Sentences with phrase «professional needs of these learners»

As the world is a global village, it has become crucial to satisfy the academic and professional needs of these learners who aspire to get the best scholastic aptitude.

Not exact matches

First and foremost, design thinking focuses on the idea that the needs of learners or clients should be the primary concern of eLearning professionals.

While eLearning professionals can create an eLearning ecosystem that offers learners all of the tools and resources they need, as well as a setting that is conducive to learning, if the learner is not a willing participant the ecosystem will fall apart.

There are many ways that eLearning professionals can cater to the individual needs of their learners.

I think reports with information like this will contribute toward changing the mind - set of the Learning and Development professionals, taking them far away from content and courses, and instead into the actual learners» shoes and so giving employees the tools to learn the skills they need in a way that they like most, so enhancing their learning and development pathway.

The primary objective of any eLearning course is to give learners the skills and information they need to achieve personal and professional goals.

You need to turn to professionals who can guide you on when and which game to harness for your game - based eLearning; or to tell you why to use scoring to reward the learner when they finish a module of learning.

Bounded by a team of adept professionals, G - Cube caters to meet the customized needs of learners from diverse industry verticals.

This means you need to be a learner of a variety of topics not just your own professional interests.

So, how can a thoughtful learning professional address the varied needs of adult and child learners and incorporate both teacher - centered and student - centered practices?

Not only it allows learners to get the most out of the eLearning courses and modules, but it also ensures that eLearning professionals have the constructive criticism they need to improve upon their deliverables.

However, learners will actually feel the need to take up the learning programs only when they feel there is something resourceful in them and it is up to L&D professionals to communicate the value of training to their learners.

With 20 years of experience in educational technology, we're dedicated to providing today's diverse employees and learners with the flexible professional development, training, and online learning that they need to be successful.

Creating Learning Communities: Reaffirming our Roles as Lifelong Learners The process of creating a learning community involves a step-wise, top - down process that recognizes that professional development programs need to combine an element of self - directedness, as well as connect to the collective environment.

Professional Learning @ NTN is a personalized system of learning opportunities that is designed to meet the varying needs of adult learners across our network.

additional tools, professional development and resources for teachers to address the needs of diverse learners, including students with disabilities and English language learners;

a holder of a level III teaching assistant certificate, a minimum of 15 percent of the required professional development clock hours in language acquisition addressing the needs of English language learners and integrating language and content instruction for such English language learners;

L&D professionals need to put their learners first in all kinds of strategies, because that is vital to the success of all learning projects.

Training and Development professionals must evolve along with the changing needs of their learners, and microlearning is a great method to help your employees keep their skills and knowledge up to date.

Our talented team offer a range of professional development programmes that are responsive to contemporary learner needs and promote confidence and provide inspiration to teachers bringing a new world of possibility to the classroom.

As you can see, the needs of the modern learner, particularly the professional learner engaged in continuing education, are far different from what they once were.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Many educational professionals do not believe that the current arrangements for identifying and supporting learners with SEND in England work well enough: only 9 % of respondents agreed with the statement «I believe that the current system in England enables all children with special educational needs to be supported appropriately».

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.

A team of qualified professionals support students who have specific educational needs such as English language learners or students with disabilities.

The content of professional development that builds teachers» capability to meet the needs of diverse learners.

Peirce Elementary School, Newton This project will focus on continuing to identify evidence - based methods to improve reading and writing instruction for our learners with special needs, support professional learning for our district's special educators to increase consistency of literacy intervention amongst schools, and ensure that our district has the most appropriate and current assessment and instructional materials.

Its team of dedicated learning professionals partner with you to ensure your learning program meets the needs of your learners.

How can professional development arts workshops be constructed to address the developmental needs of adult learners?

CEA does this by conducting research and spreading useful ideas through its Education Canada Magazine, professional learning events, website and social media channels; supporting education systems to be more adaptive to the rapidly changing needs of all learners to reverse the trends of students «tuning out» of their learning opportunities.

Heidi Hayes Jacobs (right), is founder and president of Curriculum Designers providing professional services to schools, organizations and agencies to create modern learning environments, upgrade curriculum and support teaching strategies to meet the needs of contemporary learners.

Professional development that builds teachers» capability to meet the needs of diverse learners.

ASCD's PD Online courses use multimedia and digital content to meet the individualized professional development needs of almost any type and size of learning group, ranging from individual learners to statewide deployments and integration with university programs.

Heidi Hayes Jacobs is founder and president of Curriculum Designers providing professional services to schools, organizations and agencies to create modern learning environments, upgrade curriculum and support teaching strategies to meet the needs of contemporary learners.

«We will continue to listen closely to our members to learn what professional development resources they need to continue to support the success of each learner.»

She has been instrumental in facilitating professional development initiatives focused on standards - based learning and teaching, improved understanding and utilization of assessment data, interventions and differentiation that meets the needs of all learners, and strengthened efforts to ensure K — 12 literacy.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Professional development must support effective qualities as well as the needs of the learners and constraints of the school system itself.

The Maine Department of Education aims to offer top - notch initial preparation programs that are research - driven and classroom - based, as well as ongoing professional development opportunities that are rigorous, relevant and directed by real - time data on the needs of both learners and educators.

The theory of teacher development articulated above demands a shift in the structure of professional learning in schools toward professional learning for teachers that is: 1) aligned to the behaviors, skills, and knowledge that define effective teaching, 2) individualized to the learner (s), taking different forms depending on the experience, skills, and needs of the specific teacher (s), and 3) embedded in the context of teaching: ongoing and collaborative.

The bottom line is that a virtual education allows me to tailor that classroom experience to the student in front of me — the advanced learner, the child who needs more attention than what's received in a local classroom, the child who needs flexibility to fit a professional sports or entertainment schedule, and the child who simply needs a quiet place to work without the distractions of a classroom.

Aída Walqui, Director of the Teacher Professional Development Program at WestEd, delivered a keynote speech at two recent symposia about the needs of English Learners (ELs) in the implementation of the Common Core State Standards (CCSS).

Edcamps and unconferences are much more learner - focused than traditional professional development: they build on the strengths, interests, and needs of individuals.

SPED 123/223 Methods and Strategies for Exceptional Learners This course is designed for special and general educators, and other professionals who have need of knowledge and experience in adapting and accommodating classroom learning environments (socio - emotional, behavioral, and physical) for students with disabilities.

Findings also suggest the need to make further investigation into the differentiation of materials, models of teacher education, and professional development that might help different types of learners adjust to the teaching profession and to the kinds of broad - based changes that frequently occur within educational contexts, particularly as schools attempt to make changes to meet 21st century learning standards with regard to technology.

To address the how - to - teach factor, many states have incorporated professional development in sheltered English instruction into their plans to meet the educational needs of English language learners.

Systematic professional development will support all educators to adapt, modify, or replace the CCSS based on the needs of the learner.

Professional development is essential for all educators, who ideally are engaged in learning communities to identify specific knowledge and skills needed to serve different groups of learners.

In this space, over the past several months, educators have discussed how we must attend to the needs of English language learners and to the professional development models we are using to build capacity among teachers for working with ELL students.

With this mission, in accordance with the South Carolina Charter Schools Act, YPA will: Improve student learning Increase learning opportunities Utilize productive teaching methods Establish new forms of accountability for schools Create new professional opportunities for teachers To succeed in this mission, the individual need of each learner is the core of YPA's mission striving toward South Carolina's goal of achieving excellence though individual successes with every child served.