Sentences with phrase «regional standards of education»

Carrying a certification such as LMFT (Licensed Marriage and Family Therapist) and / or LCSW (Licensed Clinical Social Worker) demonstrates that San Francisco Psychotherapists have adhered to national and regional standards of education, training, and treatment delivery, and are therefore qualified and accountable.

Not exact matches

Unlike many other diploma mills that hand out doctorates and PhD's to anyone willing to pay, accredited naturopathic medical schools are recognized by the US Department of Education and meet the same national and regional accreditation standards as medical schools.

He leads a team of turf care expert regional pitch advisors who provide support services, training and education to grassroots sites while also managing the development of pitch performance standards through reporting and advising on grounds improvements.

«You can really teach the standards you need to teach using these tools, but it requires time, and it's not a skill set that all teachers have,» notes Dana Hudson, farm - to - school coordinator of Vermont Food Education Every Day (FEED) and a regional representative of the Farm to School program.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

WASHINGTON — A federal advisory panel last week called for continued federal recognition for the Middle States Association of Colleges and Schools» Commission on Higher Education, despite that regional accrediting agency's controversial policy of requiring colleges and universities to meet a cultural - diversity standard.

Labour's Shadow Education Secretary Tristram Hunt said the «postcode lottery» of regional differences needed to be tackled - and he accused the government of weakening rather than improving standards.

While appealing even to people opposed to the rest of the corporate education reform «package,» the standards minimize student - centered and culturally - relevant curricula generated at regional levels — and popularized thanks to the work of the Civil Rights and Women's movements — and they shift power away from teachers, parents, and communities.

Following the development of the teacher education standards, there have been many presentations at state, regional, and national ATE conferences that have provided orientation to the standards and descriptions of how the standards have been used.

During each workshop, sessions were led by experts on standards, project - based learning, global Shakespeare, and service learning projects for students, to name a few, from the Department of Education, regional universities, and non-profit organizations.

A recent spate of gold - standard research studies from regional education laboratories funded by the U.S. Department of Education has yielded the following disappointing education laboratories funded by the U.S. Department of Education has yielded the following disappointing Education has yielded the following disappointing findings:

From that point, the committee dug in for a great deal of research: looking at accreditation standards in other fields of professional education, studying the work of regional and national accreditation commissions outside legal education, and reviewing submissions by groups such as the Society for the Advancement of Law Teaching.

Education and training in mental health counseling must have been received in an institution of higher education which at the time the applicant graduated was: fully accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation; publicly recognized as a member in good standing with the Association of Universities and Colleges of Canada; or an institution of higher education located outside the United States and Canada, which at the time the applicant was enrolled and at the time the applicant graduated maintained a standard of training substantially equivalent to the standards of training of those institutions in the United States which are accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary AccreEducation and training in mental health counseling must have been received in an institution of higher education which at the time the applicant graduated was: fully accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation; publicly recognized as a member in good standing with the Association of Universities and Colleges of Canada; or an institution of higher education located outside the United States and Canada, which at the time the applicant was enrolled and at the time the applicant graduated maintained a standard of training substantially equivalent to the standards of training of those institutions in the United States which are accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreeducation which at the time the applicant graduated was: fully accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation; publicly recognized as a member in good standing with the Association of Universities and Colleges of Canada; or an institution of higher education located outside the United States and Canada, which at the time the applicant was enrolled and at the time the applicant graduated maintained a standard of training substantially equivalent to the standards of training of those institutions in the United States which are accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreeducation located outside the United States and Canada, which at the time the applicant was enrolled and at the time the applicant graduated maintained a standard of training substantially equivalent to the standards of training of those institutions in the United States which are accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation.

Eligibility requirements include completion of a doctoral degree from an institute of higher education accredited by the American Psychological Association or other regional accrediting agency and completion of a pre-doctoral internship which meets standards of Association of Psychology Postdoctoral and Internship Centers.

The required master's degree must have been received in an institution of higher education which at the time the applicant graduated was: fully accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation; publicly recognized as a member in good standing with the Association of Universities and Colleges of Canada; or an institution of higher education located outside the United States and Canada, which at the time the applicant was enrolled and at the time the applicant graduated maintained a standard of training substantially equivalent to the standards of training of those institutions in the United States which are accredited by a regional accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation.