Sentences with phrase «providing teachers and other staff»

Students» feelings of safety can be enhanced by having fairer and more consistently applied school discipline policies, and by consistently providing teachers and other staff support for students (Samdal, et al., 1998).

Not exact matches

Support organizations can provide an educational pack of information for the parents of allergic children, which can be helpful in informing teachers and other staff about your child's needs, keeping them alert to dangerous situations that could lead to an allergic reaction.

By advocating for successful governmental policies, setting standards for professionals in the education industry, and providing professional development seminars, it helps teachers, administrators, parents, related students and other educational support staff to best support and educate the special needs children with whom they work.

They want to turn private sector landlords, teachers, medical staff and other public sector workers into unpaid immigration officers, forcing them to provide information to the authorities.

While some new or struggling teachers might need to submit daily lesson plans for many weeks or months at a time that you'll need to review and provide feedback on, others will need you in their room to help with a challenging student, or to be a thought partner on a topic they are presenting to the rest of the staff.

Mentoring for All provides funding for school boards to support collaborative professionalism and mentorship across a continuum of employee groups including Early Childhood Educators, Associate Teachers, Business / Support Staff, Vice-Principals and Principals, and other staff identified by boStaff, Vice-Principals and Principals, and other staff identified by bostaff identified by boards.

Fewer than 40 of the district's 194 schools volunteered to participate in the program, in which teachers and other staff members, parents, and community members form school - community councils to provide oversight for school policy in consultation with the school principal, according to Rodney Davis, director of information services.

Provide training on bullying for teachers and other school staff School personnel need training on recognizing the signs of bullying, knowing what to do when incidents happen, and learning how to prevent bullying.

Support teachers and other instructional staff to develop and integrate into their instruction ongoing diagnostic assessments to continuously identify students who are not ready to proceed so they can provide these students with additional support and assistance.

an opportunity to consult with the student's regular classroom teacher (s), and other professional staff providing academic intervention services, at least once per semester during the regular school year;

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Montcalm Area ISD strives to provide services to local district teachers, administrators, and other staff that is research - based and relevant to the challenges in today's classrooms.

The Local Wellness Committee will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (e.g., school nutrition director); physical education teachers; health education teachers; school health professionals (e.g., health education teachers, school health services staff (e.g., nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services), and mental health and social services staff (e.g., school counselors, psychologists, social workers, or psychiatrists); school administrators (e.g., superintendent, principal, vice principal); school board members; health professionals (e.g., dietitians, doctors, nurses, dentists); and the general public.

Hiring, onboarding, professional learning, evaluation, and other talent management data combine with HR, student and external data sources to provide principals and organizational leadership clear and accurate data on their teachers and staff.

Teacher Appreciation Week, the first week of May every year, provides a wonderful opportunity to say thanks to your school's teachers and other staff members.

Like students, the families, teachers, and staff within a school system are uniquely positioned to provide actionable feedback about performance that simply can't be captured through other measures.

Providing professional development for all adults throughout the education system centered on Meaningful Student Involvement and Student / Adult Partnerships helps teachers, administrators, support staff, parents and others focus on collaborating with students beyond simply listening to student voice.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

At that time, Auer and other high - performing, high - poverty schools were fully staffed with librarians, guidance counselors, full - time reading specialists, art, music and physical education specialists, program implementers, technology teachers, paraprofessionals, special education teachers, nurses, social workers, psychologists, speech pathologists, and classroom teachers with small classes that allowed them to provide plenty of individual attention to children.

Committed to the young children and families attending the school, the Governing Body is also dedicateded to the Headteacher, teachers and other members of staff, all of which, provide a caring and happy environment for all children in attendance.

Commit to providing time for teachers to learn and design new curriculum, have common planning time, and access to staff development and other resources.

The goal of TeacherDirect is to provide a way to share new instructional resources created by VDOE staff as well as make teachers aware of professional development and grant opportunities, and other information of special interest to teachers and their students.

University of Michigan's TeachingWorks will provide support, materials, and staff training to the other centers, collaborate with these centers to design and implement assessments that identify teacher candidates» capabilities, and house products from the work of all centers (TeachingWorks, 2015).

When fully implemented, the TDS approach provides layers of support for teachers and other school staff through on - site and visiting staff.

