Sentences with phrase «quality school communications»

If you don't provide the quality school communications that will keep you competitive, even if you offer the best education in town, you can suffer from disgruntled parents, low morale, declining enrollment, and bad press.

Not exact matches

Sheryl holds a B.I.S. in Women's Studies in Communication from George Mason University, and she has worked in Communications as a human resource specialist and quality improvement trainer, community health trainer and supervisor, technical editor and writer, publisher, and as a writing and public speaking teacher in home school cooperatives.

The second results area (Pillar 2) focuses on improving the quality of education in 125 selected low - performing SHS through: (i) strengthened school management and accountability; (ii) improved mathematics and science teaching and learning; (iii) expanded information, communication technology and internet connectivity in schools; and (iv) the implementation of school performance partnership plans.

Liese Exelmans, a researcher at the Leuven School for Mass Communication Research and the study's lead author, said people might sleep an appropriate amount of time (seven to nine hours for adults), but the quality is not always good.

Give feedback on the quality of communication, not the content of the opinion: Recently, a very sweet middle school student gave me her speech on how we should all come together as a country.

Three types of involvement — quality of communication between school and home, linking education to future success, and scaffolding independence — were associated with reducing depressive symptoms.

«The key points of shared responsibility, frequency, continuance and quality are really important, and need to be foregrounded in our home / school communications.

The American Youth Policy Forum (AYPF) highlighted AVID at a June 21st briefing on Capitol Hill with a presentation by Rob Gira ~ Executive Vice President ~ Quality ~ Research and Communication ~ from AVID National Center and several panelists representing AVID districts and schools in Fairfax County Public Schools (VA) ~ Fairfax City Public Schools (VA) and Pinellas Countschools in Fairfax County Public Schools (VA) ~ Fairfax City Public Schools (VA) and Pinellas CountSchools (VA) ~ Fairfax City Public Schools (VA) and Pinellas CountSchools (VA) and Pinellas County (FL).

«One of the gaps that we saw is that there was a lot of attention on the supply side of school quality, making better options available, investing in teacher quality, and so forth, but not a lot of attention is paid to how to help parents navigate those new options or interpret all data that was given to them,» said David Keeling, a co-founder of EdNavigator and the nonprofit's communications chief.

We find a similar pattern for the other four aspects of the school — teacher quality, academic standards, discipline, and communication.

Alexandria, Va. (March 6, 2014)-- The National School Boards Association (NSBA) Executive Director Thomas J. Gentzel issued the following statement on the Federal Communications Commission (FCC) Public Notice on the Wireline Competition Bureau Seeks Focused Comment on E-rate Modernization to modernize the E-rate program and increase the quality and speed of Internet connectivity in our nation's schools.

With the support of a dynamic school board, Mr. Runcie developed a strategic plan for the district focusing on three key areas: high - quality instruction, continuous improvement, and more effective communications.

Accreditation also measures different aspects of a district or school, in addition to student performance, such as parent communication and participation, improvement plans, leadership effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.

Rural leaders can re-envision the way that schools access quality instruction through the use of communication technology and digital learning resources.

The effect is mediated by numerous factors: teachers» knowledge, beliefs, and existing practices; the economic, social, philosophical, and political conditions of the school or district; the stakes attached to the policy; and the quality of the support and lines of communication provided to teachers and administrators.

Schools and school systems which are successfully involving families began by responding to the qualities, characteristics, and needs of the parents in order to overcome the barriers which interfere with communication.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Quality agendas and minutes from PLC sessions can extend communication among PLC members, school leadership and the entire school.

Now, as communication development officer for the UK - funded Wasichana Wote Wasome, he spreads the word about how our work is helping to get girls — and boys — into school and to ensure that they get a quality education once they are there.

The Cleveland Transformation Alliance (CTA) today announced that local education advocate and policy expert, Piet van Lier, has been hired as its Director of School Quality, Policy and Communications.

Similarly, the National Academy of Advanced Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.

In San Diego County, one charter school leader noted increased communication from their authorizer and improved quality of services after submitting this notification.

The school leadership in a quality school provides teachers, staff, students and parents with frequent communication about what is happening.

School ADvance is a positive approach to instill continuous quality improvement, communication, collaboration, and best practices.

WHEREAS, the over-reliance on high - stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive in a democracy and an increasingly global society and economy; and

We provide you with school website management that includes everything from copywriting, storytelling, editing, proofing, and quality control checks to graphic design, programming, and our many years of online communication experience — all included with our websites.

