To aid districts in their efforts, ASCD will provide
professional learning resources for #GoOpen districts, including an interactive workbook and online course to help educators make use of open educational resources.
WHAT YOU NEED TO KNOW: In August 2013, the professional learning content on the FLS and Start with Success (SWS) websites were merged into one comprehensive website focused on
professional learning resources for Florida educators and aspiring educators.
The EduCore ® website provides current, relevant, evidence - based instructional tools and
professional learning resources for educators, schools, and school districts implementing the Common Core State Standards (CCSS) in mathematics and literacy.
Since 1973, AMLE has been the trusted
professional learning resource for administrators, teachers, district - level personnel, parents, students and policymakers.
The Instructional Practice Toolkit and Classroom Videos is
a professional learning resource for teachers and teacher educators.
Not exact matches
Earlier this month, Waggl had the pleasure of partnering with the talented team behind HR Symposium, a non-profit dedicated to creating a
learning space
for human
resources professionals to grow, develop and connect.
Vancouver - headquartered China Education
Resources, Inc. (CER), an ed - tech company with leading technology of intelligent system and contents to provide online / offline
learning, training courses and social media
for teachers, students and education
professionals, announced its audited financial results
for the year ended December 31, 2017.
These personal and
professional recordings will create a
resource for those directly affected by the experience: an alternative peer support
for bereaved parents and their families and a
learning resource for professionals.
The place
for parents to help their infants and toddlers
learn and develop through high - quality, evidence - based
resources, and connections to other parents and
professionals
This invaluable
resource will help you: - sleep better tonight in under ten minutes with the Quick Start guide - and sleep safer every night with the Safe Sleep Seven - sort out the fact and fiction of bedsharing and SIDS -
learn about normal sleep at every age and stage, from newborn to new parent - direct your baby toward longer sleep when he's ready - tailor your approach to your baby's temperament - uncover the hidden costs of sleep training and «controlled crying» techniques - navigate naps at home and during daycare - handle criticism from family, friends, and health
professionals - enjoy stories and tips from mothers like you - make the soundest sleep decisions
for your family and your life
Take a look at our recent blog post on school breakfast and breakfast in the classroom
resources for school nutrition
professionals to
learn more about how alternate delivery models and CEP can help you implement BIC and make it sustainable.
The SMA has a lot of helpful
resources for treating
professionals, including handouts and information that you can find in our online library (http://www.selectivemutism.org/online-library/), reading lists
for SM and child anxiety in our bookstore (http://www.selectivemutism.org/
learn/shop/), as well other opportunities to
learn from
professionals who treat SM through our Expert Chat sessions (http://www.selectivemutism.org/
learn/expert-chat/).
The report finds makes a list of recommendations
for business, industry,
professional bodies and government, namely: Construction businesses · Focus on better human resource management · Introduce and / or expand mentoring schemes · Boost investment in training · Develop talent from the trades as potential managers and professionals · Engage with the community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons
professional bodies and government, namely: Construction businesses · Focus on better human
resource management · Introduce and / or expand mentoring schemes · Boost investment in training · Develop talent from the trades as potential managers and
professionals · Engage with the community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human
resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility
Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons
Professional bodies and institutions · Drive the aspirations of Professions
for Good
for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes
for degree - level
learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons later today.
Greater New York Labor Religion Coalition New York State Assembly NYS Assembly Community
Resource Exchange (CRE) SCO Family of Services HCCI Chinese American Planning Council, Inc Heights and Hills Citizen Action of New York ROCitizen New York Association on Independent Living ATLI - Action Together Long Island NYSCAA New York Immigration Coalition Catholic Charities of Chemung & Schuyler Counties CDRC Labor - Religion Coalition of NYS Catholic Charities
Professional Staff Congress Catholic Charities of Chemung / Schuyler Family Reading Partnership of Chemung Valley New York State Network
for Youth Success NAMI Albany County Central Federation of Labor Food & Water Watch Jewish Family Service Metro New York Health Care
for All Alliance
for Positive Change MercyFirst Center
for Independence of the Disabled in New York, Queens (CIDNY) SiCM — Schenectady Community Ministries Coalition
for the Homeless CIDNY Citizen Action of NY PEF Retiree Urban Parhways, Inc Community Food Advocates PSC / CUNY AFT Local 2334 New York StateWide Senior Action Council Early Care &
Learning Council Urban Pathways African Services Committee Day Care Council of New York New York State Community Action Association Supportive Housing Network of New York, Inc The Radical Age Movement United Neighborhood Houses
It is an excellent opportunity
for students interested in environmental science to
learn from local natural
resources professionals as well as to spend a day enjoying the outdoors.
