Sentences with phrase «quality careers support»

Not exact matches

Arash spent the first 14 years of his career at the biotech company Genentech, where he held a variety of positions in the Corporate Information Technology group, including Software Engineer, Project Manager, and Enterprise Architect, supporting the Manufacturing, R&D, Engineering, and Quality Assurance business units.

For the majority of postdocs, however — those supported by professors» research grants and working in university laboratories — the postdoc years generally do not provide high - quality mentoring, movement toward scientific independence, adequate compensation and recognition, or guidance toward establishing a permanent career.

Through a combination of a variety of information gathering activities and Committee deliberations, the Committee has concluded that the nation's need for these scientists remains strong and that the NRSA program, while small compared to the many other sources of doctoral and postdoctoral support, is enormously powerful in terms of its ability to change research emphases and to attract the highest quality individuals to research careers in the basic biomedical, behavioral and clinical sciences.

Proposals are judged on their research quality, the researcher's future career prospects, and the support offered by the host organisation.

SWIHA provides premium quality holistic health career training and entrepreneurial support for its graduating practitioners, including AOS degrees, and specialized training and diplomas in diverse areas of holistic healthcare.

Drawing on her lifetime of love for fashion and a professional career in social services and policy work, Jacquie and her good, good friend of 18 years, Franklin Gutierrez, started Moesel Clothing with the goal to provide high quality and stylish clothing for kids through a model that would help support production and economic opportunity for skilled artisans in Peru.

Working with school leaders, new high - quality training opportunities will be developed to boost career progression and support the record number of teachers in our schools to become leaders in their field, including: extending on - the - job training and support for trainee and new teachers to two years, so they get the best possible start to their career; and creating early career development opportunities for teachers through a new framework that schools will follow, developed in partnership with teachers, school leaders and education experts.

And so it goes with their future investment plans: networks to help schools identify and implement evidence - based practices; collaboratives to help improve teacher preparation programs; stronger curricula aligned to college - and - career ready standards; support for «pathways» to postsecondary success, including high - quality CTE; research on personalized learning.

He also pointed to the need to tackle «other long - standing issues, including ensuring SMEs get the support they truly need; eradicating recurring quality issues; and providing careers information, advice and guidance that prevent many young people ruling out career choices too early based on inadequate knowledge.»

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

Additionally, it also suggests independent schools and universities should be required to provide high - quality careers advice, offer support with university applications and share their business networks with state schools.

NAF cited Schwartz's long history of advocacy for high quality school - to - career programs, especially in his current position cochairing Pathways to Prosperity, a foundation - funded initiative designed to increase public support for the creation of multiple pathways linking work and learning to enable more young people to successfully complete high school and go on to obtain a meaningful postsecondary credential.

The objective of the consultation, which closes on 9th March, is around supporting teachers and ensuring the right structures are in place at the beginning of a teacher's career, improving access to high - quality professional development and improving progression opportunities for all teachers throughout their careers.

The Department for Education (DfE) launched the public consultation in December 2017, and it set out a range of proposals for ensuring teachers have the right support in place at the beginning of their careers, improving access to high - quality professional development, and improving progression opportunities for all teachers throughout their careers.

Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build assessments that produce high - quality data about student performance and match the level of rigor and item types found on statewide assessments.

We support our members to develop systems that promote a culture of high - quality feedback, continuous improvement, and career advancement for teachers

It's time to start building a high - quality education system by cultivating high - quality educators — from excellent teacher colleges, with ample clinical experience, focused induction, and ongoing professional support throughout a teacher's career, in an environment that fosters respect.

High - quality summer learning programs can spark student curiosity and passion, augment academic achievement, nurture intellectual peer support, and influence educational and career trajectories.

They also support high - quality career and technical education programs, mostly because such programs have the potential to help kids find a real passion, though I would add that they are also the best defense against predatory trade schools.

States must develop and make available to all students an array of high - quality career pathways that combine rigorous academics and work - based learning opportunities, supported by career planning and guidance.

It's time to start building a high - quality education system by cultivating high - quality educators — whether from excellent teacher colleges or even alternative routes — with ample clinical experience, focused induction, and ongoing professional support throughout a teacher's career, in an environment that fosters respect.

He went on to serve in the New York City Department of Education, where he helped open new, high - quality district and charter schools, support the turnaround of struggling schools, and advocate for admission and enrollment changes that led to thousands more New York City students being better prepared for college and careers.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

The Career Readiness Collaborative (CRC) supports states interested in improving access to a high - quality education that provides pathways into college and a career for each and every child.

Consistent with the TeachStrong coalition's ESSA guidance for state actors, these states are leveraging ESSA's flexibility to support efforts around recruiting teachers of color; improving the teacher preparation experience; providing induction and mentoring to novice teachers; increasing teacher pay; and creating or encouraging career pathways, with the goal of ensuring that all students — and especially students in low - income schools — are taught by high - quality, prepared, meaningfully supported teachers.2 The author also notes what other initiatives and actions policymakers and advocates should watch for and consider as they work to modernize and elevate the teaching profession.