Kingdom Quality Communications & Shelby County Schools, Memphis, TN Strategic Communications Plan Renee Malone, President

Working with your TransACT ® account manager to release the subscription and provide resources to schools and districts is an important part of ensuring students and parents are receiving top - quality communication.

The ideal candidate has deep experience in special education, excellent communication skills both written and verbal, superb attention to detail when completing large - scale rote tasks, and is devoted to providing a high - quality, consistent experience for students, families, and members of the Summit Schools faculty.

State inspections could encompass such things as assessment of the curriculum assuring that it is broad and engaging, appraisal of teachers» continuing education ensuring quality and sufficient learning opportunities are being offered, evaluation of the level of parental and family engagement opportunities and communications, and that there is satisfactory evidence that the school is conscientiously working towards improving rather than just complying with paperwork.

In addition to designing and implementing the public outreach and communications work of The High Quality Early Learning Project, she teaches a Kindergarten / 1st Grade mixed - age class at Central Park East 1 Elementary School in East Harlem.

Matthew Thornton the VP of communications of Audible explained — «One of the ways we've worked to improve the overall customer experience of listening to audiobooks is in elevating the quality of audiobook performance — embracing A-List celebrities (among those who've recorded for Audible are Colin Firth, Dustin Hoffman, Jake Gyllenhaal, Kate Winslet and Susan Sarandon) as well as up - and - coming young actors at Juilliard, Yale, Stella Adler and other acting schools where Audible offers narration workshops.

Whether you are writing for: ManagementFinanceMarketingStart your business essay by short listing the skills that business schools are looking for like the ability for team - work, leadership qualities, analytical and interpersonal skills, the ability to take up a challenge, communication and management skills, creativity, motivation and sound work ethics.

Our surf school aims quality of teaching based on strong communication and safety of our students.

The inclusion of extra-curricular activities like what school projects had been undertaken by you, volunteer work, then projects which show your leadership qualities, communication skills, publications, research activities, funded projects and so on.

RESPONSIBILITIES: Answer phones in professional and courteous manner and direct calls to the appropriate associate Retrieve messages from voicemail and forward to appropriate department Open and sort incoming mail Sort and process outgoing mail using Pitney Bowes postage machine Greet visitors and welcomes visitors and notifies company employee about the arrival Maintains security by following visitor policy, monitoring guestbook and issuing visitor badges Maintains a safe and clean reception area Support guests and event management with catering, hotel and travel bookings Orders office supplies and maintain supply cabinet Update information in various spreadsheets Update slides on site monitor Provides general office support with a variety of clerical activities and related tasks REQUIRED EXPERIENCE: 2 - 4 years Receptionist experience preferred Excellent communication skills; written and verbal Attention to detail, accuracy and consistent quality Computer skills in Microsoft Office (Word, Excel, Power Point), SAP preferred Able to use established guidelines to perform job function Demonstrate ability to manage time, complete detailed task and handle multiple tasks simultaneously EDUCATION: Accredited High School Diploma / GED WORK HOURS: 1st Shift Full - Time

Responsible for the management of group homes for individuals with brain injuries including interviewing, hiring and retaining staff, budget management, quality assurance, and communication related to the well being of clients with Doctors, family members, clinicians and schools.

Furthermore, our RCT used specific strategies to ensure the delivery of high - quality program content and process in both study arms: instructors were trained, experienced, and dedicated mindfulness and health education instructors who brought expertise regarding program content and delivery; the mindfulness curriculum was previously tested and had been adapted from the evidence - based MBSR program8, 10; communication between program and Elev8 staff was supported by weekly meetings; and the community partnership functioned effectively to navigate challenges that arose related to logistics, school administration, and implementation.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

While some practices were associated with less smoking (communication about health risks of smoking, health risks of breathing in smoke, addictive qualities of smoking and attention for smoking in school), others were related to increased chances of smoking (rewards for not smoking, frequency of communication about smoking, communication about being allowed to smoke, price of cigarettes and friends smoking).

Studies that examine children's development over time have shown that higher quality child care is a predictor of improvement in children's ability to understand spoken language, communication skills, verbal IQ skills, cognitive skills, behavioral skills, and attainment of higher math and language scores — all of which impact later school success.

CASP's Mission is to provide high quality educational and leadership programs, that maintain high standards of practice for school psychologists through legislative advocacy, professional development, communications, publications, ethics guidelines, and direct services to members, to enable the growth and development of the profession, and to ensure safe, healthy, and successful outcomes for the children, schools and communities we serve.