Sentences with phrase «responsibilities of all members of the school community»

Careful delineation of the roles and responsibilities of all members of the school community to promote a safe and supportive environment needs to be explicit, clearly understood by all and disseminated widely and often.

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Name: Kelly Blackett Title: Executive Vice President, Human Resources and Corporate Communications Areas of responsibility: Human resources, learning and development, corporate communications Years with CWB Financial Group: 3 Career history: 17 years with General Electric in Canada holding a series of progressively responsible human resources leadership roles at GE Capital and GE Corporate, supporting businesses within Canada as well as globally Education: Bachelor of Commerce with Distinction from the University of Alberta Community involvement: Sits on the Board of Trustees for the Stollery Children's Hospital Foundation, member of the MacEwan Business School Advisory Board, and past mentor with MORE, a program providing cross-business mentorship to female leaders in Edmonton's business Community involvement: Sits on the Board of Trustees for the Stollery Children's Hospital Foundation, member of the MacEwan Business School Advisory Board, and past mentor with MORE, a program providing cross-business mentorship to female leaders in Edmonton's business communitycommunity

Young people are able to contribute to the life and work of the school, exercise responsibility as members of communities and offer support to others through the Volunteering section and DofE leadership.

While all these volunteer efforts are laudable, Reg Weaver, president of the National Education Association (NEA) told Education World, maintaining schools should be the responsibility of the district — not parents, community members, and teachers.

This committee's responsibility is to continually assess the extent to which the school's expectations and procedures provide an ethical learning community that maximizes the character development and academic success of all its members.

This semester or yearlong project might include, say, writing a biography of someone in the school who is very different in background; creating a video comprising interviews with other students, custodians, school secretaries, and various other school community members about what constitutes a just community; or developing a board or video game that promotes empathy and responsibility.

Any nearby adult member of the school community will take responsibility for guiding children through these steps to self - control.

Because parental involvement is linked to student achievement by correlation, we assert that teachers and principals can play a role in increasing student learning by creating a culture of shared leadership and responsibility — not merely among school staff members, but collectively within the wider community.

HOT Schools cultivate a school culture in which purposeful activities support choice, voice, participation, and responsibility, promoting connection and contribution to celebrate the unique voice of each member of the school community.

With Restorative Practices all members of the school community share the responsibility of building and sustaining a positive school environment based on strong relationships and recognize their role as a positive contributing member of the school community.

Restorative Practices (RP) promote strengthened relationships and community building while providing meaningful and supported opportunities for all members of our school communities to share the responsibility for making our schools a safe and nurturing environment.

There is a shared responsibility and participation among all members of the school community to contribute to the sustainability of positive relationships by working together to identify potential problems and determine solutions.

No less significantly, they are doing so without overtaxing their in - school teachers, because the responsibility to oversee these after - school and summer hours may be shared among variety of community members and educators in shared responsibility.

All members of the school community are responsible for contributing to the establishment and sustaining of a positive school culture by taking personal responsibility to follow through and hold one another accountable to the collective values and principles that define the community.

As an administrative student training in concepts such as shared and distributed leadership, there was no official mention of the inclusion of students in school change processes despite the fact that such ideas espoused the spreading of responsibility and authority to more members of a school's community.

I just read all the way through a May 2012 Public Agenda report called «Community Responses to School Reform in Chicago» and was surprised by at least one of the report's recommendations for more effectively collaborating with the community in school reform: that CPS «consider re-engaging and strengthening the capacity of Local School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoodCommunity Responses to School Reform in Chicago» and was surprised by at least one of the report's recommendations for more effectively collaborating with the community in school reform: that CPS «consider re-engaging and strengthening the capacity of Local School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoods.&School Reform in Chicago» and was surprised by at least one of the report's recommendations for more effectively collaborating with the community in school reform: that CPS «consider re-engaging and strengthening the capacity of Local School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoodcommunity in school reform: that CPS «consider re-engaging and strengthening the capacity of Local School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoods.&school reform: that CPS «consider re-engaging and strengthening the capacity of Local School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoods.&School Council (LSC) members» by «improving the way new members are educated and prepared for their role and responsibilities and by using this structure as a means to reach residents in local neighborhoods.»

HOT Schools cultivate a school culture in which purposeful activities support choice, participation, connection, contribution, and responsibility, to celebrate the unique voice of each member of the school community.

AFSA members are leaders in their schools and communities and are charged with the privilege and responsibility of helping to mold our nation's students into successful, mindful individuals.

Pepler and Craig (2000) say that a whole - school policy is the foundation of antibullying interventions, and they recommend that a policy include the following: a schoolwide commitment to address bullying; a statement of rights and responsibilities for all members of the school community; a definition of bullying, including types and dynamics; the process for identifying and reporting bullying; expected ways for students and staff to respond to bullying; strategies that will be implemented; and a way to assess the effectiveness of antibullying efforts.

This is evidenced in HOT schools by a school - wide culture of participation and responsibility by all members of the school community.

A Whole Child approach to education addresses students» comprehensive needs through the shared responsibility of students, families, schools, and communities,» stated Rep. Howard, as Texas ASCD members listened from the historic gallery seating above the legislators» chamber.

Today, the school takes responsibility for helping every child become a responsible member of the community.

The Birth - to - College Collaborative Community of Practice is designed to help participants get to know each other on multiple levels: as individuals with different personal backgrounds, professionals with specific roles and responsibilities, members of three distinctive school cultures and colleagues curious to explore how the birth - to - college vision affects their thinking, learning and practices.

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

Children's understandings of responsibility are influenced by their families, by school staff, by community members, by other children and also by the things children see and hear in the media.

Because many children become involved as bystanders to bullying in both helpful and harmful ways, the program emphasizes that all members of a school community must take responsibility for decreasing bullying.

Essential Duties and Responsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilitResponsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilitiesresponsibilities as assigned.