Sentences with phrase «out of school time professionals»

While the specific activities of each Network vary by community and need, their members are typically comprised of out of school time professionals, for whom they provide networking and training opportunities on topics such as:

Not exact matches

If I wanted to be a disingenuous putz, I could pretend that comparison meant something (as if the bodies of a high schooler and a grown - ass professional athlete wouldn't be markedly different), and I could point out that Jones sure had a noticeable dip in production when he turned 32 and then suddenly got much better (as if that kind of variance doesn't happen in baseball all the freaking time).

It is easy to forget that teachers take their work home with them most nights, and spend out of school hours liaising with parents and school leaders, planning activities and taking professional development courses outside of term time.

Its full - time professional staff, helped out by a steady stream of volunteers, puts out 5,000 meals a day, which are sent to homeless shelters, schools, half - way houses and other nonprofits in the area.

The after - school practitioner, also known as an out - of - school - time (OST) practitioner, is a professional who works with children and youths within the context of an after - school program.

Lenz and Director of Instruction Jeannette LaFors spend much of their time working with schools: meeting weekly with school principals and teachers at their campuses, analyzing and reflecting on results, building out Envision's professional development programs, and working with teachers to create tools that can support projects.

The challenges of instruction, leadership, parent engagement, school culture, and professional capacity of teachers are things controlled by us, Knowles noted, pointing out that they also can lead to students 10 times more likely to make substantial improvement and 30 times less likely to stagnate.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

Joining a professional organisation such as the Schools Music Association can provide practical ideas and a network of colleagues for a teacher who is delivering a full academic programme, managing an instrumental tuition programme, purchasing and maintaining a range of equipment, and spending hours of out of school time rehearsing groups, practising with individuals for school events, taking groups out into the community, and so on.

Since many out - of - school programs face limited funding and their staff members tend to be young, part - time workers who rarely commit to the job for long, providing high - quality, cost - effective professional development can be a challenge.

She has served as the Chief Academic Officer for the District of Columbia Public Schools as well as the Deputy Chief for the Office of Teaching and Learning, providing leadership for PK - 12 education by managing the offices of Curriculum and Instruction, Professional Development, Early Childhood Education, College and Career Readiness, Youth Engagement, Bilingual Education, Out of School Time, School Counseling, Educational Technology, Gifted and Talented, and Library Media Services.

Click2Science is an interactive, professional development site for trainers, coaches, site directors and frontline staff / volunteers working in out - of - school time STEM programs, serving children and youth.

Through the Afterschool Matters Initiative, the National Institute on Out - of - School Time (NIOST) offers out - of - school - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters JournOut - of - School Time (NIOST) offers out - of - school - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters JoSchool Time (NIOST) offers out - of - school - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters JourTime (NIOST) offers out - of - school - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters Journout - of - school - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters Joschool - time (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters Jourtime (OST) professionals unique opportunities to expand their own research, evaluation, program development, and policy - making skills via the National Afterschool Matters (NASM) Fellowship Program and Afterschool Matters Journal.

Tania Pawluk Lazar develops and presents the Center's face - to - face and online professional development sessions for out - of - school time educators across the...

The erratic nature of professional development and school improvement is all too real, and I knew that if I wanted to get the most out of our staff and professional development, it needed to have a through line that mapped onto what it takes for an organization to learn — not some artificial period of time like a semester or an academic year.

During Afterschool Professionals Appreciation Week, the National Institute on Out - of - School Time (NIOST) celebrates the professionals who enhance our youths» healthy development in out - of - school tProfessionals Appreciation Week, the National Institute on Out - of - School Time (NIOST) celebrates the professionals who enhance our youths» healthy development in out - of - school time prograOut - of - School Time (NIOST) celebrates the professionals who enhance our youths» healthy development in out - of - school time proSchool Time (NIOST) celebrates the professionals who enhance our youths» healthy development in out - of - school time progrTime (NIOST) celebrates the professionals who enhance our youths» healthy development in out - of - school tprofessionals who enhance our youths» healthy development in out - of - school time prograout - of - school time proschool time progrtime programs.

