Sentences with phrase «practice at the school level»

However, there is unlikely to be agreement on what this means in terms of shifts in practice at the school level.

Not exact matches

Roy D. Simon, a professor emeritus of legal ethics at Hofstra University School of Law, suggested that the practice has helped «level the playing field» by providing resources for people to mount cases against big institutions that would be impossible otherwise.

Yes, the competition level may not be as good in high school, but managing the relationships developed in five - or six - day - a-week practices is a skill that becomes even more critical in college where every player was a star at the youth level.

Modeled on the community - centric approach to improving youth sports safety highlighted in MomsTEAM's PBS documentary, «The Smartest Team: Making High School Football Safer», the program will award SmartTeam status to youth sports organizations which have demonstrated a commitment to minimizing the risk of physical, psychological and sexual injury to young athletes by implementing a comprehensive set of health and safety best practices, providing safety - conscious sports parents a level of assurance that they have made health and safety an important priority, not to be sacrificed at the altar of team or individual success.

The most recent statistics from the National Athletic Training Association suggest that almost 4 out of 10 U.S. high schools still do not have access to an athletic trainer (although this statistic may be somewhat misleading, as the percentage of high school students with AT coverage is higher, perhaps as high as 70 %, due to the fact that larger high schools in more densely populated states are much more likely to have one or mor athletic trainers on staff), and the likelihood that trained personnel will be present during games or practices at the youth level is lowAT coverage is higher, perhaps as high as 70 %, due to the fact that larger high schools in more densely populated states are much more likely to have one or mor athletic trainers on staff), and the likelihood that trained personnel will be present during games or practices at the youth level is lowat the youth level is low).

The laws of every state now mandate - at least at the high school level - that athletes with suspected concussion not only be removed from the game or practice in which they are participating, but be barred from returning to play that same day, and obtain written authorization to return to play from a health care professional with expertise in the identification, diagnosis, and management of concussion.

What we'd like to see with the passage of the reauthorization of the Child Nutrition Act is a concerted effort by schools — whether at the state or local level — to find the best practices that work for their system, their resources, and the type of programs they already have in place.

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

All of us involved in youth sports - from parents, to coaches, from athletic trainers to school athletic directors to the athletes themselves - have a responsibility to do what we can to make contact and collision sports safer, whether it by reducing the number of hits to the head a player receives over the course of a season (such as N.F.L. and the Ivy League are doing in limiting full - contact practices, and the Sports Legacy Institute recently proposed be considered at the youth and high school level in its Hit Count program), teaching football players how to tackle without using their head (as former pro football player Bobby Hosea has long advocated), changing the rules (as the governing body for high school hockey in Minnesota did in the aftermath of the Jack Jablonski injury or USA Hockey did in banning body checks at the Pee Wee level), or giving serious consideration to whether athletes below a certain age should be playing tackle football at all (as the American Academy of Pediatrics recommend).

In addition, attendees joined small group discussions about effective and successful policies and practices at the school, district, and state level pertaining to three groups of activities that catalyze efforts to meet and exceed Smart Snacks requirements:

Each obstetric practice comprised five to six obstetrician / gynecologists, each of whom performed deliveries exclusively at Rochester General Hospital, a level II, 526 - bed community hospital affiliated with the University of Rochester School of Medicine and Dentistry.

Competing athletes are at the peak of their careers and have trained and practiced for years to be able to participate in the games at a high level,» said lead author Ali Guermazi, M.D., Ph.D., professor and vice chair in the Department of Radiology at Boston University School of Medicine, in Boston, Mass., and musculoskeletal radiologist at Boston Medical Center.

In the higher tantras (the Anuttarayoga Tantra of the Sarma schools) or the Inner Tantras of the Nyingma school, the practitioner attempts to dissolve the winds and drops into the central channel at the level of the heart to experience the Yoga of Clear Light; this is a practice of the Six Yogas of Naropa.

It's reassuring to hear that you're using Teacher content to inform your teaching practice and to initiate change at an individual and whole school level.

So much of the school was new, and creating (and then recreating) fresh practices took time, intense concentration, coordination, and a level of imagination that rarely emerges for overworked people at 2 A.M. Young teachers needed support.

In this module, you will examine research and best practices related to the school change process, exploring how effective change management strategies can be used to generate support and momentum at all levels of an organization.

Researchers compared practices at 10 successful middle schools and those at five average - performing middle schools with similar demographic profiles and funding levels.

Over the last five years, RIMA has marshaled local and national philanthropy; recruited school operators and educators into Rhode Island; provided staff support for facilities identification, finance, and development; formed and advocated for improved education policies at both the state and local levels; and served as a «help center» for questions about state laws, regulations, practices, and culture.

I stopped by to see the folks putting together the School of One at a New York City middle school last week to see how new technologies that help teachers adapt to each student's learning level actually work in praSchool of One at a New York City middle school last week to see how new technologies that help teachers adapt to each student's learning level actually work in praschool last week to see how new technologies that help teachers adapt to each student's learning level actually work in practice.