It must also be remembered that it will be absolutely essential for the huge NEET group to be given good quality Careers Advice and Guidance, together with effective and well managed and monitored support to develop their Maths and English qualifications in order to be able to apply for the growing number of jobs that are becoming available for starting out in the employment market.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

Currently, Title II of ESSA supports teacher residency programs that prepare teachers in shortage subject areas or to teach in high - needs schools; high - quality induction programs; job - embedded professional development focused on continuous improvement of teachers» skills; and career ladders for accomplished teachers.

She is a champion for students and a zealous advocate for special education, quality teaching and learning, inclusivity, data driven practices, cultural competence, social - emotional learning and development, home - to - school partnerships, service learning and college and career education in support of all students.

Other findings were: 82 percent of people supported focusing on building students» job or career skills even at the expense of traditional academic subjects; 86 percent said schools should offer licensing programs and; 80 percent said technology and engineering classes were a very important element of school quality.

ASCD calls on policymakers to provide the funding necessary to meet all of the mandates they impose and to increase the resources in order to meet the needs of every student, especially those programs that support socioeconomically disadvantaged students, students with disabilities, career technical education, a well - rounded education, personalized learning, and high - quality teachers and principals.

With your support of publicly funded programs such as quality early childhood education, college and career prep, STEM initiatives, arts education, and extended - day learning, we will help existing schools work towards closing the achievement gap and help prepare our students for success in academics and in life.

In a national survey of public schools, the National Comprehensive Center for Teacher Quality and Public Agenda (2007) found that if given a choice between two otherwise identical schools, 76 percent of secondary teachers and 81 percent of elementary teachers early in their careers would rather be at a school in which administrators strongly supported teachers than at a school that paid significantly higher salaries.

Providing quality induction and support is critical to improving learner outcomes and developing the teacher's skills at the start of their career.

We believe that a strong community provides every person with equitable access to and support for a quality education from birth to postsecondary completion or career readiness.

She writes: «It is the professional reflection, planning, and commitment that allows you to support students» learning outcomes productively in your classroom and to promote positive professional relationships that have the potential to engage and motivate even the most reluctant learners and begin your career as a teacher of quality.»

Our report looks into how adding more time to the year / day can support Common Core implementation and help create a successful high - quality roadmap for collage and career readiness for all children: http://www.timeandlearning.org/commoncore

EL is working toward this vision by collaborating with states to find solutions that provide equitable access to rigorous courses, high - quality instructional resources, and appropriate supports to English learners (EL) students so they are able to meet college - and career - ready standards.

Additional measures that have a critical impact on student achievement are reported only (not included in schools» ratings) such as access to quality state - funded preschool; half - day vs. full - day kindergarten; the percentage of first - year teachers; teacher turnover; teachers with certifications in their specialized area; career counselors / coaches; out - of - school suspensions; and whole child supports such as access to a school - based counselor or mental health services provider; nurse or health services provider; librarian / media specialist; and a family resource / youth service center.

«Many are struggling to maintain a quality offer of careers advice and guidance because of the changes brought in by this government, with reduced financial support from September.

We would have welcomed a major expansion of high - quality early childhood education, and greater support for career and technical education and community schools.

Now, the ball is in Congress» court to pass a bill informed by the latest research and that supports states in their efforts to recruit, support, and retain the high - quality CTE teachers needed to ensure that all students are fully prepared for college and career.

But for us to deliver on that promise requires fidelity to the «four pillars» of high quality pathways — challenging academics, demanding career and technical education, work - based learning, and personalized student supports.

The main objectives of this tool are to provide the guidelines to help staff become effective facilitators and trainers, to support quality capacity building efforts, to contribute to the development of a career pathway in after - school professional development, and to encourage after - school leadership staff to create ongoing opportunities for staff development.

Finally, the paper outlines eight system - level characteristics of a high - quality CTE program, including: career - oriented educational systems; strong options for all students; rigorous academic curricula; rigorous technical skill development; employability skills; professional development for teaching staff and leaders; support services for students; and assessment / accountability.

The California Performance Assessment Collaborative (CPAC) is launching an official state pilot where participants have opportunities to learn from one another and deepen practice; find common ground despite discrete approaches to performance assessment; engage in research and documentation of various practices; and ultimately, inform state policymakers about the supports and conditions needed to broadly implement high - quality graduation performance assessments that can serve as a viable alternative to traditional measures of college, career, and civic readiness.

This work includes assisting states and their statewide systems of support in the areas of teacher quality and effectiveness, college career and readiness, educator preparation, and technology - based instructional resources for teachers.

«Leaders of professional learning at all levels of the educational system have the responsibility to support classroom teachers with opportunities to learn from using high - quality instructional materials designed for more rigorous college and career - ready standards,» said Jim Short, program director, Leadership and Teaching to Advance Learning within the National Education Program at the Carnegie Corporation of New York.

First - year teachers often feel underprepared when they first enter the classroom, and are less likely than more experienced teachers to report being well prepared to implement state or district curriculum.45 As a result, nearly one in seven new teachers leaves the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest stressors.46 Too often, teachers begin their careers in a sink - or - swim situation, with little to no formal induction or support system and inadequate professional learning.47 By providing new teachers with evidence - based professional learning — including through comprehensive, high - quality induction programs — schools and districts can create a more supportive pathway to success in the classroom.