List of Supporting Organizations: • African Services Committee • Albany County Central Federation of Labor • Alliance
for Positive Change • ATLI - Action Together Long Island • Brooklyn Kindergarten Society • NY Immigration Coalition • Catholic Charities • Catholic Charities Brooklyn and Queens • Catholic Charities of Buffalo • Catholic Charities of Chemung / Schuyler • Catholic Charities of Diocese of Albany • Catholic Charities of the Roman Catholic Diocese of Syracuse • CDRC • Center
for Independence of the Disabled NY • Children Defense Fund • Chinese - American Planning Council, Inc. • Citizen Action of New York • Coalition
for the Homeless • Coalition on the Continuum of Care • Community Food Advocates • Community Health Net • Community Healthcare Network • Community
Resource Exchange (CRE) • Day Care Council of New York • Dewitt Reformed Church • Early Care &
Learning Council • East Harlem Block Nursery, Inc. • Family Reading Partnership of Chemung Valley • Fiscal Policy Institute • Food & Water Watch • Forestdale, Inc. • FPWA • GOSO • GRAHAM WINDHAM • Greater New York Labor Religion Coalition • HCCI • Heights and Hills • Housing and Services, Inc. • Jacob A. Riis Neighborhood Settlement • Jewish Family Service • Labor - Religion Coalition of NYS • Latino Commission on AIDS • LEHSRC • Make the Road New York • MercyFirst • Met Council • Metro New York Health Care
for All • Mohawk Valley CAA • NAMI • New York Association on Independent Living • New York Democratic County Committee • New York State Community Action Association • New York State Network
for Youth Success • New York StateWide Senior Action Council • NYSCAA • Park Avenue Christian Church (DoC) / UCC • Partnership with Children • Met Council •
Professional Staff Congress • PSC / CUNY AFT Local 2334 • ROCitizen • Schenectady Community Action Program, Inc. • SCO Family of Services • SICM — Schenectady Community Ministries • Sunnyside Community Services • Supportive Housing Network of New York, Inc • The Alliance
for Positive Change • The Children's Village • The Door — A Center of Alternatives • The Radical Age Movement • UJA - Federation of New York • United Neighborhood Houses • University Settlement • Urban Pathways, Inc • Women's Center
for Education & Career Advancement
Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn
for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization of Scientific
Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out of School Opportunities
for Youth - A Guide, 1981 Appropriate Technology: Its Design and Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund
for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with
Learning Disabilities: Challenges and
Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention of Students and Faculty with Disabilities in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda
for Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project
for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY POINT!
For mid-career
professionals who want to enter the field, Griffin recommends
learning as much as possible about the industry via
resources on the Internet and conversations with people in the field.
Mental health
professionals interested in
learning more about McLean Hospital's
resources for college students
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.
And we as a community need to do more — in terms of
professional learning, advocating
for the
resources we need, and educating the public about the challenges we face in implementation — to ensure it is a success.
Superintendents, principals, and others in positions of authority in school systems are instrumental in providing the vision, time, and
resources to support continual
professional learning, a positive school climate, and success
for all students (Leithwood et al., 2004; The Wallace Foundation, 2012).
According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student
learning, common strategies
for engendering that
learning, a culture of
professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student
learning, strong instructional leadership (usually from the principal), and adequate
resources.»
These supports include additional funding of $ 20,000 per school (up to a maximum of $ 170,000 per district)
for superintendent and principal mentoring and monitoring; $ 15,000
for teacher release time
for job - embedded
professional learning; 2 provincial
professional learning sessions
for principal and teacher teams from all schools involved; and Ministry developed documents,
resources and facilitation, including tracking templates
for the collection and analysis of quantitative and qualitative data.
The challenge
for many organizations and
professionals is that we focus so intently on developing
learning resources that we overlook whether our employees retain any of what they
learn.
To be well used, these
resources, like new approaches to
learning in general, require new designs
for professional development.
Educators from Edwards Middle School in Charlestown, Massachusetts have provided a sample school schedule, lesson plans,
professional - development
resources, and more
for expanded
learning time.