«Teachers learn to draw connections between their instructional practice and student learning through the deliberate analysis of data,» says Richard Elmore, «and this sense of efficacy in teaching is central to internal accountability at the school level.»

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

We found many examples of promising policies and practices at a system - level and at school and community levels.

Now, in practice, we're not going to be able to get down to the micro level with all of this, I grant you, but in fact, I would be running a twenty - four - hour school, I would have non-teachers working with teachers in that school, I would have the kids coming and going at different times that make sense for them.

These findings also highlight the importance of taking a close look at the practices and instructional policies at the school level, rather than solely concentrating on district - level policies.

To illustrate one such practice they could all adopt with a hypothetical that occurs rather routinely, for students entering their schools at a fifth - grade age but reading at a second - grade level and where the district school where the student was formerly enrolled doesn't transfer the students» academic record, the schools could determine a protocol for pre-assessment as soon as a student enrolls so as to create sound individual growth metrics.

The knowledge learned will allow me to begin practicing now in the hopes of making an impact at the high school level one day,» Trainer said.

As in many American elementary schools, reading focused on teaching kids how to decode words (phonics, phonemic awareness, etc.), followed by plenty of exposure to texts targeted precisely at students» current reading levels, plus ample practice at the skills of «reading comprehension.»

Phil Haslett, business development director at Best Practice Network, said: «OLP is a great example of a sustainable, school - led leadership development model working on a regional level.

««The Standards» refers to all elements of the design — the wording of domain headings, cluster headings, and individual statements; the text of the grade level introductions and high school category descriptions; the placement of the standards for mathematical practice at each grade level.

Whilst there is a big challenge at the policy level the real challenge is to support teachers and schools to shift their practice.

His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy - practice relations.

The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

In a break with past practices, the majority of the new small schools accepted students at all levels of academic proficiency and thus were open to those who would likely have attended the closed schools.

Emasculated teachers» unions can still play a major role in negotiating work rules and personnel practices at the local level, as well as influencing local school board elections where voter turnout is often low.

But these previous studies looked at aggregate relationships at the school level; therefore, we can not rule out the possibility that schools with more teachers of color have different disciplinary practices for reasons unrelated to teacher demographics.

Policymakers should pay much closer attention to the practices of individual schools rather than concentrating exclusively on policies and interventions typically enacted at the district level.

At the level of practice, Macedo must consider whether public schools actually foster the traits of citizenship he values or whether they can be made to do so.

☐ Is overseen by an elected school board ☐ Submits to a financial audit on a regular basis ☐ Follows state class - size mandates ☐ Adheres to health, safety, and civil rights laws ☐ Teaches a curriculum aligned to state standards ☐ Is a brick - and - mortar school (not an online one) ☐ Doesn't teach religion ☐ Is in session at least six hours a day, 180 days a year ☐ Follows state teacher - pay guidelines ☐ Participates in annual assessments ☐ Has at least one librarian, nurse, and counselor ☐ Does not practice selective admissions ☐ Demonstrates at least minimal growth in student achievement ☐ Employs unionized teachers ☐ Keeps student suspensions to a minimal level

By the end of two years, the goal is for each state and district team to have well - trained leaders who have had extensive practice in effective problem - solving approaches and to apply them in ways that result in significant improvements in education leadership practices and student learning at the state, district, and school levels.

In place of the practices above, states and districts can adopt strategies that foster efficiency at both the school and district level, such as adopting «activity - based cost» (ABC) accounting; empowering principals as school - level CEOs; adopting performance - based dollar distribution formulas and school - level financial budgeting; centralizing health insurance at the state level; and outsourcing operational services where proven to save money.

We are advocating for educators and school leaders at the local and state level in support of evidence - based best practices and policies that promote effective teaching.

End of year reading scores were tracked using the Developmental Reading Assessment 2 (DRA2) throughout each school year to help ensure proper attention was paid to giving students practice reading time at the correct instructional level.

In addition to the vast amount of information and resources available from NASN, NSASN's affiliation with NASN insures school nurse interests are represented at the state and national level by addressing issues that directly affect school nursing practice.

Our team at AIR works with education leaders at the state, district, and school levels to refine their practices so that students graduate on time and ready to succeed in college and careers.

This consistent, but never stagnant, approach to teacher development also plays out at the school level where teachers collaborate in planning and share resources and best practices.

The results indicate that instructional practices have a significant effect on achievement (Model 1), but that this effect is diminished when we introduce teachers «professional community (Model 2), and it is further diminished when we look at school level and school demographic characteristics (Model 3).

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).

In order to examine our quantitative findings more thoroughly, we turned to our qualitative data for an in - depth look at district level policies and practices intended to engage parents and community members in school - improvement efforts and, specifically, efforts to increase student learning.