Not exact matches
Their perspectives on fatherhood * Nearly 50 % of the conceptions were described
as a complete surprise, and only three were planned * Nearly two - fifths (37 %) of the prospective fathers had had previous children; most still had some contact with the children but only two were still living with them and were engaged
as actively involved fathers * Two - thirds (65 %) described themselves
as having a low or medium sense of reality about their impending fatherhood * Three - quarters were expecting the baby to have a noticeable impact on their way of life * Three - quarters were motivated to
learn more about pregnancy and fatherhood, with partners, family and friends seen
as the most important source of information * Very few thought about health
professionals as a potential source of
support and advice, and some would have liked to have talked to one but felt awkward about it.
Each example provides potential actions health
professionals can use to
support optimal student health and
learning outcomes in the school setting, using the four pillars of CSH
as a guide.
During the classes you'll
learn about the labor and birth process, natural pain and stress reduction techniques — such
as relaxation and the trademark breathing — how your partner can
support you during delivery and ways to communicate with the health - care
professionals who are helping you to give birth.
She is the author of Selecting and Using Breastfeeding Tools: Improving Care and Outcomes (Praeclarus Press, 2009) and
Supporting Sucking Skills in Breastfeeding Infants (Jones and Bartlett
Learning 2008, 2013, 2017)
as well
as professional journal articles and chapters in the Core Curriculum for Lactation Consultant Practice and Breastfeeding and Human Lactation.
In addition to the actual strategies I have
learned from being on - the - job, I find that life
as a pediatric occupational therapist who works with parents and other developmental
professionals simply exposes to me to LOTS more opinions and approaches related to parenting and
supporting children.
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 later
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 later
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
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
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
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
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
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.
Commenting on the statement on licensing teachers by Tristram Hunt, Shadow Education Secretary, Chris Keates General Secretary of the NASUWT, the largest teachers» union, said: «When this proposal was made by the last Government in 2010, it was in the context of a national framework of pay and conditions of service which recognised and rewarded teachers
as highly skilled
professionals and which provided them with rights and entitlements to working conditions which
supported them in focusing on teaching and
learning.
Initially, my efforts were focused on
learning about the medical writing industry; defining the parameters of the company and developing a business plan; identifying government regulations and legal considerations; locating sources of
professional, financial, and emotional
support; finding other individuals with complementary skills and expertise (graphic designers, photographers, translators) that could work under the umbrella of my company
as needed; and
learning new skills or improving existing ones.
Thinking Maths, a
professional learning program that
supports Year 7 and Year 8 teachers in the deep
learning of mathematical content
as outlined in the Australian Curriculum Mathematics.
There were also in - school challenges, such
as limited funding to
support professional learning, difficulty in taking time away from teaching, and leadership or management not
supporting teachers who wanted to access subject - specific
learning rather than something that was a strategic priority for the school.
After an extensive review of the
professional - development literature, Webster - Wright (2009) proposed that educators shift the discourse from delivering and evaluating PD programs to understanding and
supporting authentic
professional learning as it is situated in the everyday context where it occurs.
It depends on a strong
professional culture characterised by shared norms and values, a focus on student
learning, collaborative approaches to work and reflective inquiry into teaching practices,
as well
as leadership that fosters and
supports that
professional culture,» Ingvarson says.
As a result, many schools are self - proclaimed STEM schools, with leadership driving the development of a vision that encompasses strong
professional learning support for teachers to develop students» scientific literacy.
While I was at Drake, my colleagues and I achieved great academic results from the students
as a result of a redesign of the school to
support project - based
learning and by building a strong,
professional learning community.
As a school leader, what are the
professional learning needs of your teaching and
support staff in relation to students with special needs?
Among those lessons
learned are operationalizing adult
learning / development and adaptive leadership by simultaneously attending to the personal and
professional development of the people at all levels of the organization; creating and sustaining conditions and
support mechanisms for effective teamwork and collaboration to occur; and redefining community engagement in ways that value families and communities and engage them
as true and equal partners who possess funds of knowledge.
Andrew Nicholls discusses how staff
professional development
supported the implementation of a literacy program at his school,
as well
as the program's impact on student
learning outcomes.
Tier 1 sets out the context of the class / group the TA will be working with Tier 2 is a collaborative document the TA completes in consultation with the class teacher to pinpoint the
support Tier 3 is an outcomes document recording both qualitative and quantitive impact over time These documents were used as part of QA for Learning Support and to inform performance management and enable TAs to build their own professional port
support Tier 3 is an outcomes document recording both qualitative and quantitive impact over time These documents were used
as part of QA for
Learning Support and to inform performance management and enable TAs to build their own professional port
Support and to inform performance management and enable TAs to build their own
professional portfolios.
As a school leader, what
professional learning support is available to staff working with students with diverse
learning needs?
When teachers choose their own
professional learning opportunities (such
as Edcamps), many feel more
support in their jobs and better prepared to
support their students»
learning.
