds, yet a solution has not been discovered within the needed timeframe,» stated Compassion's email to donors.

To effectively implement the resources of the clergy and the churches in a community mental health program there is need for clinically trained clergymen who can fill a professional role on the staff of community mental health programs.

In Early Childhood Mental Health Consultation, or ECMHC, a mental health professional who is trained in the mental health needs of infants, toddlers and preschoolers collaborates together with early childhood programs, teaching staff, and parents to improve their ability to prevent and manage mental health related problems that may occur for the children in their care.

In his current position as senior administrative assistant / information systems coordinator, he oversees FRAC's information technology needs, provides in - house computer «help desk» and administrative support for program staff, and serves as liaison between FRAC and its various IT consultants and vendors.

Staff Training: Food Allergies & Anaphylaxis in School — What School Staff Need to Know (UPDATED OCT 2013: Staff training module has been reviewed and updated to be consistent with CDC's Voluntary Guidelines for Managing Food Allergies in Schools and Early Care and Education Programs)

That being said, online programs are a very cost efficient way for schools to meet the needs of gifted children — cheaper than hiring full time staff for a small group of children

However, the niggling issue in the back of my mind with this story was the need for more programs for would - be teachers to tackle the subject of «navigating the politics of the staff room».

College awareness services, for example, may need to be redefined when student counts drop, perhaps by rethinking delivery, or relying on part - time staff, but the program doesn't go away.

School leaders need to provide physical activities for students during and after school hours, make sure only healthy meals and snacks are served in their buildings, and offer wellness programs to their staffs, Mr. Clinton said in his Feb. 28 speech to the National Governors Association during its annual winter meeting here.

The Center for International Scholarship in School Libraries, launched at the New Brunswick, N.J., campus this month, will promote further study of the potential for school libraries to support instruction, the dynamics of effective programs, and the training and resources that library staff members need to best serve students.

What's really great about online software training programs is that you only need to invest in designing it once, and you can then reuse it as many times as you need for as many staff members as you need.

Knowledge lifts have increased in some topic areas by as much as 49 % and the staff is increasing their selling power — All without the need to bring people into the training classroom, and at an annual cost for the entire organization that is less than a single training program.

All staff engage in an annual performance development process, which allows for personalisation of professional development needs alongside the college's targeted training programs.

(ii) An assessment for all education staff to identify areas of needed support to achieve program performance goals;

This much - needed funding will help schools pay for an extra staff member or a variety of programs to meet needs identified by each individual school.

At the local level, gaps between what resources are needed and what resources are available are real, and the only options for local school officials are to reduce needed educational programs or needed staff or both.

The Connects staff saw a need for an offering with more rigor — a program that went beyond the experience of «clicking through» material or completing worksheets.

A state's eligibility policy must balance accountability for public funds with the need to provide efficient and flexible processes for program staff in documenting risk factors.

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive programs)

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

They include a «Later to Literacy» program that supports the literacy needs of ESL students; the «Village of Attachment,» where staff, families, and community members create a web of support around the most vulnerable students; «Youth in Transitions,» an after - school program that works closely with students alongside their parents; and «PAWS,» a program designed to help immigrant students who entered the school system late in their high school years develop fundamental skills for success.

We tailor professional development programs for teachers and staff to fit their needs by working in partnership with school and district administrators, school leadership teams, and educational organizations.

This program is designed to help educational leaders identify the supports needed for their staff, students and community as they begin implementation of blended learning in their school or district.

«Systemic» concerns identified by an ISBE panel included a lack of training for special ed staff, conflicting information for parents and educators, and problems with electronic programs meant to assess students» needs for services or develop education plans.

When all staff within a school share a belief that the learning needs of all students should be respected, then it will be possible for modifications, such as those needed for gifted students, to be made to the traditional program (Malorni, 1996; NAGC, 2005).

Just as family feedback can help prioritize the agenda for parent engagement programs, school staff need a voice too.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Educators of gifted students felt more strongly that the regular curriculum was not challenging enough for gifted students, that the programs for gifted students should address the emotional needs of the students, and that middle school teachers need more staff development in the characteristics and needs of gifted students.

With new initiatives implemented this year, including reading and math programs that offer extensive digital components for teaching, learning, and assessments, our technology staff provides on - site training and individualized support for teachers as the need arises.

However, from 1997 through 1999 I conducted, for a number of primary schools in Sydney, a program of teacher inservice which involved the entire teaching staff in a 28 hour program of lectures, seminars and workshops on identifying and responding to the needs of gifted and talented students.

For example, Manzanilla's partnerships with the teacher education programs and two local school reform networks meant that staff had to take on a lot of additional work: supervising student teachers, attending network meetings, hosting visitors, presenting at conferences, and completing assessments their network partners needed for their own accountability reporFor example, Manzanilla's partnerships with the teacher education programs and two local school reform networks meant that staff had to take on a lot of additional work: supervising student teachers, attending network meetings, hosting visitors, presenting at conferences, and completing assessments their network partners needed for their own accountability reporfor their own accountability reports.

JOB GOAL: To provide an approved special education program and establish a class environment that fosters learning and personal growth; to help pupils to develop skills, attitudes and knowledge needed to provide a good foundation for continued education; and to maintain good relationships with parents and other staff members.

Partnering with the school districts that refer students to one of our stand - alone, independently staffed, whole - school sites, we offer full - day, comprehensive academic and behavioral education for students who need individualized programs, continual attention and support, and intensive interventions.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

Already, schools have been forced to raise class sizes, institute unpaid furlough days for staff, lay off teachers, and cut back on essential programs that our kids need to be successful.

Principal Lause and her staff recognize the need for excellent schools, as well as the need for schools that offer unique programs.

But I think this is stunningly insufficient if we do not add our voices to those calling for real and comprehensive answers to our gun problem, and if we fail to highlight how many schools are insufficiently prepared to meet their most pressing needs — a rich curriculum, guidance and full care of students, nutrition programs, fully funded and staffed libraries, working facilities — then we are merely acquiescing to further neglect of our students and co-workers.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

They work with students, staff, and families to support students» social emotional needs, so students are available for learning and are able to successfully navigate the boarding program.

The resolution was introduced by Monica Garcia and Ref Rodriguez and asks the district staff to «seek outside support for the funding» to replicate successful school programs in areas of high need in the district.

Parents like Jordan's who advocate actively for their child's involvement in enrichment and gifted education tend to believe that those programs are based on merit and that they need to make sure that school staff know how worthy their child is and how much the program would benefit from their inclusion.

School Within - a-School — designed for students needing a separate location within the traditional school, usually a separate wing with different staff, for their academic or social behavior programs;

Flexible professional development for your school, district or community program is available to make the best use of your staff's time, maximize your investment, and tailor a program suited to your specific needs.

After establishing a common goal and set of objectives for the ACE program through the initial phase of the strategic planning effort, TEA began to restructure the program to provide program staff the tools and resources needed to develop a sustainable afterschool program.

Recruiting teacher candidates from these programs could address both the needs for more diverse teaching staffs and the desire to retain good teachers.