Sentences with phrase «such communities of professionals»

The review seeks (1) to define and describe what the literature is calling the professional learning community; (2) to describe what happens when a school staff studies, works, plans, and takes action collectively in behalf of increased learning for students; and (3) to reveal what is known about how to create such communities of professionals in schools.

Not exact matches

She'll need to recruit her own advisory board of professionals, complete with an industry heavyweight or two and someone from the investment community, such as an investment banker.

Otherwise, there's the nearby and ever - entertaining New York City, a hundred - plus miles of Atlantic Ocean coastline, a smallish mountain range or two, a major amusement park, a half dozen professional sports teams (most of them mediocre at best), small - time skiing, a pretty Ivy League campus by the name of Princeton University, a wealth of black bear in exclusive suburban communities, the early homes of such celebrity types as Martha Stewart, Jack Nicholson and Bruce Springsteen, the site of the Hindenburg disaster, and (for visionary types) the ghosts of Albert Einstein and Thomas Edison, who lived and worked in the state for awhile.

The scholarly orgy of debunking has obscured the importance of the facts that such ideals were professed at all, and that debate about them helped to focus the attention of a large, diverse, professional community on the question of what kind of life a lawyer ought to try to live.

However, to successfully and effectively engage the churches and clergy in such preventive programs it is necessary to have specially trained clergy on the professional staff of community mental health programs.

The Georgia formation group began by assuming the identities of the bankers, lawyers, doctors, and business executives who are in such evidence at the Community Church, successful professionals most of whom work in the Loop in downtown Chicago forty minutes away.

In such programs both groups of professionals may be only part of larger community programs under the leadership of other citizens.

In addition, your membership donation contributes to innovative projects such as the creation of a comprehensive Attachment Parenting curriculum, the formation of strategic alliances with like - minded organizations, the expansion of our network of AP - Friendly Professionals, and the upgrade of our Web site to become the premier Attachment Parenting online community.

If you don't need a professional consultation, but want to find other breastfeeding moms to hang out with, commiserate about your breastfeeding challenges, or ask basic breastfeeding questions, you can search our listings of volunteer counselors such as La Leche League Leaders, Breastfeeding USA counselors, and Nursing Mothers» counselors, for support and community.

What is not yet clear is the relative contribution to birth outcomes of health professionals» attitudes, continuity of carer, midwife managed or community based care, and implementation of specific practices (such as continuous emotional and physical support throughout labour, use of immersion in water to ease labour pain, encouraging women to remain upright and mobile, minimising use of epidural analgesia, and home visits to diagnose labour before admission to birth centre or hospital).

The Australian Breastfeeding Association (ABA) is involved in a whole lot of one - off and regular events such as local community festivals, Breastfeeding Education Classes or Health Professional conferences.

After completing a Lamaze Childbirth Educator Seminar, participants will be eligible for a complimentary student membership which will provide them with a wide range of benefits such as discounts on Lamaze products, access to a number of professional resources and access to the online Lamaze community.

She has had to rely on the expertise of professionals in her community when overcoming challenges with her children such as sleep, behavior, and potty training issues.

Whereas previously, under the MHA 1983, patients lost the right to refuse medical treatment whilst subject to hospital detention, once discharged from their section and returned to the community they regained the same rights of citizenship as the rest of us, such as the right to refuse medical treatment, even if this goes against professional medical opinion and is likely to be detrimental to our health.

This project was completed and supplies 40 million gallons of water per day to some 700,000 inhabitants in communities such as Adenta, Madina, Kwabenya, Ashongman, North Legon, East Legon and West Legon, Ashaley Botwe, Haatso, Boi, Asofaa, Dome, University of Ghana, Valley View University, University of Professional Studies - Accra, Legon - Presec, Bawaleshie, Adjirigano and Pantang.

«The accusers, the accused and the community - at - large deserve and should not expect anything less» than a thorough, professional and complete investigation «when such serious and disturbing allegations involving children are brought forward and when the reputations of all involved are at stake,» she said.

About Site - This blog offers a unique community of people who all share the experiences of dementias such as Alzheimer's, whether as people with this handicap, professionals, caregivers, family or friends.

Having a strong school professional learning community benefits students and teachers alike, but what are the characteristics of such communities and how do you go about building one?

In Norway for instance, the term «DUGNAD» describes collective volunteering; a traditional scheme of cooperation within social groups such as families, neighborhoods, communities, professional sectors or nations.

Joining a professional organisation such as the Schools Music Association can provide practical ideas and a network of colleagues for a teacher who is delivering a full academic programme, managing an instrumental tuition programme, purchasing and maintaining a range of equipment, and spending hours of out of school time rehearsing groups, practising with individuals for school events, taking groups out into the community, and so on.

Paper - free workplaces — an impossible dream For a community of information professionals such as AIIM, admitting that we will almost certainly never be paper - free is hard to accept.

The kind of data schools are likely to collect, and therefore need to be wary of, include personal data on members of the school community, including names, addresses, contact details, legal guardianship contact details, disciplinary records; academic data such as class lists, progress reports; professional records of employment history, taxation, national insurance records and appraisal records.

