Sentences with phrase «systemic change in support»

Her clinical experiences inform her research work and enhance her commitment to addressing health inequities through research, program development, and systemic change in support of healthy youth development.

Not exact matches

Along with NoVo's Executive Director Pamela Shifman, Jennifer Buffett is keenly focused on creating systemic change and supporting grantees to forge ahead in unconventional ways.

Through their associated non-profit, Sudara Freedom Fund, they have an even greater impact on the lives of women and children in India by equipping even more women and their children with education and housing and micro-loans — tools needed to build and sustain a new life such as the Sunetha Home, supporting long - term, systemic change by directly addressing issues that lead to generational sex work.

With a rising emphasis nationwide on mental health and wellness, Challenge Success is on the forefront of providing upstream solutions that support schools in making real, systemic changes that positively impact the health and well - being of students.

«The NASUWT is continuing to support its members in challenging these injustices, but much more action is needed by Government to affect the systemic change which is needed to ensure that no pupil or teacher is held back because of their ethnicity or faith.

North Central Regional Educational Laboratory (NCREL) NCREL's mission is to «strengthen and support schools and communities in systemic change so that all students achieve standards of educational excellence,»... «to help teachers teach better, students learn better, administrators provide better leadership, and policy makers make better policy.»

It is often said that the best changes are «bottom up», in this case however the change will need to be «top down» with a lot of support in the form of critical friends for schools, to set in place systemic demands that override extant belief systems to give the new system a chance to prove its worth.

We have to show the public that we are focused on the success of all students and all schools, and that our support for charter schools is part of a larger mission to drive systemic change and progress in public education.

The Master Teacher Fellowship supports experienced math teachers who mentor other teachers and initiate systemic changes in their schools.

- Hold schools accountable for implementing systemic changes, including professional development and family support, that can produce significant improvements in education.

In order to improve teaching and learning in the United States and keep up with changing demands on students, teachers, and schools, policymakers and education officials must make systemic changes to all aspects of the teaching profession: recruiting; training; developing; retaining; and supporting teachers with effective leaders and professional learning environmentIn order to improve teaching and learning in the United States and keep up with changing demands on students, teachers, and schools, policymakers and education officials must make systemic changes to all aspects of the teaching profession: recruiting; training; developing; retaining; and supporting teachers with effective leaders and professional learning environmentin the United States and keep up with changing demands on students, teachers, and schools, policymakers and education officials must make systemic changes to all aspects of the teaching profession: recruiting; training; developing; retaining; and supporting teachers with effective leaders and professional learning environments.

New systemic efforts to support schools have struggled to gain traction in the face of difficult school - level conditions: weak internal capacity, competing priorities, and the rapid pace of change.

At the NYC Leadership Academy, we believe in meeting districts where they are, supporting them in having the hard conversations about the existence and impact of personal and systemic racism on students, and then helping them develop strategies for making and maintaining change that will work for their communities.

Stefani Hite is a professional education consultant who specializes in supporting systemic educational change initiatives in schools, districts, learning associations, and state departments.

Stefani Arzonetti Hite is a professional education consultant who specializes in supporting systemic educational change initiatives in schools, districts, learning associations, and state departments.

The benefits include: • Provides schools with a regional coordinator to support implementation • O ffers opportunities to learn from other schools on the NPDL journey • Provides access to a CEC team of experts in implementing systemic change • Access to regional network meetings three times each year • Ability to participate in support webinars • Deep connection with the Teacher Union Reform Network (TURN)

Supporting the California based Climate Protection Campaign, an organization working to reduce emissions in Sonoma County, the ecobabes calendar «portrays passionate, driven women pursing a vision of sustainability by modifying their daily actions and initiating systemic social change... [and] inspires and educates people of all ages to make changes in their personal and professional lives that help create a more sustainable world.»

I think it helps us seek large, systemic changes that identify and address global issues in a manner that builds support.

These changes, coupled with supports emerging within the bar, may address some of the systemic issues identified in McSween.

The Working Group's final report, titled Working Together for Change: Strategies to Address Issues of Systemic Racism in the Legal Professions, contains 13 recommendations that fall within five broad categories of action: measuring progress, accelerating culture shift, educating for change, implementing supports and operations of the Law SoChange: Strategies to Address Issues of Systemic Racism in the Legal Professions, contains 13 recommendations that fall within five broad categories of action: measuring progress, accelerating culture shift, educating for change, implementing supports and operations of the Law Sochange, implementing supports and operations of the Law Society.

• Directed financial management consultation for the Office of Personnel Management • Analyzed OPM's retirement and insurance software identifying crucial systemic flaws • Created system process maps and descriptions in conjunction with subject matter experts • Developed data management solutions to remedy costly payment system errors • Provided cost benefit and return on investment analysis for process changes • Delivered comprehensive best practices guide along with supporting industry research • Managed consulting team ensuring cost effective, efficient, and timely project completion

/ 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 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 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 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 /

With over 65 years» experience providing family and relationship support services, and as the largest provider of Men's Behaviour Change Programs in Victoria working across all areas of the service system, RAV is acutely aware of the importance of providing systemic responses to the issue of family violence.

The Texas Comprehensive Center works with education leaders to support two school districts in implementing systemic changes for school improvement.