Sentences with phrase «professional learning programs provide»

Regional and national professional learning programs provide support to some states and districts.

Our competency - based professional learning programs provide state and district leaders with an effective way to offer educators personalized learning opportunities specific to their growth goals and recognize them (both formally and informally) for the skills they've demonstrated in the classroom.

Not exact matches

The educational component of the program provides learnings and insights to packaging professionals.

«We're extremely proud to create a unique program to our country that will allow our Academy players to learn and develop with the same resources provided to our professionals,» said LA Galaxy Academy Director Pete Vagenas at the time.

The program provides small classes, intensive learning experiences, menu - based parent involvement, and professional development.

This week - long program provides students and young professionals in reactor physics, nuclear engineering, nuclear instrumentation, and related disciplines with the opportunity to learn first - hand from experienced nuclear practitioners, including scientists and operators.

Continuing Medical and Interprofessional Education Program CME - IPCE at Penn Medicine, University of Pennsylvania is committed to providing lifelong learning opportunities for physicians, nurses, advanced practice providers and healthcare professional teams with the goal of improving the health and well - being of people and communities through strong emphasis on research, education, and clinical care.

She is passionate about implementing innovative strategies, facilitating learning and development, growing impactful programs, providing professional coaching, and building meaningful relationships.

Under the board's oversight, the Department of Early Education and Care provides services including licensing and regulating child care programs, residential programs, and adoption / foster care placement agencies; offering financial assistance for children to attend programs supporting their growth, development, and learning; providing resources and services for families; and supporting the professional development of educators in the early education and care field.

The initiative will be delivered in partnership with Digital Learning and Teaching Victoria, who will also provide professional development to teachers to build their STEM programs.

Collaboration was at the centre of the school's approach to professional learning as teachers were engaged in gathering and evaluating evidence, sharing ideas, providing each other with feedback and planning teaching and learning programs together throughout the project.

The day provided an important opportunity for professional learning and was a celebration of the program's success to date.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

It first provides an overview of what we have learned as a field, about effective professional - development programs and their impact on teacher learning.

-- Mark Logan, Executive Director / Superintendent of the Foxborough Regional Charter School, and CAEL participant From short workshops to in - depth courses to comprehensive certificate programs, Professional Education at the Harvard Graduate School of Education provides educators with a comprehensive portfolio of online programs designed to impact a variety of learning environments.

The Regional STEM Centre organises and hosts regular professional learning events, workshops and an annual conference, providing PD for a large chunk of teachers from the area, while student initiatives include the Little Professors program where senior students work with their primary counterparts to engage them in STEM.

The Programs in Professional Education (PPE) institute, The Leading Edge of Early Childhood Education, is structured to highlight the best of what we currently know about healthy child development and high - quality systems, schools and classrooms of early learning, while also bringing in new thinking from other fields to provide insights that bear on the design of preK improvement and expansion.

Through the program, the university provides free professional learning and resource kits to dozens of schools in low SES (socioeconomic status) areas to build staff capacity in teaching robotics - based curriculum activities.

The professional development programs bring approximately 3,000 educators to the School each year, providing a unique opportunity for HGSE faculty and education professionals to work together on key challenges in teaching and learning.

Through this example of Caplan's classroom practice, we can see how pivotal it is that we provide opportunities to experience mutuality through our professional learning programs.

For the RAISE program, the evaluation found teachers who participated in professional development programs were significantly more likely than nonparticipating teachers to use practices that foster student independence, and to provide opportunities for students to practice different reading strategies, peer - to - peer learning, and collaboration.

Just as with finding teachers with a relevant background, developing mentor programs that partner students with experienced professionals can provide another inroad to better learning and greater insight into a field.

In addition, Richland Two made sure to provide teachers with professional - development programs to help them understand and learn how to best use and integrate technology into their curriculum.

provide staff ongoing, high - quality, job - embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

provide staff ongoing, high - quality job - embedded professional development (e.g., regarding subject - specific pedagogy, instruction that reflects a deeper understanding of the community served by the school or differentiated instruction) that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies;

The Green Classroom Professional (GCP) Certificate program provides preK - 12 educators and staff with the knowledge to identify what supports healthy and sustainable learning spaces.

