Sentences with phrase «positive change in the school community»

When students are engaged, they feel safe and supported to foster positive change in their school communities in authentic and rich ways.

The Counseling and Development program mission of advocacy, social justice, multiculturalism, and diversity are infused throughout the curriculum and students are taught to be leaders and agents of positive change in the school community and at the local, state, and national levels.

Not exact matches

School Nutrition Heroes aren't simply doing outstanding work in school nutrition; a School Nutrition Hero goes beyond doing their job, creating positive, lasting change in their commSchool Nutrition Heroes aren't simply doing outstanding work in school nutrition; a School Nutrition Hero goes beyond doing their job, creating positive, lasting change in their commschool nutrition; a School Nutrition Hero goes beyond doing their job, creating positive, lasting change in their commSchool Nutrition Hero goes beyond doing their job, creating positive, lasting change in their community.

This will be a terrific opportunity for us all to share ideas on how to create positive change in schools and communities.

UFT President Michael Mulgrew and other educators at the Changing School Climate breakfast discussion on March 23 at union headquarters in Manhattan said the Positive Learning Collaborative and Community Learning Schools are proven methods to help students cope with emotional issues and improve school disciSchool Climate breakfast discussion on March 23 at union headquarters in Manhattan said the Positive Learning Collaborative and Community Learning Schools are proven methods to help students cope with emotional issues and improve school discischool discipline.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

A change in a community's expectations of students and autonomy given to their leadership will help prove that young people have an incredible ability to organize positive social change to a school's and community's culture.

Empathy has the capacity to transform individual lives for the better while helping to bring about positive social change in schools and communities worldwide.

The FFLP approach is a simple one — to take a «whole school» approach to food and engage pupils, parents, teachers, caterers and the local community in delivering positive change.

In evaluations carried out last year, more than 90 per cent of the principals involved said the program had improved their «ability to inspire, lead and sustain positive change» in their school communitieIn evaluations carried out last year, more than 90 per cent of the principals involved said the program had improved their «ability to inspire, lead and sustain positive change» in their school communitiein their school communities.

The mission of the Antioch Center for School Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resSchool Renewal is to work with schools and communities to make lasting, positive change in the day to day school experiences of students, educators and families through engaging instruction, reflection, collaboration, and resschool experiences of students, educators and families through engaging instruction, reflection, collaboration, and research.

Game Change brings together students, teachers, coaches, and sexual assault and domestic violence service providers to create positive change in their schools and communChange brings together students, teachers, coaches, and sexual assault and domestic violence service providers to create positive change in their schools and communchange in their schools and communities.

This evidence - based professional development program supports whole school change initiatives by strengthening shared leadership, positive relationships, and relational trust in the adult community.

The Educating for Democracy in the Digital Age (EDDA) initiative is seeking to leverage web 2.0 tools and civic education best practices to provide all Oakland Unified School District high school students civic learning opportunities that prepare them to make positive change in their communSchool District high school students civic learning opportunities that prepare them to make positive change in their communschool students civic learning opportunities that prepare them to make positive change in their communities.

Most recently, I led on researching, designing, and implementing the School Partnership for Art and Civic Engagement (SPACE), aimed at empowering Chicago teens to create positive change in their communities.

Ongoing participation in the community will be an important part of your continued implementation support system, and essential for long - term, sustainable success in bringing positive change to your school or district.

Parent engagement in addressing challenging behavior across a variety of settings (e.g., school settings, community settings, in the home) is a critical component of meaningful, lasting, positive behavior change for learners.

NSBA looks forward to working with school boards to lead their communities in modelling and encouraging inclusive thinking and behavior, considering credible and balanced information on the issue of gender identity to ultimately create a positive change.

The concept of Kindness with a Cause promotes a positive change in the mindset and lingo used by the school community thus creating a change in behavior.

Passionate teachers, parents and leaders from the community often choose to open charter public schools in order to drive positive change in public education.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Community uplift theory for positive change of African Americans in urban schools.

Only through shared platforms will the positive changes not be limited to one outlier but have an influential impact in schools and communities.

«Bringing restorative practices into our district and school community is a positive step in the right direction, and a necessary shift to change the way young people address conflict and self - awareness / consciousness.»

So, while we discovered an abundance of research emphasizing the impact of a positive school climate, the challenge for our group was to listen to each other - and to the broader community of educators and stakeholders - and identify recommendations that would create meaningful change in our district.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement CommSchool, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Commschool improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

• learners construct meaning; • learners see the connection between what they learn and the real world; • learners are actively engaged in purposeful tasks; • activities are integrated and meaningful; • learners work individually and as members of a group; • learners are expected and encouraged to learn; • learners internalize that what they learn and do in school makes a positive change in the community; • learners are supported by passionate, engaged coaches, mentors, and advocates; • all learners have advanced learning opportunities; and • learners see themselves as part of the community and find ways to serve the community.

