Sentences with phrase «staff and families develops»

A productive relationship between the consultant and staff and families develops over time and is based on strong personal relationships and trust.

Not exact matches

As the first Humanist Chaplain at USC, he is committed to developing a community that offers regular inspiration, pastoral care, supportive fellowship and service opportunities to students, faculty, staff members and local families and individuals exploring or actively pursuing secular goodness as a way of life.

Quite a different pattern has developed in Germany, where the churches sponsor family counseling services staffed mainly by physicians and psychologists.

The good news is that thousands of World Vision staff from around the world will continue their good work today - building wells, providing life - saving vaccinations, caring for Syrian refugees, partnering with communities to develop business and agricultural opportunities, lifting families out of poverty, and feeding, clothing, and sheltering vulnerable children.

Developed in close collaboration with bereaved parents and clinical staff they provide a comprehensive and compassionate service to support families through childbearing bereavement and any subsequent pregnancies.

he faculty and staff at Roswell Park are committed to developing impactful, quality - of - life programs for our patients and their families.

Starting college preparation early is especially critical for WHEELS students, say staff, who emphasize that developing habits like a growth mindset and grit and setting high personal expectations can take time for kids who will be the first in their family to go to college.

To most fully capture nuanced experiences and beliefs so as to accurately assess the patient's / family's / staff's spiritual / religious and cultural needs, the healthcare chaplaincy field needs to develop more robust spiritual assessment tools.

Finally, it talks about the program and policy goals of effective interventions, and how capacity develops in staff and families as a result.

The longterm relationship and trust that Denise had developed with HCZ staff over the years was key when her family split due, in part, to domestic violence.

Now, with a new resource from the Harvard Family Research Project (HFRP), the case - study method is being brought into the field of family engagement, with the introduction of a toolkit that allows teachers, librarians, afterschool staff, or anyone who works with kids to write their own cases and begin to use them to develop their prFamily Research Project (HFRP), the case - study method is being brought into the field of family engagement, with the introduction of a toolkit that allows teachers, librarians, afterschool staff, or anyone who works with kids to write their own cases and begin to use them to develop their prfamily engagement, with the introduction of a toolkit that allows teachers, librarians, afterschool staff, or anyone who works with kids to write their own cases and begin to use them to develop their practice

You will develop the knowledge and skills to lead change for improved results by harnessing the full potential of faculty, staff, students, and families.

She worked as Principal Project Coordinator with Queensland Department of Education for many years leading a major initiative implementing conflict resolution in schools in South East Queensland, and through this role developed several whole - school programs and teaching resources to address bullying and promote social and emotional skills of students, staff and families.

Feedback results encouraged us to develop staff capacity, acquire necessary space, and create strong partnerships with community providers and our families.

About the Program Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success focuses on helping educational leaders develop and sustain effective family engagement strategies that unite the efforts of school staff, families and community meFamily Engagement in Education: Creating Effective Home and School Partnerships for Student Success focuses on helping educational leaders develop and sustain effective family engagement strategies that unite the efforts of school staff, families and community mefamily engagement strategies that unite the efforts of school staff, families and community members.

Ernest reported that Emmerich Manual has had a successful year, and that he and his staff have seen increases in student achievement, as well as increased family engagement due to the major initiatives and strategic plan of action developed in School Turnaround Leaders.

After a home visit, however, families developed stronger and more equitable relationships with school staff and felt empowered to advocate for their child.

School staff work with families through small team meetings to develop a support plan to assist academically struggling students through focused action plans, and SST teams create and implement strategies and supports to address academic needs, incorporating additional opportunities for academic support during and / or after the school day.

Developing authentic partnerships between families and school staff takes a real commitment, and can feel like a daunting task.

Community School Director Shanelle England described her work at Baltimore's Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community agencies.

The Office of the Chief of Staff coordinates internal and external district - wide communications and strategic partnerships to increase transparency, support, and confidence in MPS; helps to identify, develop, engage, and integrate external resources and stakeholders to support schools, students and their families to increase student achievement; provides leadership, guidance, and consulting services for the District on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountability.