The development of
professional learning communities (PLCs) was chosen
as the key activity to
support capacity - building.
«
Professional development needs to be sustained, it needs to be coherent, and teachers need to be
supported as they try to enact what they're
learning in the classroom,» says Nanette Koelsch, senior research associate with WestEd, a nonprofit research, development, and service agency.
Further, the Staff in Australian Schools Study 2013 [vii] pointed to ongoing
professional learning opportunities
as the most common form of
support for newly employed graduate teachers, but the study also noted a lack of school
support and induction.
In my work
as a programme coordinator of postgraduate educational leadership, my mission has been to excite teachers about the possibilities of leadership work and
support them to fulfil their
professional obligations of making a difference to students and their
learning.
Finding a wellness - accountability buddy — a peer who agrees to
support and keep you accountable to your wellness goals — or using a
professional learning community
as a space to check in with other teachers are also ways to get that
support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional needs.
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.
As part of this new relationship, Discovery Education will provide a five - year, customised programme of
professional development that will
support the teaching staff in developing consistent and effective instructional practices using digital content and technology to maximise engaging and relevant
learning experiences for students.
But, it is common sense and I find myself continually in conversations that discuss mandated
professional learning as well the intrinsic motivation for faculty to seek out
professional learning that
supports their profession and the career path they chose.
Our association serves
as a forum for inter-state collaboration and cooperation, the furthering of public - private partnerships in
support of public education goals, state - federal relations and advocacy, and
professional learning for education leaders across the nation.
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.
«The Council is focusing its resources on
supporting teachers and teams
as they make their own
professional decisions — informed by reflection and research — about how best to foster literacy
learning.»
It is our job,
as eLearning
professionals, to use instructional activities and materials that
support online learners and give them control over their personal
learning path.
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.
Exploring these various miscues and missed opportunities for connected engagement is essential in
supporting teacher educators to integrate Twitter chats more effectively
as a tool for
professional learning.
«Tennessee's rural areas and poorer districts are especially dependent upon these funds,
as their local budgets are unable to provide additional
support for
professional learning,» McQueen wrote.
His dissertation, «Lessons from a Rural Georgia Principal on Developing
Professional Learning Communities,» describes his support for personalized professional development for educators and his commitment to being known as a leader
Professional Learning Communities,» describes his
support for personalized
professional development for educators and his commitment to being known as a leader
professional development for educators and his commitment to being known
as a leader of learners.
One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and
support systems that take into account information on student
learning growth based on high - quality college - and career - ready (CCR) State assessments
as a significant factor in determining teacher and principal performance levels, along with other measures of
professional practice such
as classroom observations.
Presenters will use recently published state lists of evidence - based literacy practices to model effective, specific goal - setting for students and adults
as well
as model the use of effort and fidelity data to
support educators in their
professional learning in service to student outcomes.
During the implementation phase, NLP provides on - site and virtual
support to ensure fidelity of implementation
as well
as professional development to help teachers address the instructional shifts required by standards - based
learning.
In addition to the mentor -
supported practicum, the online
professional learning community is designed to provide participants with ongoing
support, resources and inspiration for
as long
as they need it.
Summary: This article
supports the notion of distributed leadership and teacher empowerment, using the model of
Professional Learning Communities
as an example for ways to honor teacher voice.
As I like to say, this is not a recipe, it is a framework that
supports transforming
professional learning that improves educator effectiveness and
learning for ALL students.
Supporting Principal Leadership for Pre-K — Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies
as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
As a result, we see great value in
supporting teachers to develop the critically aware dispositions that enable them to be ready, willing, and able to identify and engage with online
professional learning sites while also reaching for innovations afforded by digital technologies to meet their immediate instructional needs.
Professional development is aligned to
support teachers
as they
learn to use the strategies.
According to a 2016 Gallup poll, Millennials rate the opportunity to «
learn and grow»
as an extremely important aspect of jobs to which they might consider applying.31 Eighty - seven percent of Millennials said that «development» was an important part of a job.32 Unlike many school districts, various entities elsewhere in the public sector and in the private sector have responded to their interests and are increasing the amount of feedback,
professional development opportunities, and
support they provide to employees.33
Better aligning
professional development with our evaluation systems is key to helping us grow
as teachers so we can, in turn, better
support our students»
learning.
As the ELA Instructional Coach, you will work with the Middle School Director to ensure each member of the instructional staff for grades 6 - 8 is receiving the coaching, mentoring, observation, training and
support they need to help their
professional development and improve the
learning environment in their classrooms.
Our
professional learning community is where we come week after week for
learning,
support, and inspiration; we recognize it
as the key to our team's success.
These «predictive» or «formative» indicators include in - school factors such
as strong classroom assessment and
professional development for teachers, and out of school factors such
as health care, housing, nutrition, and availability of high - quality pre-school; whether educators are using information in a reasonable way to improve teaching,
learning and school quality; and whether the state and federal governments are providing positive
support in these areas.