The pre-K money, called the Early Learning Challenge grants, would amount to $ 8 billion over eight years and would encourage states to improve their early learning standards, provide comprehensive professional development, and assess students» readiness for success in school, among other outcomes.There would also be $ 10 million for grants to challenge community colleges to improve programs like transfer agreements, dual enrollment, and remeLearning Challenge grants, would amount to $ 8 billion over eight years and would encourage states to improve their early learning standards, provide comprehensive professional development, and assess students» readiness for success in school, among other outcomes.There would also be $ 10 million for grants to challenge community colleges to improve programs like transfer agreements, dual enrollment, and remelearning standards, provide comprehensive professional development, and assess students» readiness for success in school, among other outcomes.There would also be $ 10 million for grants to challenge community colleges to improve programs like transfer agreements, dual enrollment, and remediation.

If learning professionals are to rise to the challenges and steer their L&D programs in the right direction, they are bound to need some special skills; skills that do not just provide paybacks only in incumbent situations, but also help now, and in the future.

In her District Administration article «Sustainable Professional Development,» Susan McLester includes substantial information about the creation of learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills, practices, programs and methodologies they want to implement.

Participants in the certificate program benefit from exclusive access to our online professional learning community (PLC), which provides a wealth of resources for SEL and SCC professionals, including online forums on a variety of topics, access to our secure resource library, and access to our program mentors.

Through our online course and support channels, face to face professional development, consulting services, and curriculum and resource development offerings, we support programs and educators seeking to tap into Multiple Intelligences and pedagogical framework to create and provide learner - centered, goal - driven applications of Multiple Intelligences Theory in any learning context.

Proposed fund usage will expand teacher and principal residency programs, which provide clinical experience and intensive supports, and support initiatives that improve coherence between educators» pre-service experience, induction, and future professional learning.59

This study examines an innovative approach to professional development in which teachers in a grant - funded graduate program «give back» to their schools by providing professional development activities to pass on their learning to colleagues on - site.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

Below are some program highlights from the many professional learning opportunities provided by NYS Teacher Centers.

Uniquely Gifted This site is devoted to providing resources and meeting the needs of twice - exceptional students — those with special needs such as learning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportLearning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning, and advocates for policies to protect and strengthen educational rights and opportunities.

Project Learning Tree provides K - 12 teachers environmental education curriculum materials once professional development opportunities are completed through the Project Learning Tree program.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

CBF provides high - quality professional learning that meets the evolving needs of teachers and schools across the watershed through the Chesapeake Classrooms program.

Chesapeake Bay Foundation provides teachers and students a variety of educational opportunities and resources to include field programs and professional learning experiences.

Charlie Hutchins from the National Partnership for After School Science (NPASS), provides strategies on how to provide effective professional development for after school educators implementing quality STEM learning opportunities in their programs.

In addition, participating communities receive other non-monetary support, such as inclusion in a professional learning community, regular convenings with other cities in the initiative, supports to integrate and apply SEL data to continuous improvement systems, communications counsel, and other technical assistance provided by national experts such as the Collaborative for Academic, Social and Emotional Learning (CASEL), the Forum for Youth Investment, the David P. Weikart Center for Youth Program Quality, Crosby Marketing Communications andlearning community, regular convenings with other cities in the initiative, supports to integrate and apply SEL data to continuous improvement systems, communications counsel, and other technical assistance provided by national experts such as the Collaborative for Academic, Social and Emotional Learning (CASEL), the Forum for Youth Investment, the David P. Weikart Center for Youth Program Quality, Crosby Marketing Communications andLearning (CASEL), the Forum for Youth Investment, the David P. Weikart Center for Youth Program Quality, Crosby Marketing Communications and others.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

Fortunately, the new law not only provides unprecedented recognition for the role of principals and prods states to put effective principal recruitment, preparation and on - going professional learning in place, but provides opportunities for states and districts to put in place programs that foster a complete and well - rounded education for all students.

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.

Fully fund Title II, Part A of the Elementary and Secondary Education Act, which provides resources for states and districts to strengthen teacher and principal preparation programs; reform educator certification and licensure requirements; develop career advancement initiatives for teachers; and offer professional learning opportunities for teacher leaders and principals.

Assets provides premier educational services to gifted and dyslexic children by providing model, integrated learning environments and professional outreach programs.

Reflection on MAISD's responses as well as reflection on responses from stakeholders indicates that MAISD generally scores at level 3 for providing services and programs that support local districts through quality, meaningful professional learning experiences.

MAISD provides a variety of supports and services that include student programs, professional learning opportunities, school improvement guidance, special education, career and technical education; leadership development, administrative supports, and business and technology services, among others.

«The professional development opportunities provided through this program over the last 15 years have been critical to the commonwealth's efforts to equip teachers with the knowledge and skills they need to prepare their students to meet Virginia's high expectations for learning and achievement in mathematics and science,» said Superintendent of Public Instruction Steven R. Staples.