Revitalizing and reenergizing a challenged campus from the inside out, starting with the establishment of a positive school culture; continuing with daily practices and procedures to instill order, structure, and respect and to improve
staff and student morale; and branching out into all aspects of a school's operations and performance, including student engagement, campus cleanup, and facility enhancement.
Not exact matches
Kern helped Schein
and her
staff make a host of changes; creative tweaks designed to address
student engagement
and staff morale.
[53] To uplift the
morale and spirit of the
students and victims of school the chief of Army
Staff General Raheel Sharif himself attended the morning assembly of the school
and confirmed them that no such incident will ever occur in Pakistan again they will break the backbone of Taliban.
Because the day - to - day work can be so tiring at times, I think having smaller, more measurable,
and digestible goals for the days
and weeks would have helped bring focus
and boost
morale among both
staff and students.
The
students will feel better
and achieve at higher levels,
and the
staff will have higher
morale.
RIBA believes that schools should be safe, encouraging spaces for children to learn,
and that the best school buildings support
student engagement
and attainment,
and improve
staff morale.
Future work on closures should examine such factors as
staff composition
and mobility, faculty
and student morale,
and interpersonal relationships, to achieve a richer understanding of how closures impact school communities
and student outcomes.
More research is needed to understand how school closures affect factors like teacher performance,
student and staff morale,
and family engagement over time.
Then they were asked to combine
and be one
staff instead of three separate schools, so
morale was very low...
and no vision or direction, very low (as a result) attendance by
students - it was around the 60 to 70 per cent mark.
Maintaining optimum internal temperatures for
staff and students will improve comfort conditions that can help boost attentiveness
and morale.
SBA is leading to an increased emphasis on
student achievement,
and many educators laud this focus, but a single - minded emphasis on
student proficiency on tests has some potentially negative consequences such as narrowing curriculum
and declining
staff morale.
Meddling state officials run the other school district, where textbooks are scarce,
students learn little,
and staff morale is low, frustrating the local community
and leaving the school system in a never - ending cycle of failure.
Goal three of the framework states, «Enhance a positive school environment that promotes
student and staff well - being, satisfaction,
and positive
morale.»
Our
staff morale is better
and our
students are behaving!
«Our
students are losing valuable classroom instructional time, which is depriving them of their right to an education, decreasing their chances at success in college
and careers,
and affecting the
morale of
staff members.»
Educators who focus on results must also stop limiting improvement goals to factors outside the classroom, such as
student discipline
and staff morale,
and shift their attention to goals that focus on
student learning.
A healthy school environment encourages
students to adopt healthy behaviors
and improves the performance of
staff members (i.e., reduces absenteeism
and staff turnover,
and improves
morale, productivity
and continuity of instruction);
Four - day school weeks were designed to help save overhead costs, but also appear to have educational
and morale benefits for
students and staff.
Her work has contributed to a nurturing, comfortable environment for all
students and has helped increase
staff focus
and morale.
Effective communication is the key to increasing your
student enrollment, strengthening your credibility with parents
and the community, improving employee
morale, saving your
staff time,
and strengthening your leadership
and educational image.
A system which places the individual teacher at the mercy of another person's likes or dislikes is bad for
staff morale,
and bad for the
students.
During the first two years of Windham Middle School's membership in the Commissioner's Network, teacher,
staff,
and administrator turnover reached a new high, while
student morale and «achievement» declined significantly.
Job included managing saftey,
student morale and logistics for over 60
students and staff.
Human Resource Manager — Duties & Responsibilities Direct human resource operations
and support
staff ensuring efficient
and effective operations Responsible for benefit administration including employee leave, 401 (k)'s,
and insurance Oversee payroll, departmental budgets, accounts payable,
and accounts receivable Recruit, interview,
and hire new employees with input from senior leadership Conduct
staff orientation regarding acceptable attire, company brand, policies,
and employment law Implement professional development program to enhance team skill sets
and employee value Oversee employee recognition program to highlight notable achievements
and boost team
morale Review employee performance
and recommend promotion or disciplinary action as appropriate Resolve disputes between
staff members in a fair, professional,
and timely manner Ensure company compliance will all applicable employment law
and industry best practices Negotiate
and confirm contracts with vendors, partners, employees,
and clients Create
and present financial reports
and purchasing proposals to senior management Build
and strengthen long term relationships with clients, vendors,
and community leaders Direct purchasing
and licensing of information technology equipment
and software Assist
students and families with financial aid application process Provide additional administrative support including data entry, phones,
and customer service Utilize proficiencies in English
and Spanish to effectively serve clients of varied backgrounds Perform all duties in a positive, professional,
and courteous manner
/ 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 /
For many schools, social
and emotional learning (SEL) programs are disconnected
and uncoordinated,
and can be associated with the negative effects
and fragmentation on
staff morale and student engagement
and learning (Elias, 2009).