As educators work to maintain New Year's resolutions, these resources will provide them with the support they need to improve their practice and
promote academic success for their students.
Both centers
promote academic success for students in Texas and across the nation by improving education outcomes.
You will
promote academic success for all your students by using fun and easy MI strategies that match how all students learn best.
This establishes and communicates a strong commitment to evidence - based decision making and
promotes academic success for all students at Lee Middle School.
Students will understand the skills needed in counseling, consulting, advocacy, and collaboration to
promote academic success for all students.
Not exact matches
In addition, Vargas is looking to create opportunities
for undergraduate minority
students participating in UD's Associate in Arts Program (AAP), to
promote academic success in science, technology, engineering and mathematics (STEM) fields.
A 2017 research review found that SEL programs can
promote academic success and increase positive behavior, while reducing misconduct, substance abuse, and emotional distress
for elementary school
students.
They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work
promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible
for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad
success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand
for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways
for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim
for its reporting, and Max Kenner, the man responsible
for the Bard Prison Initiative which enrolls incarcerated individuals in
academic programs culminating ultimately in college degrees.
; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work
promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible
for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad
success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand
for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways
for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim
for its reporting, and Max Kenner, the man responsible
for the Bard Prison Initiative which enrolls incarcerated individuals in
academic programs culminating ultimately in college degrees.
Center City Public Charter Schools empowers our
students and families
for lifelong
success by building moral character,
promoting academic excellence, and generating public service throughout Washington, D.C.
Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid
academic core, (3) ensure
success for all
students, (4) enable educators closest to
students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6)
promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.
BART prepares all
students for success in college by
promoting the mastery of
academic skills through a rigorous, individualized program.
Collaboration among general education and special education teachers
promotes academic and social
success for their
students (McLaren et al., 2007; Thousand & Villa, 2000).
Harvey Silver, Richard Strong, and Matthew Perini have collaborated on a number of recent best sellers in education including So Each May Learn: Integrating Learning Styles and Multiple Intelligences and Teaching What Matters Most: Standards and Strategies
for Raising
Student Achievement, both published by ASCD; Reading
for Academic Success: Powerful Strategies
for Struggling, Average, and Advanced Readers, Grades 7 — 12
for Corwin Press; and Thoughtful Education Press's Tools
for Promoting Active, In - Depth Learning, which won a Teachers» Choice Award in 2004.
She hopes to pursue an
academic career and also continue to do research on programs and interventions in high school and college contexts that
promote academic persistence and
success for low - income and working class
students of color.
They understand that,
for teacher and
student alike, fear, vulnerability, and anxiety are the enemies of learning
success, while a sense of self - efficacy, confidence, and accomplishment
promote ongoing
academic success.
Center City Public Charter Schools, founded in 2008, strives «to empower
students for lifelong
success by building strong character,
promoting academic excellence, and generating public service throughout Washington, DC.»
Her scholarship focuses on the
academic achievement of low - income
students and
students of color in postsecondary education, with a specific focus on understanding the educational contexts, levers, and practices that
promote greater
academic success for these
students.
They offer a variety of workshops designed to assist
students, help provide referrals to campus resources, and
promote the development of skills needed
for academic success.
PSEL Standard 3 Equity & Cultural Responsiveness: Effective educational leaders strive
for equity of educational opportunity and culturally responsive practices to
promote each
student's
academic success and well - being.
We will continue, as we must, to incite learning, inspire
students to take risks that
promote growth, serve as role models and foster collaborative and critical thinking that will prepare our nation's
students for academic and personal
success, but we must also share our personal stories.
Project LIVE & Achieve is a comprehensive program bringing schools, community groups, and faith organizations together to
promote non-violence,
academic success, high expectations and community involvement, with the main goal being to decrease violence impacting New Orleans youth and to strive
for higher
academic outcomes
for students.
She facilitates professional development
for K - 12 teachers on classroom strategies that
promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that
promote autonomy, positive well - being, and resiliency.
In this role, she identifies strategies and communication platforms that shed light on and
promote Flamboyan Foundation's mission and key focus area — family engagement and its unparalleled
success in increasing
academic achievement
for students in Washington, DC and across the country.
Dr. Elias's other books include Social Decision Making Skills: A Curriculum Guide
for the Elementary Grades (Author), Problem Solving / Decision Making
for Social and
Academic Success: A School - Based Approach (National Education Association Professional Library), Building Social Problem Solving Skills: Guidelines from a School - Based Program (Jossey - Bass), Social Decision Making and Life Skills Development: Guidelines
for Middle School Educators (Aspen),
Promoting Student Success Through Group Intervention (Haworth), and Social Problem Solving Interventions in the Schools (Guilford).
Guiding Principles The Professional Standards
for Educational Leaders adopted in October 2015 state that effective educational leaders strive
for equity of educational opportunity and culturally responsive practices to
promote each
student's
academic success and well - being.
SFUSD's Office of Equity
promotes and ensures equity, social justice and
academic success for all SFUSD
students.
We offer the following recommendations
for designing project - based blended learning experiences that
promote academic and career
success for CTE
students:
For teacher and
student alike, fear, vulnerability, and anxiety are the enemies of learning
success, while a sense of self - efficacy, confidence, and accomplishment
promote ongoing
academic and professional
success.
Promoting high
academic expectations
for students starts with the teacher believing in
student success.
RUBRIC
for Community of Care and Support
for Students - Effective School Library Leaders cultivate an inclusive caring and supportive school community that
promotes each learner's
academic and / or professional
success, personal interests and well - being.
Community of Care and Support
for Students - Effective School Library Leaders cultivate an inclusive caring and supportive school community that
promotes each learner's
academic and / or professional
success, personal interests and well - being.
• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods
for enhancing
students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting
student behavior and
academic progress • Unmatched ability to impart instruction at the
student's level of comprehension • Proficient in using a variety of technological tools to communicate with
students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials
for instructional enforcement • Documented
success in establishing positive relationships with
students to
promote student self - esteem • Proven ability to mediate
student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent
for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect
for diversity amongst
students • Proven record of applying disciplinary directives in an impartial and consistent manner
The Second Step Suite provides a fully integrated framework
for protecting elementary school
students and
promoting their social, emotional, and
academic success.