«Our teachers took 4,000 units of professional development last summer on their own time to gear up for transformation this school year... but the question hanging out there is how much of it, if any, is going to be required.»

Click2SciencePD offers STEM professional development resources for out - of - school time programs.

Check out the National Institute of Out - of - School Time's article «Curriculum and Professional Development for OST Science Education — Lessons Learned from California 4 - H» to learn about pedagogical skills and resources necessary to support science literacy for youout the National Institute of Out - of - School Time's article «Curriculum and Professional Development for OST Science Education — Lessons Learned from California 4 - H» to learn about pedagogical skills and resources necessary to support science literacy for youOut - of - School Time's article «Curriculum and Professional Development for OST Science Education — Lessons Learned from California 4 - H» to learn about pedagogical skills and resources necessary to support science literacy for youth.

The NMFYC has been a long partner with NACA in providing training and professional development to the Out of School Time Learning Program staff around positive youth development, organizational development and leadership.

Mission To provide professionals, advocates, and community members the tools and resources necessary to build high - quality out - of - school time programs in California.

How much time should professional developers be spending onsite at schools, helping teachers work out the details of teaching with technology?

Visit the NCASE Resource Library and learn more about key topics in out - of - school time, including systems - building, quality improvement, family engagement, and professional development.

LATT invites you to grow, improve, lead with other Central Texas out - of - school time professionals, community partners, leaders, policy makers and more.

If you're a committed mid-career out - of - school time professional who's looking for your next professional development opportunity, the National Afterschool Matters (NASM) Fellowship could be right for you.

NIOST's evaluation of After School Gets Moving concluded that it is «a compelling professional development resource for out - of - school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.&School Gets Moving concluded that it is «a compelling professional development resource for out - of - school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.&school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.»

«We are deeply committed to the mission and vision of NCASE and its support for expanding and improving out - of - school - time services for children in low - income communities and the professionals who serve them.»

Georgia is a facilitator for the National Afterschool Matters Fellowship which is an online inquiry - based learning and professional development experience for out - of - school time and youth development professionals.

This symposium serves to highlight five core themes emerging in the out - of - school time (OST) field: positive youth development as a key frame for child and youth engagement and learning both in school and beyond; the role of mentors and authentic contexts in supporting diverse populations, in particular, traditionally underserved and underrepresented children and youth; the need for meaningful professional development of youth - serving professionals; and the rise of social - emotional skills as a vehicle for 21st century learning.

From February 22 to 24, Orlando, Fla. was alive with the magic of afterschool, as nearly 1,000 out - of - school time professionals convened for the 21st annual Beyond School Hours Confeschool time professionals convened for the 21st annual Beyond School Hours ConfeSchool Hours Conference.

Afterschool Workforce: A Critical Partner OregonASK surveyed a sample of out ‑ of ‑ school time programs across Oregon, asking about their education, job histories, working conditions, training history, professional development needs and recommendations for improvement of the field of youth services.

Right around the time I was becoming frustrated with the Maze practice my school began diving into literacy during our Wednesday professional development sessions and our Instructional Leadership Team asked teachers to read a chapter out of the book

Ellen Gannett, Ed.M.; The Promise of Professional Credentials in Enhancing the Out - of - School Time Workforce (October 19, 2006) 57:25 min.

The Challenge aims to educate and inspire professionals, youth, and families to advocate for out - of - school time programs.

Right around the time I was becoming frustrated with the Maze practice my school began diving into literacy during our Wednesday professional development sessions and our Instructional Leadership Team asked teachers to read a chapter out of the book When Kids Can't Read, What Teachers Can Do by Kylene Beers.

Join the largest, most recognized and comprehensive global convening for after school, expanded learning, and out - of - school time professionals.

And then through a lot of two - way communication work with the faculty to get ownership of those objectives, formulate a three - year plan to achieve them, identify what the adults need to know and be able to do in order to achieve the objectives, develop a professional growth plan for the adults in the building, reorganize time so that educators have big chunks of time together as opposed to like 45 minutes after school, three day a week make that two and a half hours one day a week, so that we have a big chunk of time where we can really kind of sit down and figure out what we're going to do.