They include a «Later to Literacy» program that supports the literacy needs of ESL students; the «Village of Attachment,» where staff, families, and community members create a web of support around the most vulnerable students; «Youth in Transitions,» an after - school program that works closely with students alongside their parents; and «PAWS,» a program designed to help immigrant students who entered the school system late in their high school years develop fundamental skills for success.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

We work with schools to engage families, create and develop strategies that strengthen the school community, and ensure that every family, student, and staff member feels valued and respected.

Helios» curriculum is developed around themes that are chosen for their ability to integrate interdisciplinary studies, meet Common Core Standards, ignite the imagination, and engage students, staff and families.

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Able to develop positive and effective relationships with pupils, families, teaching staff and the multi disciplinary team within the school

Recommendations include the need to: 1) consider school closure in the context of a larger reform effort; 2) develop a supply of higher - performing school options; 3) clearly explain to the public how current students will benefit; 4) provide support to families and students during the transition; and 5) provide staff members with clear information about next steps.

Families will play an active role in their child's learning, and school staff will build long - term relationships to ensure students develop personally and academically.

In 2010, a planning committee of early childhood advocates, educators, elementary teachers and administrators, child development specialists, and Illinois State Board of Education (ISBE) staff members partnered with WestEd Center for Child and Family Studies to develop KIDS.

Working with students, staff, families and the community to develop discipline policies and procedures that are fully understood and transparent

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

With the support of the Washoe Education Association, the district's family engagement staff developed the Infinite Campus Parent Portal program to train more parents on how to access and interpret their children's data.

A student support team including specialized instructional support personnel, community partners, other school staff, and involving families where appropriate, develops and oversees a plan to respond to individual student needs.

Drawing from the best educational practices, as well as the success of other schools within the Brooklyn Prospect network, we have developed an academic environment where students can explore new ideas in a safe and small school setting with the support of a diverse community of students, families, teachers, and staff.

Innovative strategies, such as Leaders for Today and Tomorrow (which develops and supports school, district, and community - based leaders with an emphasis on equity, social justice, and authentic family engagement) and the Youth Service Professionals Initiative (a comprehensive initiative to build staff skills and system capacity) demonstrate continued commitment to cross-boundary leadership.

Therefore, VDOE has set aside a limited pool of funds to assist PRCs in continuing to staff the center and / or developing and implementing activities / products centered on students and families with disabilities.

Our emergency animal clinic veterinarians, technicians and support staff will work with your family veterinarian to develop a care plan for your pet.

We strive to provide an environment that will provide excellent opportunities for homeless animals to find loving homes, for families to share their lives with loving animal companions and for staff to grow and develop personally and professionally.

The staff and board members of The Pet Fund work constantly to develop resources for pets and their families to fund critically needed veterinary care, keeping animals out of shelters and helping pet owners to become skilled at preventative care practices.

Staying involved and informed, developing good relationships with the nursing home staff, attending care planning conferences, starting a family council, etc..

Developed by the Court's Children & Families staff and Case Management staff, the Desktop Guide for Juvenile Court Clerks offers simple direction to complete tasks required of juvenile court clerks and other juvenile court personnel.

Developed professional relationships with Macomb County Community Mental Health Staff, and families of the people we serve including doctors of Macomb county.

• Develop a strong rapport with patients, family members, physicians and staff members, promote, and advocate health and wellness initiatives to all patients.

Collaborated with physicians and other medical staff to develop an integrated and holistic patient Plan of Care in alignment with patient and family needs

• Develop a strong rapport with patients, family members, physicians and staff members, to promote, and advocate health and wellness initiatives to all patients.

Collaborating with medical staff and family members to develop nursing home health care plans.

Over the passage of time, I developed excellent skills in supporting families of patients as well as corresponding with the staff and physicians.

We Care — Odenton, MD 2011 — Present Assisted Living Administrator • Supervise and direct activities of department managers and administrative staff • Ensure compliance with regulatory regimens • Develop and maintain productive relationships with residents and family members • Communicate effectively with residents • Apply common sense understanding to carry out detailed procedures

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families