Sentences with phrase «professional use of evidence»

Not exact matches

Not only should clinicians consider the lack of evidence supporting the efficacy of rACTH, but its story should cause us to reexamine and strengthen our standards for FDA approval, Medicare and private insurance coverage, and professional use patterns.»

The programs with the greatest promise in affecting these outcomes have employed professional home visitors, with the strongest evidence coming from trials of programs using nurses.

Using a blend of professional objectivity, evidence - based research, and personal, straight - forward suggestions gathered from years of experience, this book brings the reader into the private world of therapy with the postpartum woman.

State health departments can use mPINC data to work together with partner agencies, organizations, policy makers, and health professionals to improve evidence - based maternity care practices and policies at all of their hospitals statewide.

«Integrative Medicine is the practice of medicine that reaffirms the importance of the relationship between practitioner and patient, focuses on the whole person, is informed by evidence, and makes use of all appropriate therapeutic approaches, healthcare professionals and disciplines to achieve optimal health and healing.»

Some barriers include the negative attitudes of women and their partners and family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.

Let's ensure that parents receive the right guidance and support from professionals who are fully trained in the area of Selective Mutism, and who are using evidence based treatment that is proven to work.

I do not know what evidence the police have — but I do know that it is wholly appropriate that the police should use their professional judgment to follow the evidence during the course of a police investigation without fear or favour.»

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 of evidence.

Functional Nutrition for Chronic Pelvic Pain is a deep dive training program for women's health and wellness professionals who want to learn to use evidence - based functional nutrition, and lifestyle medicine strategies to better support women with endometriosis, vulvodynia, interstitial cystitis, pelvic floor dysfunction, painful sex, PCOS, painful periods, and other common causes of chronic pelvic pain.

Her thesis, From Junk Food to Whole Food: Improving the Diet of Teens through Community - Based Nutrition Programs is evidence of her desire to expand her personal and professional knowledge for use in improving the well - being of others.

Though as of this writing, not too much research has been done to provide concrete evidence, many medical professionals feel that these mushrooms may also be used as a way to treat cancer.

When it comes to a focus on students, research suggests effective professional learning communities «make intelligent use of evidence to pinpoint areas needing intervention to enhance learning outcomes for all students».

The award winners demonstrate creative use of instructional materials, effective instructional strategies, use of new scholarship from history or other appropriate fields, use of the ten interrelated themes of the NCSS curriculum standards, the ability to foster a spirit of inquiry, and evidence of involvement in professional activities.

Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.

The new Research Schools will work to build networks between schools in their local region, and will use their expertise to support up to 1,000 schools by providing training and professional development to senior leaders and teachers; supporting schools to develop innovative ways of improving teaching and learning; and encouraging schools in their network to make use of evidence - based programmes and practices through regular communication and events.

One reason is their wide use: anecdotal evidence suggests that up to 25 % of our target teacher population may have taken a version of these instruments in pre-service training or in - service professional development.

We train data strategists and research professionals to build a culture of data - use and lead with evidence.

Not only is acceptance into university teacher education programs a highly competitive process, the autonomy, professional engagement of teachers is evidenced in their development of teaching materials, use of collaborative planning time, and the organization of professional spaces on school campuses (see Jen b.) Within this environment why would a teacher ever choose to take up the mantle of headmaster or school principal?

They then use that evidence of learning to inform and improve their professional practice and respond to individual students who need intervention or enrichment.

He explored the use of best - evidence synthesis for identifying what works in education, the need for all teachers to develop their use of formative assessment, and key components of effective professional development for teachers.

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.

As part of the PDI, beginning teachers were directed to upload 20 - 30 minutes of classroom video and use VideoANT to provide evidence of their professional growth based on their specific goal or goals.

Some of Kelly's professional passions are leading initiatives around: Inclusion, Collaborative Teaching Structures, Shared Leadership, Self - Directed Professional Growth, and Using a Body of Evidence for Instructionaprofessional passions are leading initiatives around: Inclusion, Collaborative Teaching Structures, Shared Leadership, Self - Directed Professional Growth, and Using a Body of Evidence for InstructionaProfessional Growth, and Using a Body of Evidence for Instructional Decisions.

The study will draw on a range of evidence (for example, TEAM results, surveys, and so on) from teachers who have earned microcredentials for licensure advancement and compare their experiences with those of their peers who continue to use more traditional models of professional development.

A lot of our customer organisations use Evidence for Learning to support evidence portfolios for teachers working and studying towards meeting national professional stEvidence for Learning to support evidence portfolios for teachers working and studying towards meeting national professional stevidence portfolios for teachers working and studying towards meeting national professional standards.

It can be used a resource for those looking for evidence of the positive impact of arts integration on teachers, students, and schools; or for those seeking evidence for what kinds of arts partnerships and teacher professional development are most effective in producing positive student and school - wide outcomes.