Her recent books include: The Growing Out - of - School Time Field: Past, Present, and Future (Information Age Publishing, 2018); The Future Directions of Educational Change: Social Justice, Professional Capital, and Systems Change (Routledge, 2018); «Empowering Teachers: The Role of School - Community Partnerships» (book chapter with IEL's Reuben Jacobson in Flip the System: Changing Education from the Ground Up, 2015); Leading Educational Change: Global Issues, Challenges, and Lessons on Whole - System Reform (Teachers College Press, 2013), The Futures of School Reform (Harvard Education Press, 2012, co-authored chapter with Jeffrey Henig and Paul Reville).

Over the course of her career, she has studied how to improve teacher effectiveness (through professional development, coaching, education); the development of systems for out - of - school - time programs; the implementation and impact of test - based promotion policies; and the effects of federal accountability policies on schools, classrooms, and students.

For example, the Hartford's administrator's contract notes that principles shall not take vacation time for the five days prior to the return of teachers to school, and yet, this year, Perry skipped out on two of the five days leading up to the beginning of the Capital Preparatory Magnet School year and even took a vacation day during one of the two «Professional Learning Days» at the beginning of the school year when administrators are supposed to be getting teachers ready for the arrival of stuschool, and yet, this year, Perry skipped out on two of the five days leading up to the beginning of the Capital Preparatory Magnet School year and even took a vacation day during one of the two «Professional Learning Days» at the beginning of the school year when administrators are supposed to be getting teachers ready for the arrival of stuSchool year and even took a vacation day during one of the two «Professional Learning Days» at the beginning of the school year when administrators are supposed to be getting teachers ready for the arrival of stuschool year when administrators are supposed to be getting teachers ready for the arrival of students.

Provide access to tools and resources, promising strategies, professional development, and trainings to enhance out - of - school time program quality

Skype (School Library Journal, January 2008) It's a Mad Mad Wordle (School Library Journal, July 2009) Ramping up Your Library Website (School Library Journal, January 2010) Empowering Students for Life (Multimedia Schools, March 2010) Everyday Advocacy (School Library Journal, August 2010) Checking Out the iPad (Multimedia Schools, November / December 2010) Librarians as Leaders (TechEdge, February 2011) E-Books: Just Jump In (Library Media Connection, Jan / Feb 2011) Tech Tools for Tough Times (TechEdge, November 2011) Learning Together: the Evolution of a 1:1 iPad program (Internet @Schools, January 2012) Backchanneling on the Front Burner (Library Media Connection, May / June 2012) Power of Gaming (Internet @ Schools Idea Watch column, May / June 2012) BYOT to the Library (Tech Edge, September 2012) Data Delivery: Getting the Story Out (Internet @ Schools Idea Watch column Sept 2012) iPads for Everyone (School Library Journal, October 2012) The 1:1 Experience (Internet @ Schools Idea Watch November / December 2012) Innobrarians: Librarians as Innovators (Internet @ Schools Idea Watch Jan / Feb 2013) From Professional Development to Personalized Learning (Library Media Connection Jan 2013) Live - Blogging Learning (Internet @ Schools Idea Watch March / April 2013) For E-books the Future is Now... Maybe (Internet @ Schools May / June 2013) Project Advocacy column: What are We Afraid Oof a 1:1 iPad program (Internet @Schools, January 2012) Backchanneling on the Front Burner (Library Media Connection, May / June 2012) Power of Gaming (Internet @ Schools Idea Watch column, May / June 2012) BYOT to the Library (Tech Edge, September 2012) Data Delivery: Getting the Story Out (Internet @ Schools Idea Watch column Sept 2012) iPads for Everyone (School Library Journal, October 2012) The 1:1 Experience (Internet @ Schools Idea Watch November / December 2012) Innobrarians: Librarians as Innovators (Internet @ Schools Idea Watch Jan / Feb 2013) From Professional Development to Personalized Learning (Library Media Connection Jan 2013) Live - Blogging Learning (Internet @ Schools Idea Watch March / April 2013) For E-books the Future is Now... Maybe (Internet @ Schools May / June 2013) Project Advocacy column: What are We Afraid Oof Gaming (Internet @ Schools Idea Watch column, May / June 2012) BYOT to the Library (Tech Edge, September 2012) Data Delivery: Getting the Story Out (Internet @ Schools Idea Watch column Sept 2012) iPads for Everyone (School Library Journal, October 2012) The 1:1 Experience (Internet @ Schools Idea Watch November / December 2012) Innobrarians: Librarians as Innovators (Internet @ Schools Idea Watch Jan / Feb 2013) From Professional Development to Personalized Learning (Library Media Connection Jan 2013) Live - Blogging Learning (Internet @ Schools Idea Watch March / April 2013) For E-books the Future is Now... Maybe (Internet @ Schools May / June 2013) Project Advocacy column: What are We Afraid OfOf?