The time and effort it took to start blending PBL philosophy with building grading systems, schedules, and a
professional learning community (PLC) structure, along with developing parent communication
for the pilot project (gathering
resources, mapping projects to standards, and creating Moodle pages), has been astounding.
A number of these organisations and
resources also provide
professional learning for teachers.
The reSolve: Mathematics by Inquiry project is developing units of work and classroom
resources for Foundation to Year 10 linked to the Australian Curriculum: Mathematics, and
professional learning modules
for teachers.
Not to be underestimated, Twitter is also an outstanding
professional learning network and place to source ideas and
resources for wellbeing in schools.
ACHPER advocates
for HPE, provides partnership links with education authorities, National Sporting Organisations and other health stakeholders, and also delivers
professional learning and
resources that can enhance school HPE and teacher quality.
For most Human
Resources professionals, the potential of using MOOCs as a corporate
learning tool is still being considered.
Building a strong and satisfying personal
learning network (PLN) through edchats gives you your own
professional support system and a reliable
resource for the cutting edge in education — all in real time.
However, such sites are not only ideal
for job searches, but they can also offer you articles, links, and other
resources that can help you to fine tune your eLearning portfolio, your online presence,
learn more about the industry, and find out about new concepts or technologies that can help you to expand your experience and
professional knowledge base.
We are going to train our teachers up in that, we are going to provide support, documentation,
professional learning,
resources — that's our goal, and then unpacking it step - by - step
for teachers.
Category: End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments
for Education, global citizenship education, Health Education, Higher Education, Human
Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and
learning relationship, Training programmes and
professional guidance, Ubiquitous and lifelong
learning, Vocational education and Counseling
Because of increasing demand
for global
learning resources, the Asia Society recently launched the Center
for Global Education, a website
for educators, schools, and parents that offers global education lessons, blog posts, and
professional development training that can be purchased
for a school or district.
Participating schools self - assess their digital technology deployment under five headings, namely, Leadership and Vision, Digital Technology
for Learning and Teaching, School Culture,
Professional Development and
Resources and Infrastructure.
During the webinar, we will share the processes and
resources districts can use to: • Develop literacy around school climate / culture and social - emotional
learning • Understand survey data in order to surface key insights • Create school site and district action plans
for promoting positive school climate and SEL SBCUSD and 400 other districts partner with Panorama Education to collect and use school climate and SEL data and to deliver
professional development trainings and workshops.
Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently
for accountability • Coordinating a multitier system of support • Providing embedded
professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by
Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disab
Learning Ally, a national nonprofit providing
resources, training, and technology
for teachers and schools; and 80,000 human - voiced audiobooks
for students with
learning & visual disab
learning & visual disabilities.
When it comes to technology - related
professional development, he says the same things as the experts: Vision,
resources, support, and relationships make
for a school culture that supports continuous
learning.
Professional Learning resources that focus on topics for educator professional
Professional Learning resources that focus on topics
for educator
professional professional development.
ACER draws on its expertise as a leader in educational research, assessment, and data collection and analysis to provide
professional learning for educators and system leaders, policy makers, psychologists and human
resources professionals, and others to support improved
learning.
These affinity spaces
for practitioners provide a range of
professional development courses, curated and vetted
resources, and innovative social media tools that increase collaboration and connection across schools, districts and organization and deepen peer - to - peer
learning.
Consortia can create
learning communities
for educators to engage with other like - minded
professionals and share
resources.
The approach improves school performance through investing in teacher - student relationships and
professional development ~ leveraging community partners
for extra staff coaching ~
resources and hands - on -
learning experiences.
Building Your Literacy Plan and Budget Michael Haggen will review best practices
for selecting curricular
resources and literacy - related
professional learning opportunities that will support readers advancing from striving to thriving.
The website offers overviews and links to
resources for every step: defining teacher - leader roles, selecting teacher - leaders, understanding the skills and competencies that teacher - leaders need to help their peers improve, training
for teacher - leaders, finding time and funding
for teacher - led
professional learning, evaluating teacher - leaders, and more.
As a result of school closings and student transfers, teachers, administrators, and parents in a set of receiving schools reported: a) lack of necessary
resources, staff, and
professional support; b) disruptive and demoralizing climate; c) negative effects on teaching and
learning; d) problems with safety and discipline; e) schools were «set up
for failure» due to a history of declining
resources and lack of district support.