«Collaboration can encompass a range of activities, from teachers working together in an informal, unplanned way to the implementation of more formal collaborative approaches, such as professional learning communities.

For a community of information professionals such as AIIM, admitting that we will almost certainly never be paper - free is hard to accept.

In the event that the board of education of the community school district does not make a recommendation to the chancellor by the date specified by the chancellor, the chancellor may promulgate a professional development plan without such recommendation.

Though the research literature is sparse, evidence is surfacing that types of educator collaborative study groups such as lesson study, interdisciplinary teaming, and professional learning communities, have impacts on teacher practice and, again, limited evidence associating collaborative study groups with student outcomes (Gersten, Domino, Jayanthi, James, & Santoro, 2011; Sanders et al., 2009; Vescio, Ross, & Adams, 2008).

Each board of education of a community school district shall convene its professional development team on or before October 1st, except for the 1999 - 2000 school year when such team shall be convened by October 8, 1999.

The team may include other individuals, such as representatives of professional development organizations or the community at large.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

Factors such as whether the district had appointed a district - level science teacher on «special assignment» to assist other instructors, developed professional learning communities around science, and completed most aspects of Common Core implementation were considered in the selection process.

The promise of CSR models — such as Accelerated School Project, Core Knowledge, Direct Instruction, High Schools That Work, School Development Program, Success for All — and the comprehensive reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student success.

Effective principals create an environment that includes basics, such as safety and orderliness, as well as less - tangible qualities: a supportive, responsive attitude toward students and teachers feeling that they are part of a community of professionals focused on good instruction.

Illinois will create a network of partners, called IL - EMPOWER, that will provide professional development opportunities for principals in areas such as family and community engagement and instructional leadership.

While pedagogical excellence begins during training, the demands of the public sector are such that the transformation often associated with Montessori professional formation requires an extended period of apprenticeship supported by a professional community that is equipped to induct novices through modeling, collaborative child and lesson study, and ongoing reflection, coaching, and targeted professional development.

Such «a healthy school environment,» as Vanderbilt researchers call it, is characterized by basics like safety and orderliness, as well as less tangible qualities such as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instructiSuch «a healthy school environment,» as Vanderbilt researchers call it, is characterized by basics like safety and orderliness, as well as less tangible qualities such as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instructisuch as a «supportive, responsive» attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instruction.9

Additionally, such experiences help the teacher candidates realize that «schools, as professional communities, are made up of numerous persons in various roles: students, parents, administrators, professional and non-professional support staff and other teachers in the schools as well as members of the professional community at large» (p. 659).

In addition, because teachers are part of active professional communities such as grade - level teams and vertical articulation teams (across grade levels), they don't teach in isolation.

In recent years, many forward - thinking school districts have embraced the idea of instructional rounds and created collaborative structures such as professional learning communities and data teams.

While the specific activities of each Network vary by community and need, their members are typically comprised of out of school time professionals, for whom they provide networking and training opportunities on topics such as:

This rubric, designed by Advance CTE, is for state administrators to use as they assess the progress made on the implementation of the Career Clusters ®, focusing on critical components such as state plan / administrative support, professional development, partnerships, parent and community support, teaching strategies and workplace learning.

It is well known for its online mentoring services Ask Dr. Math, Problems of the Week, and Teacher2Teacher, as well as its professional discussion forums and community digital libraries such as MathTools and Financial Education in the Math Classroom.

The Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacProfessional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacprofessional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacprofessional learning, and teacher quality.

These range from having access to appropriate resources (such as a heated classroom) or equipment that enhances learning (such as computers); to access to professional communities of support (such as other teachers with whom to collaborate, behavior specialists, and other resource staff); to the alignment of education programs among the school, district, and state.

They need to have a plan for success in place that includes providing rich professional development opportunities for teachers, being logistically prepared in areas such as technology and curriculum, and they must find ways to get the community to embrace the importance of the Common Core.

Key principles include a broader accountability framework, with elements such as health, wellness, and discipline; language undergirding the role of community school coordinators; professional development that enables principals, teachers, instructional support personnel, and community partners to work more effectively with families, communities, and each other; and capacity building that supports community school partnerships and better aligns and coordinates programs.

Such data may serve to substantiate the use of technology not only as a learning tool but to assist and encourage other educators in their own endeavors to incorporate technology into the curriculum and facilitate the sharing of these endeavors with the rest of the social studies professional community.

PCG Education works with states, districts, and schools to address a wide spectrum of needs such as curriculum development and implementation; design and facilitation of professional development and professional learning communities; school improvement services; and program reviews.

Systems of purpose, inquiry, and practice can be built through existing groups, such as building planning teams, professional learning communities, or departments.

Such networks «work against the traditional isolation of teacher from teacher, university from classroom, novice from experienced educator... to craft a new professional community with a new discourse for the understanding and improvement of practice» (Raphael et al., 2001, p. 606).