Their mission is to provide a safe and
secure learning environment for all students focusing on student achievement through high quality instruction.
Mobile Modular was able to design and install a safe and
secure learning environment for students, teachers and staff, keeping the entire school population together during the 2009 - 2010 school year.
As Attorney General, I put measures in place to improve school safety and to ensure public schools provide
a secure learning environment for students.
Iowa schools have a responsibility to provide safe and
secure learning environments for students.
Not exact matches
I am hopeful to earn the support of the New York State United Teachers in the coming days and look forward to continuing the fightfor healthy and safe
learning environments for students,
securing the necessary resources our teachers deserve and advocating
for a first - rate education in all of our schools as a representative in Congress.
And I'm sure that the board, once it meets, will consider what the next steps are that we need to take to ensure that all of the 2,500
students plus the additional
students that are in the pipeline from the elementary and middle schools actually have a safe,
secure learning environment for 21st century work.»
He has pushed
for state - of - the - art
learning environments — breaking ground on a $ 230 million project to build two new high schools, and
securing a $ 3.5 million grant from the Nellie Mae Education Foundation to design
student - centered, blended instruction.
A safe and
secure environment, including mutual respect and self - discipline, is essential
for student learning.
O'Farrell's Mission Statement The O'Farrell Charter School is a community - oriented institution dedicated to fostering high academic standards, ensuring emotional and social growth, and maintaining a safe and
secure learning environment for all its
students.
Provide
students in older schools a safe,
secure learning environment by removing asbestos, lead paint and lead pipes, and retrofitting
for earthquake safety.
Palmer acknowledged a much wider range of potential resource deficits, including class size, language instruction, technology, intervention
for at - risk
students, and a safe and
secure learning environment.
The Middle School Mathematics Teacher provides quality instruction and implements the curriculum
for assigned
students; establishes, fosters, facilitates and maintains a safe and
secure classroom
environment that is conducive to
learning.
The Elementary School Teacher provides quality instruction and implements the curriculum
for assigned
students; establishes, fosters, facilitates and maintains a safe and
secure classroom
environment that is conducive to
learning.
A teaching assistant is a person responsible
for helping the primary professor of a class to teach the courses and establish a warm and psychologically, physically, and mentally
secure environment in which the
students can thrive,
learn, develop, and express themselves.
Windsor Public Schools, Muskogee, OK 11/2014 to Present Substitute Paraprofessional • Stay on alert
for possible substitution duties by maintaining knowledge of all probable assignments • Assist lead teachers in carrying out the work of a paraprofessional by first understanding curriculum and class instruction procedures • Impart instruction under the supervision of class / lead teacher by following set protocols and rules • Create a classroom
environment conducive to
learning and appropriate to the interest and maturity level of each
student • Encourage
students to take part if class activities and provide assistance if they get stuck • Ascertain the safety of
students under supervision by ensuring that their surroundings are
secure • Observe
students for behavior problems and report any disconcerting findings to the lead teacher • Assist lead teacher in creating reports and documenting lessons
Efficiently monitor and document all incidents
for legal reference and collaborate with team members providing a
secure, safe and orderly
environment where
students can utilize their
learning abilities to effectively develop into a productive citizen.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution /
Secure accommodation (1) /
Secure accommodation (2) / Self / Self awareness
for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying
environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant
learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients /
Students /
Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability
for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support
for self - harm / Support
for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /