Sentences with phrase «organizational learning standards»

At the beginning of the course, let your learners know that you expect them to provide substantive work, be willing to learn and maintain organizational learning standards of excellence.

Not exact matches

The latter is one of nine principles of learning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement stlearning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement stLearning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement standards.

Today, the usage of eLearning and, increasingly, mobile learning is becoming a standard part of organizational training delivery.

Comprised of anchor standards and age - appropriate learning outcomes, the Standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

She has worked with thousands of schools nationally and internationally in the areas of standards, curriculum and assessment, adult learning, organizational development, school improvement, and action research.

The lack of a standard approach to VS has caused it to be contentious, resulting in many misconceptions about virtual schools (Charania, 2010; North American Council of Online Learning, n.d.) professional and organizational development (Davis & Rose, 2007), as well as equity issues (Rose & Blomeyer, 2007).

Aligned to NYCLA's Principal Supervisor Leadership Standard # 2: Develop Learning - Rich Communities of Practice, «Making the Most of Meeting Time with Principals» engaged participants in a discussion on how to leverage meetings with principals to maximize organizational lLearning - Rich Communities of Practice, «Making the Most of Meeting Time with Principals» engaged participants in a discussion on how to leverage meetings with principals to maximize organizational learninglearning.

In this post, author John Krownapple describes standards for culturally proficient facilitators of professional learning and organizational development.

Functions The teacher leader: a) Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards; b) Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning; c) Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues; and d) Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.

Assisted in food preparation whenever kitchen was short - staffed, commended by head chef for organizational and cleanliness standards, as well as fast - learning cutting techniques

• Excellent interpersonal and communication skills • Customer service and active listening skills • Organizational skills • Familiar with customer service standards • Strong attention to detail • Learn quickly and follow instructions • Action - and results - oriented • Able to walk, stand for long periods of time, and carry up to 50 pounds of weight

(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.

Observe the best practices of education and administration to provide a preeminent learning experience; maintain the highest standards of personal and organizational professionalism, ethics, and responsibility that are deserving of the confidence and trust of our constituency.