For the sake of this article, governance efficacy is defined as the power of school boards, among others, to change the face of education in their communities through positive and appropriate policymaking, equitable resource allocation and transparent accountability for all stakeholders.

This section of the Middle School Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivSchool Matters Field Guide lays out principles for schools to follow in implementing change that will affect the school climate, culture, and partnerships (across schools, families, and communities) in a positivschool climate, culture, and partnerships (across schools, families, and communities) in a positive way.

Dr. Tinajero's rich knowledge and experience in relation to effective educational reform, cultural and linguistic diversity, and school achievement have been key vehicles for effecting positive change at UTEP and in the local community.

As a source for reliable information, Education Matters supports community leaders and organizations in creating positive change for West Contra Costa schools.

Elmore and Burney's (1997) case study of the transformation of New York City Community School District # 2 from an average performing to one of the highest performing elementary school districts in the city brought the district role to the forefront as a potentially positive force for change (Stein and D'Amico, School District # 2 from an average performing to one of the highest performing elementary school districts in the city brought the district role to the forefront as a potentially positive force for change (Stein and D'Amico, school districts in the city brought the district role to the forefront as a potentially positive force for change (Stein and D'Amico, 2002).

... But there are many positive changes taking hold that haven't necessarily grabbed headlines but that are making an enormous difference in helping principals and teachers build successful school communities.

The Community Arts Engagement Minor is for students who wish to work in art / design education and socially engaged art / design practices in venues that do not require a teaching credential, such as K - 12 private schools, museum education departments, community arts centers, correctional facilities, therapeutic arts programs, design companies that focus on educational materials, and the use of art and design as an agent for positive sociaCommunity Arts Engagement Minor is for students who wish to work in art / design education and socially engaged art / design practices in venues that do not require a teaching credential, such as K - 12 private schools, museum education departments, community arts centers, correctional facilities, therapeutic arts programs, design companies that focus on educational materials, and the use of art and design as an agent for positive sociacommunity arts centers, correctional facilities, therapeutic arts programs, design companies that focus on educational materials, and the use of art and design as an agent for positive social change.

The annual Student Summit, hosted by Captain Planet Foundation, is where high school students can learn the skills necessary to inspire positive change in their local community.

I am positive that my efforts in identifying training opportunities for teachers and staff members of Wayland Public Schools is what brought about a significant change in the school community, leading to accolades from the school board, and a more profound place in the academic community within Glen.

The court is guided by the best interests of the child, and considers: the relationship of the child with each parent and the ability and disposition of each parent to provide the child with love, affection and guidance, the ability and disposition of each parent to assure that the child receives adequate food, clothing, medical care, other material needs and a safe environment, the ability and disposition of each parent to meet the child's present and future developmental needs, the quality of the child's adjustment to the child's present housing, school and community and the potential effect of any change, the ability and disposition of each parent to foster a positive relationship and frequent and continuing contact with the other parent, including physical contact, except where contact will result in harm to the child or to a parent, the quality of the child's relationship with the primary care provider, if appropriate given the child's age and development, the relationship of the child with any other person who may significantly affect the child, the ability and disposition of the parents to communicate, cooperate with each other and make joint decisions concerning the children where parental rights and responsibilities are to be shared or divided, and any evidence of abuse.

From the Teen Council for high school students to PP Generation Action groups on campus, Planned Parenthood is committed to supporting youth as they continue to create positive social change in their communities.

Evidence of change in all four components of the KidsMatter framework (positive school community, social and emotional learning, parenting support and early intervention for students experiencing mental health difficulties).

The goal is to empower youth to take their ideas and turn them into positive action that can influence social change in schools, communities and online.

System Change in Positive Behavior Support — In order for systems (school schedules, home routines, community activities) to effectively support positive behavior support, they must be generally proactive, inclusive, flexible, and respectful of diversitin Positive Behavior Support — In order for systems (school schedules, home routines, community activities) to effectively support positive behavior support, they must be generally proactive, inclusive, flexible, and respectful of diPositive Behavior Support — In order for systems (school schedules, home routines, community activities) to effectively support positive behavior support, they must be generally proactive, inclusive, flexible, and respectful of diversitIn order for systems (school schedules, home routines, community activities) to effectively support positive behavior support, they must be generally proactive, inclusive, flexible, and respectful of dipositive behavior support, they must be generally proactive, inclusive, flexible, and respectful of diversity.

Multisystemic therapy (MST) is an intensive family - and community - based treatment program designed to make positive changes in the various social systems (home, school, community, peer relations) that contribute to the serious antisocial behaviors of children and adolescents who are at risk for out - of - home placement.

Also to encourage and empower our students to make positive changes for themselves in school, local and wider communities.»