Sentences with phrase «teachers and families collaborate»

The Family Engagement Partnership model is an intensive, school - wide intervention designed to support student success by transforming how teachers and families collaborate with one another on behalf of the student.

Not exact matches

The high school Family and Consumer Science teacher collaborated with the Environmental Science teacher to coordinate their classes to teach about nutrition while growing vegetables in the greenhouse for four large taste tests.

She collaborated on ABC, Adoption & Me, with her daughter Casey A. Swift (an adoptee, media specialist and former teacher) and trusts that it will support adoptees and the families who love them.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Attendance Works and Parent Teacher Home Visits (PTHV) collaborated on this toolkit to identify cutting edge concepts and tools to help educators work with families, students and community partners to make school attendance a priority.

Special Education teachers will collaborate with other disciplines in order to develop and address goals and objectives as required by each student's Individualized Family Service Plan or Individualized Educational Program

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 boardTeachers, 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 boardteachers; 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 boardTeachers 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 boardteachers 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 boardteachers 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 boardteachers 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

Most of what she has learned comes from years of listening to and collaborating with students, families, teachers, and other colleagues.

Just as private and independent school teachers collaborate with families to foster strong academic partnerships, CTI offers a collaborative partnership based on the values and student goals of each of our private school partners.

At minimum, communities must work together to design a system of support for teachers, students and families so that even if school is out of session, students are in safe, productive learning environments and teachers still have the time they need to collaborate and learn new skills.»

Dr. Bonfiglio has practical experience in collaborating with teachers, professional, and families; supporting students with academic and behavioral variability; and facilitating the child study team.

This recent blog post focuses on authentic community engagement being critical to student success — by collaborating with and learning from all stakeholders, including district leaders, teachers, families, civic leaders, students, and others.

We are looking for passionate and thoughtful educators to help us redefine the way teachers and families use technology to collaborate, personalize instruction, and empower students.

Collaboration - not only do we help schools and teachers plan and learn together across all grade - levels but we aim to help schools collaborate with the larger community (families, businesses, government, non-profits) to create sustainable communities.

On - Track Coordinators serve as advocates and coaches for students who may otherwise fall off - track by collaborating with teachers, administrators, students, and families to ensure every student thrives.

The more families of Latino ELLs learn about the curriculum, policies, and procedures of their children's schools, the more comfortable they will be collaborating with teachers.

Further, P - 3 requires ensuring that there is increased alignment across the continuum of learning settings so that, for example, teachers collaborate and share data across grade levels; standards and assessments are aligned across age levels; assessments are aligned with instruction; families partner with schools; schools partner with early learning / preschool programs; and children have smooth transitions as they move throughout the system.

Wendy Ewald (b. 1951, Detroit, Michigan) has spent more than 40 years collaborating with children, families, and teachers all over the world.

Collaborated in a team of teachers, psychologists, and speech, occupational, and physical therapists in providing students special education services; addressed individualized needs of each student / family

Collaborating closely and working closely with the families, various related services, and home - based special education teachers.

Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to meet the educational needs of participating parents • Proactively provide professional instruction and delivery of information to families implementing specified curriculum • Coordinate services with community programs to meet the individual needs of each parent education program • Assess the needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such as seminars and meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances

Collaborated with other necessary individuals the youth and family may have contact with, such as Bureau Case Managers, Probation Officers, Judges, DA's, Teachers, Physicians, etc..

In working with community resources, consultants should collaborate with other Early Head Start and Head Start staff (Teacher, Home Visitor, Family Advocate, Disabilities Coordinator, etc.) to make the most of already established working relationships with community partners.

Whole Child Tenet Teams led by teacher leaders continue to spearhead the school's progress by collaborating with educators throughout the school; integrating the whole child tenets in staff meetings; and strengthening relationships with the community, students, and families.

The teachers are invited to take an active role, to collaborate with «co-educators» both from the school and the family settings, to focus on a limited number of objectives and to assess their intervention with the child.

In working with community resources, consultants should collaborate with other Early Head Start and Head Start staff (Teacher, Home Visitor, Family Advocate, Disabilities Coordinator, etc.) to make the most of already established working relationships with community partners as well as those trusted relationships with families and caregivers.

Harper leads the well - respected Little Flower Yoga Teacher Training for Children program, provides therapeutic yoga classes to children and families, and frequently collaborates with other organizations to bring yoga for children to places as diverse as tent cities in Port au Prince, Haiti, and FAO Schwarz retail stores in New York City.

The second research question explored the intervention's influence on this setting's partnerships and identified four themes: (a) developing shared goals between family members and teachers; (b) sharing knowledge of home and school environments; (c) collaborating to achieve the child's goals; and (d) interactions with enhanced communication, high expectations, and commitment.

The shift in perspective led Jody to begin teaching parenting workshops, collaborating with Terry Chadsey to lead workshops for teachers and eventually, in 1996, leave her family medicine practice.

We thank Jacinta Bush and Debbie Simon, and the teachers, Family Service Workers, parents, and children of the collaborating Head Start systems.