12.1 Can identify their own learning needs and professional development goals, and uses these to create a long term plan for professional learning 12.2 Engages in a range of different formal and informal professional learning opportunities to ensure they maintain an up - to - date professional knowledge 12.3 Proactively seeks out appropriate professional learning opportunities and evaluates professional learning opportunities to determine quality and suitability 12.4 Understands effective methods for engaging in, and evaluating professional learning, both for individuals and when working with colleagues 12.5 Is open to questioning and challenging their own practice, values and beliefs in light of new evidence and expert input.

They told us that, on a more personal level, teachers use research for professional nourishment, to become more critical consumers of evidence, especially in the face of media rhetoric and political reporting of education issues.

In the past, I've written about five crucial levels of evidence to consider when evaluating professional development activities: (1) participants» reactions to the activities, (2) participants» learning of new knowledge and skills, (3) organizational support and change, (4) participants» use of new knowledge and skills, and (5) student learning outcomes (Guskey, 2000, 2002).

Evidence suggests that reading comprehension approaches need to be tailored to a pupil's current reading capabilities, so it is important that teachers receive professional development in effective diagnosis as well as training in the use of particular techniques and materials.

Her doctoral work at Stanford University focused on the challenges and possibilities of sustaining reform over time, as well as the role of professional learning communities and evidence use in driving equitable practices.

The Institute For Literacy and Learning This website has overheads and sound files of eminent researchers discussing evidence - based instructional interventions for struggling readers, young and old, including: Dr. Deb Glaser - «Planning Professional Development for Positive Reading Success and Growth» Dr. Rollanda O'Connor - «Teaching Older Poor Readers to Read words» Dr. Jan Hasbrouck - «Using Assessment Data for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?»

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeUse of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeuse of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Much evidence suggests that developing and scoring these assessments is a high - yield investment in teacher learning and a good use of professional development resources.

Professional portfolio or collection of work that shows evidence of developing engaging and innovative lessons including standards and effective use of assessments to inform instruction

Dr. Sandra Alberti, Director of State and District Partnerships and Professional Development, Student Achievement Partners, will share her experience working alongside states and districts as they aligned their work to the Common Core State Standards using evidence - based strategies.

To facilitate such examination, this brief reviews credible research exploring: the feasibility of combining formative assessment (a basis for professional growth) and summative assessment (a basis for high - stakes decisions like dismissal); the various tools that might be used to gather evidence of teacher effectiveness; and the various stakeholders who might play a role in a teacher assessment system.

The polling is being published ahead of a Sutton Trust summit in New York with philanthropic support from Carnegie Corporation of New York today (19 April) which will draw on international evidence on the role of school structural reform, accountability, professional development and the use of research in schools in improving social mobility.

The professional development package improved the quality of the teachers» use of evidence - based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.

Additional Evidence Sources — Also consider the use of other evidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development actEvidence Sources — Also consider the use of other evidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development actevidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development activities.

The Center's work will include, but is not limited to, professional development for the infant / toddler and preschool workforce; evidence - based curriculum; early learning standards; effective transitions; screening and assessment; culturally and linguistically age appropriate practices; enhancing teacher / child interactions; supporting networks of infant / toddler practitioners; supporting children with disabilities (part C and part B); and using data to improve practice.

CORE's reading, writing and language professional learning services provide PreK - 12 schools with a framework to implement and ensure the consistent use of evidence - based reading and writing instructional strategies.

They are also used as part of VUE's teacher professional development program as they provide evidence of growth in writing and critical thinking skills.Example 1, Example 2, Example 3

Her areas of interest center on supporting the implementation of evidence - based interventions by teachers and schools, including professional development (PD) and coaching models to reduce the research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based interventions; and, the application of MTSS across general and special education, including Response - to - Intervention and School - Wide Positive Behavior Intervention Supports.

Guides administrators as they document, with evidence, the impact of professional learning on educator and student outcomes, which can be used to satisfy new ESSA (Every Student Succeeds Act) reporting requirements.

The Leadership Portfolio will be used to systematically collect and organize evidence of Residents» progress toward and completion of required Residency experiences, and their continuing professional growth.

Funds may also be used to train school leaders in how to evaluate teachers under the system; provide evidence - based, job - embedded, and continual professional development; and provide additional support to teachers identified as in need of assistance.

, administrators had one week to log into LAUSD's online evaluation platform, the My Professional Growth System (MyPGS), to view a prerecorded classroom lesson, review scripted evidence, align evidence to selected elements of the TLF, and rate the evidence using the TLF rubrics.

assessment methods (i.e. observations, document reviews) used by Mentors to obtain and examine evidence of Residents» progress and completion of required professional development