Constantly updates personal skills and knowledge in order to work effectively with teachers, administrators and other staff — both to expand their general understanding of information issues and to provide them with specific opportunities to develop sophisticated skills in information literacy, including the uses of informational technology

The lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.

The Training Consultant serves Families In Schools by providing exceptional training support and customer service to our clients who include school and district based teachers, parent liaisons and administrators, as well as other school and community based organizational (CBO) staff.

The principal is responsible not only for setting a vision for schoolwide improvement, but also for distributing authority among teachers and other staff members and providing the necessary support and accountability for results.

The focus is always on what is best for students and how can teachers, administrators and other staff members be supported to provide the best opportunities for the nearly 30,000 students who enter our building each day.

Inclusion of Pre-Kindergarten and Other Early Childhood Staff in State Teacher Evaluation Systems provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation sTeacher Evaluation Systems provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation steacher evaluation systems.

would provide professional development to a more broadly defined group of educators, including librarians and other school leaders and instructional staff, instead of just teachers and principals;

Formerly known as the South Carolina Character Development Partnership, PCC has established a limited liability company in order to expand the scope of activities: to provide interdisciplinary and integrated learning activities for students; to support teachers, administrators, and other staff in implementing character education initiatives; and to deliver information to the greater school community which will serve to increase sensitivity, cooperation, and understanding of both moral and performance character.

Provide supports to teachers, administrators and other educational staff to address discipline challenges in a way that protects students» human rights to education and dignity; and

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

We recommend that all other districts provide similar opportunities to their teachers and staff to help offset the impact of implicit bias on educational outcomes for minority students.

It also serves the purpose of assisting teachers, LEAs, SEAs, administration and other educational staff «develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all - English instructional settings» and to encourage parent and community engagement in the ELL community.

Teachers and other instructional staff have been assigned to supervise lunch periods and other «zones» throughout the school day to provide more coverage.

A district budgeting system that allocates actual dollars and provides principals with autonomy to make tradeoffs with scarce resources would help ensure that all schools get a fair shot at hiring talented teachers without forcing those with less expensive staffs to subsidize the others.

We provide engaging, practical professional development for teachers, coaches and other instructional leaders, and family engagement staff.

Along with teachers and other adult staff, StreetLeaders provide essential mentorship for younger students.

Supported by a generous grant from the Bill & Melinda Gates Foundation, Building Effective Teacher Residencies shares findings from a year of extensive observations and interviews with program staff, residents, mentors, principals, and other stakeholders, and provides a comprehensive look at the inner workings of a successful residency program.

The other two are: Leadership for Learning Improvement in Urban Schools reports on how urban school leaders help improve student learning by setting high expectations for their schools, provide meaningful staff training, and organize teachers to share leadership for carrying out improvement agendas.

Grant recipients use funds to help close the gap between student and staff member ratios, reduce the number of disciplinary referrals in schools, and support other project - specific goals, including: strategies to improve attendance and achievement, counselor and teacher professional development, social skills development, and initiatives that foster community - based organization involvement to provide mental health services.

This system provides teachers with «curriculum specialists to improve practice,» «school leaders who spend the majority of their time on instruction, observation and coaching,» and professional networks with other Green Dot teachers in a series called «All Green Dot Days» (FAQ, Green Dot Website) Additionally, unlike most other charter school organizations in the United States, the Green Dot California school teachers and staff are organized under a union called Asociación de Maestros Unidos (AMU).

Provide time for teachers (and other literacy staff, as appropriate, such as school librarians or specialized support personnel) to meet to plan comprehensive literacy instruction,

In addition to financing long - term infrastructure projects, bonds help governments manage the ebb of its cash flow, passing savings onto taxpayers who help the government pay for needed services, such as those provided by military, police, hospital staff, school teachers, and others.

They coordinate curriculums, oversee teachers and other school staff, and provide a safe and productive learning environment for students.

Teacher Trainers are responsible for instructing other teachers and perform activities such as coaching staff, setting goals for teachers, providing education materials, ordering classroom supplies, reporting to school principals, and making sure classroom activities are running smoothly.

included providing assistance to teachers, support staff and students, various clerical duties... prepared and delivered bank deposits, provided support to other PTA officers and school staff.