Sentences with phrase «promoting teaching success»

Not exact matches

The immediate and huge success of the club created a responsibility to evolve the program to teach and promote the game and skills at international standards, while continuing to help the kids learn real core values about both rugby and life, such a respect, honor, discipline, integrity, teamwork and accountability.

Since boys at highest risk of becoming early fathers can be identified from age eight (see below) engaging with such young males in highly specialised programmes early on (to teach basic life skills, address negative peer influences, promote school success and direct them to alternatives other than early parenthood) is indicated, in order to reduce sexual risk - taking and early fatherhood (Thornberry et al, 2004)

In a safe and caring environment serving about 600, the teen center provides programming that promotes self - discipline, builds self - esteem and teaches life skills essential to teens» future success.

«At this point, I can't see starting the classroom day any other way,» says Henry, an 11 - year teaching veteran who has been holding Morning Meeting for seven years and likes it because it builds a sense of community and lets students know they're important, which leads to trust and a sense of safety that promotes classroom success.

Ballard's Habits, Community, and Culture class teaches social - emotional skills and what his school calls Habits of Success — promoting qualities like positive academic mindsets and emotional intelligence that are linked to college readiness.

Many large districts will struggle to create an atmosphere that promotes innovation as they wrestle with dramatically changing the existing teaching and learning paradigm, especially given existing labor contracts; building a spirit of risk - taking; and maintaining an unwavering commitment to success that will be required to develop new and innovative models that produce outstanding results.

The Varkey Foundation's Global Teacher Prize was set up to recognise exceptional educators, share stories of success, and promote the teaching profession.

Teacher buy - in, and ultimately the success of educators to support their curriculum and teaching with technology, rests with district leaders who must meet teachers where they are and not promote some idealized version of what 1:1 really looks like.

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.

Fairmont State University aspires to be nationally recognized as a model for accessible learner - centered institutions that promote student success by providing comprehensive education and excellent teaching, flexible learning environments, and superior services.

Herff Jones Believe in You is a success building approach designed to empower students and educators to establish and maintain a dynamic school climate and culture that promotes effective teaching and learning.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

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.

«It's difficult to teach a willingness to read — it's an intangible inclination that I think Accelerated Reader 360 helps foster by giving students the freedom to pick interesting books, by promoting their success with appropriately leveled books and articles, and by providing instant feedback.

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.

Teaching Matters believes such engagement will promote the best teacher effectiveness policies and practices, and that the quality of teaching is the single most important school - related factor contributing to student Teaching Matters believes such engagement will promote the best teacher effectiveness policies and practices, and that the quality of teaching is the single most important school - related factor contributing to student teaching is the single most important school - related factor contributing to student success.

As part of ASCD's commitment to excellence in learning, teaching, and leading, the association develops innovative solutions to promote the success of each child.

Additional SEL opportunities include curriculum such as Tools of the Mind and Promoting Alternative Thinking Strategies, or PATHS, which have been shown to improve student achievement, decrease conduct problems, and improve mental health.29 And, in 2015, the U.S. Department of Education announced the Skills for Success grant competition to integrate SEL skills into the classroom and the Mentoring Mindsets Initiative partnership to prepare mentors to teach students learning mindsets and skills.30

There are many dimensions of action affecting this moment in time — a renewed focus and emerging consensus regarding the kinds of learning outcomes essential for success in today's globally connected world; significant efforts to promote innovation affecting all facets of education, particularly regarding new teaching and learning strategies and opportunities; and a renewed focus on key elements of necessary systemic change, in which the roles of the federal government, the states, school systems and schools are better aligned and more coherently understood.

Using effective teaching strategies will promote student academic and social behavioral success.

In addition, prevention programmes that teach pupils a broad range of life skills not only can prevent problems, but also may promote educational success.

Teaching students social and emotional skills — such as relationship building, self - awareness, self - management, and responsible decision making — can prevent problem behavior and promote academic success.

The success of This Is Tomorrow secured Hamilton further teaching assignments in particular at the Royal College of Art from 1957 to 1961, where he promoted David Hockney and Peter Blake.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

An elementary teacher will perform effective teaching methods to ensure student success and promote an exemplary educational...

Demonstrated success at teaching and promoting information literacy skills and concepts to a diverse student and faculty population.

I would love to obtain a teaching position in a special needs setting where I can promote positive lifelong learning skills and ensure academic success.

Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

«Teaching social - emotional learning in schools is a way to support individual children in their pathways to success, and it's also a way to promote better public health outcomes later in life,» said Oberle.

The techniques you will learn to cultivate self - compassion in teens are short and easy to apply teachings and activities that promote adolescents» academic success and social emotional wellness.

In fact, disabled children often require systematic and individually planned interventions or teaching strategies to promote peer - related social competence, and a key feature that determines the success of these interventions is access to a socially competent group.