Sentences with phrase «staff and families respect»

Not exact matches

Values: • Promoting self - empowerment of individuals, families and communities to achieve self - reliance • Building a foundation of hope, integrity and community pride within staff and volunteers • Working with families through relationships based on shared power and mutual respect • Believing that healthy families nurture successful children and promote thriving communities

Linden Waldorf School respects and supports each student's spiritual beliefs and practices and welcomes students and their families, faculty, and staff of all races, sexual orientations, faiths, and creeds.

The primary goal of parent support programs is to provide support and information in ways that help parents become more capable and competent.2, 3 Research now indicates that to reach this goal, it is necessary that staff use practices that are family - centered as opposed to professionally - centered, and capacity - building as opposed to dependency forming.4, 5,6,7 The key characteristics of family - centered practices include: treating families with dignity and respect; providing individual, flexible and responsive support; sharing information so families can make informed decisions; ensuring family choice regarding intervention options; and providing the necessary resources and supports for parents to care for their children in ways that produce optimal parent and child outcomes.8, 9,10,11

«Even her opponents couldn't help liking her and respecting her,» Hillary Clinton said inside a Rochester, New York, auditorium filled with family, constituents from her western New York district and two planeloads of congressional colleagues and staff.

Carlsbad, CA About Blog The mission of Golden Care is to assist family members with elder care for their loved ones while maintaining their own professional and personal lives; creating a family - oriented environment, staffed by professional caregivers that go the extra mile to serve seniors; and increasing respect and concern for seniors in our society.

Engaging families: Where respect, trust and positive relationships have not always been part of historic or recent experiences between Indigenous communities and schools, Indigenous families are likely to be wary of engaging with school staff.

More can also be done to align working conditions of preschool and primary school teachers; increase flexibility and responsiveness to individual communities, families, and children while at the same time strengthening coherence of services; overcome structural and informational roadblocks to co-operation and continuity; and to better facilitate collaboration among staff, managers, parents, and the community based on reciprocal communication, inclusivity, mutual trust, and respect.

In parts of this section, we propose to retain some provisions with slight revisions, including current § 1304.40 (a)(5), which requires staff to respect family diversity and cultural and ethnic backgrounds, and current § 1304.40 (d)(3), which requires programs to provide parents with opportunities to participate as employees or volunteers.

As a student, you are asked to respect the rights of all members of the school family — teachers, administrators, parents, support staff and other students.

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.

Technical: process for selecting students; setting expectations for students, staff, and students» parents; supervision and mentoring of students; scheduling student meeting times to respect core instruction; determining affinity groups and aligning them with needs of the school community; determining projects & aligning work to Programme of Inquiry, and Learner Profiles and Attitudes; bridging Student Ambassador experiences with SEL systems and processes that support students with special needs and their families (ex: IEPs, 504s, MTSS, etc.).

Family support worker Tracey Thompson said at this school, there's deep respect among the members of the staff and between staff and families.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

«The professional school administrator, in full recognition of the responsibility to the student's family, shall: (1) Respect the dignity of each family, its culture, customs and beliefs; (2) Promote and maintain appropriate, ongoing and timely written and oral communications with the family; (3) Respond in a timely fashion to families» concerns; (4) Consider the family's perspective on issues involving its children; (5) Encourage participation of the family in the educational process; and (6) Foster open communication among the family, staff and administrators.»

The section reads: «The professional school administrator, in full recognition of the responsibility to the student's family, shall: (1) Respect the dignity of each family, its culture, customs and beliefs; (2) Promote and maintain appropriate, ongoing and timely written and oral communications with the family; (3) Respond in a timely fashion to families» concerns; (4) Consider the family's perspective on issues involving its children; (5) Encourage participation of the family in the educational process; and (6) Foster open communication among the family, staff and administrators.

By establishing student - centered guidelines, building staff capacity, teaching and modeling, and furthering family education, Lee and Andrew share that it is not just about digital; the learning behind respect and responsibility make our students better global citizens.»

Research clearly shows the important role that families play in their children's learning and development.11 To that end, community schools seek to build mutual respect and effective collaboration among parents, families, and school staff.

Ensure that the school is welcoming, staff are accessible, and staff understand and respect diverse family networks and child rearing traditions.

In that respect engaging the families in our communities requires a shared effort, with youth - service providers, school staff, and community members committing to reach out to parents in purposeful ways to help them support their children's development.6

Our family - oriented staff is committed to providing you with state of the art veterinary care while maintaining an atmosphere of respect, support, and continued education.We offer a complete range of veterinary services, including vaccinations, routine, major, and emergency medical, surgical, and dental services.

We like to consider all staff and management as one large extended family, where we respect and look out for each other.

We are a proven, respected team that specializes in criminal defense, personal injury and family law — led by a 40 - year veteran of New Jersey courts and supported by a caring, dedicated professional staff.

This employer is a people - focused organisation and invests in ongoing professional development for all staff within the Swissport family, to ensure that it continues to cultivate an environment of respect, excellence and innovation.

Treats all children, families, and staff members with dignity and respect, and allow for individual differences.

Specially known for treating patients, families and healthcare staff with dignity and respect.

Carlsbad, CA About Blog The mission of Golden Care is to assist family members with elder care for their loved ones while maintaining their own professional and personal lives; creating a family - oriented environment, staffed by professional caregivers that go the extra mile to serve seniors; and increasing respect and concern for seniors in our society.

The Vision of the California Association of School Psychologists is to foster the social, emotional and academic wellbeing of all students by collaborating with families, school staff, and the community to ensure that students are educated in schools that support equity, access, and respect for all.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

When families and education staff work together in a genuine partnership all individuals respect, value and trust one another and contribute to decisions concerning a shared goal, for example supporting the needs of a child.

An inclusive service promotes understanding and respect by welcoming children, families, and staff from diverse backgrounds.

Children can trust and feel safe with staff who are respected and supported by their family and who respect and support their family in return.

Staff professional learning (PL): The Steps to Respect program contains everything needed for training staff and introducing families to the proStaff professional learning (PL): The Steps to Respect program contains everything needed for training staff and introducing families to the prostaff and introducing families to the program.

Understanding one's own cultural perspective, respecting and building knowledge of other cultures, and practicing «cultural reciprocity» will improve therapeutic consultation skills as well as enhance consultation services to Head Start and Early Head Start children, families, staff and programs.

ECE staff should be encouraged to gain self - awareness and understanding of his or her own culture and perspective, respect diversity and find effective ways to engage with diverse children and families, and engage in reflective practices to focus on culture's influence on their work as ECE providers.

establishment, Minuchin developed the clinic from a staff of fewer than a dozen into one of the largest and most respected family therapy training centers in the world.

The primary goal of parent support programs is to provide support and information in ways that help parents become more capable and competent.2, 3 Research now indicates that to reach this goal, it is necessary that staff use practices that are family - centered as opposed to professionally - centered, and capacity - building as opposed to dependency forming.4, 5,6,7 The key characteristics of family - centered practices include: treating families with dignity and respect; providing individual, flexible and responsive support; sharing information so families can make informed decisions; ensuring family choice regarding intervention options; and providing the necessary resources and supports for parents to care for their children in ways that produce optimal parent and child outcomes.8, 9,10,11