Sentences with phrase «professional capacity evaluation»

Even the belief that «something about a client has changed» or a decision to refer a client for a formal professional capacity evaluation represents a preliminary assessment of capacity.

Not exact matches

International Development Evaluation Association (IDEAS) IDEAS is a global professional evaluation association, promoting evaluation and fostering capacity development and the improvement and advancement of theories, methods, and use ofEvaluation Association (IDEAS) IDEAS is a global professional evaluation association, promoting evaluation and fostering capacity development and the improvement and advancement of theories, methods, and use ofevaluation association, promoting evaluation and fostering capacity development and the improvement and advancement of theories, methods, and use ofevaluation and fostering capacity development and the improvement and advancement of theories, methods, and use of evidence.

Phyllis focuses primarily on independent evaluation and research projects, interwoven with strands of capacity building, professional development, and project development.

Evaluations of teachers and administrators must use multiple measures and lead to professional development opportunities that build the capacity of districts and schools to improve student outcomes.

The outcome is a local, customized implementation plan that includes six levels of professional development evaluation based on Tom Guskey's work, as well the processes required to create local capacity to sustain new learning.

The purpose of this program is to develop the capacity of the Curriculum and Textbook Centre (Puskurbuk, Balitbang) for systemic and ongoing monitoring, review and evaluation of the curriculum design and implementation process, as well as its coordination with textbook design, student assessment, and the supply and professional development of teachers.

By contrast, Denmark and Finland, with their focus on formative assessment and school self - evaluation, rely less on external accountability mechanisms and more on building capacity for and confidence in professional accountability.

ALEXANDRIA, VA — ASCD has released five new professional development books for district and school leaders — including new and veteran principals and teacher leaders — that provide detailed strategies and processes for developing teachers» professional capacity, improving teacher evaluation and supervision, enhancing learning for all students, and more.

New approaches to teacher evaluation, combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, can support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core Standards and assessments.

Schools and school systems will need a laser - like focus on building the capacity of teachers through strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and teacher evaluation programs linked to student achievement outcomes.

(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.

A need for state - level integration of teacher evaluation into other improvement initiatives aimed at building the professional capacity of educators at all levels in a system.

The ITS JPO also runs active programs for technology transfer, ITS professional capacity building and ITS evaluation, aimed at providing valuable resources for state and local agencies and other ITS stakeholders.