Ryan's path to success was anything but ordinary — he grew up in an LA gang, lived with a meth addicted father, landed in jail numerous times, and dropped out of high school his freshman year, yet still managed to transform his life from that of a criminal to a professional.

76 % of characteristics (things like integrity, work ethic, common sense, and resilience) were identified by half or more of respondents as necessary right out of law school, while just 46 % of professional competencies (like arriving on time, listening attentively, and teamwork) were identified by half or more as similarly necessary.

David Shindler is a career coach and founder of online school, Career Navigating for Young Professionals — helping to save you time and take the guesswork out.

Professional • Explore career fields and find out what you like and don't like to do • Gain relevant real - world experience to enhance your resume • Observe professional people and behavior • Develop networking skills and gain professional contacts in your career field of interest • Be more competitive in your full - time job search and / or graduate school Professional • Explore career fields and find out what you like and don't like to do • Gain relevant real - world experience to enhance your resume • Observe professional people and behavior • Develop networking skills and gain professional contacts in your career field of interest • Be more competitive in your full - time job search and / or graduate school professional people and behavior • Develop networking skills and gain professional contacts in your career field of interest • Be more competitive in your full - time job search and / or graduate school professional contacts in your career field of interest • Be more competitive in your full - time job search and / or graduate school applications

Graduate School □ Talking with an advisor about timing and value of graduate school • Taking a practice exam for the admission test required for your preferred graduate program or professional school • Continuing to develop writing skills utilizing the Tutoring & Writing Center Activities To Gain Experience □ Finding opportunities for public speaking and presentations □ Beginning to build your professional network □ Seeking out volunteer and leadership opportuSchool □ Talking with an advisor about timing and value of graduate school • Taking a practice exam for the admission test required for your preferred graduate program or professional school • Continuing to develop writing skills utilizing the Tutoring & Writing Center Activities To Gain Experience □ Finding opportunities for public speaking and presentations □ Beginning to build your professional network □ Seeking out volunteer and leadership opportuschool • Taking a practice exam for the admission test required for your preferred graduate program or professional school • Continuing to develop writing skills utilizing the Tutoring & Writing Center Activities To Gain Experience □ Finding opportunities for public speaking and presentations □ Beginning to build your professional network □ Seeking out volunteer and leadership opportuschool • Continuing to develop writing skills utilizing the Tutoring & Writing Center Activities To Gain Experience □ Finding opportunities for public speaking and presentations □ Beginning to build your professional network □ Seeking out volunteer and leadership opportunities

In fact, at least 8 times out of 10, I find that students who come to me for help don't need my help or the help of another career coach because they can receive adequate assistance through high school or college counselors or career services professionals if they'll only ask for it.

Our business has emerged out of a national network of hundreds of Resume Service Offices (Professional Resume Writing Service, ca1958), and the Tidewater, Virginia group of, at one time four offices, contains many unique demographics that have demanded our expertise in résumé writing for a broad spectrum of clients... entry - level to CEO, military to civilian, local / state / federal government employment, medical and legal, manufacturing and industrial, hospitality and resort, travel and airline, sales and marketing, academia and trade school, Defense Contracting, shipyard and skilled trades, transportation and material management, warehousing and distribution, construction and renovation, wholesale and retail, banking and financial services, manufacturing and assembly... you name it, and we have written résumé packages for individuals within it.

PROFESSIONAL EXPERIENCE REGINA CHILD DEVELOPMENT CENTER, Susanville, CA (11/2010 to Present) Special Education Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating reports