Sentences with phrase «teaches organizations how»

It's about sharing knowledge and tools to help address the root causes of overpopulation in individual communities, like sponsoring staff trips to The HSUS's annual Animal Care Expo, helping with vetting costs or connecting shelters with nonprofit resources like Humane Alliance, which teaches organizations how to operate successful high - volume spay / neuter clinics.

I posses the superb ability to teach organizations how to think strategically from a systems perspective which was accomplished through my training and education in Organizational Development

Not exact matches

Business school teaches you how to manage profit and loss, navigate unpredictable markets, and attract key talent to your organization.

In a video for educational organization coalition ReadyWA, she says: «Teaching has really changed me as a person and taught me how to embrace risks and challenges within my own life.»

The basic skills taught fall into three major categories: how to create and manage powerful relationships, how to know and manage yourself, in addition to understanding how organizations work as they evolve from the idea stage to become value producing, self - sustaining enterprises.

Anyone females want to explain how you can defend an organization who actively teaches that you should be oppressed?

Guides were published about how to treat religious holidays in the schools, how to teach students about religious traditions, and how to create equal access for organizations, including religious clubs on campus.

This month's spotlight is on MEDIAGIRLS, an organization whose mission is to teach girls and young women — mainly in underserved schools in the Boston area — how to harness the power of media for positive change.

To teach children how to properly and safely prepare the food grown in these gardens, the organization began offering after - school classes in the district's kitchens in 2013.

Doughmain is a startup that offers parents the free financial management and organization tools they need to teach their kids how to properly manage their money.

Sortly creator Dhanush Balachandran is a former Intel employee who taught himself how to code for iOS to create the ultimate home organization app.

As part of County Executive's initiative, Dutchess County has partnered with Anderson Center for Autism in Staatsburg to offer «Autism Supportive Environment» training, teaching local businesses and organizations how to better serve, understand and support local residents with autism spectrum disorders; increasing the opportunities for them to enjoy local establishments; and raising awareness throughout Dutchess County.

She notes that «scientific training taught me how to identify and construct a timetable of steps necessary in the organization of the FARE competition.»

With or without drugs, it is imperative that children be taught how to handle tasks with more organization and less impulsivity.

These scientists use drones for their own research, share their drone designs with others, build drones for other conservation organizations, and teach people how to use them.

Tiffany Jackson, ND and Carolyn Burson teach you practical kitchen organization ideas, and how to make a healthy smoothie.

The members of our organization are happy to answer questions you might have about how we teach and what we can offer you.

The Short Version: In 1997, the Relationship Coaching Institute (RCI) became the first and largest relationship coach training organization focused on teaching others how to compassionately help singles and couples achieve their relationship goals.

I'm constantly studying how to improve teaching - learning processes in organizations, applying new methodologies and educational strategies.

I'm on the National Faculty of the Buck Institute for Education, and have also helped nonprofit organizations design programs that teach both youth and adults how to improve their communities with innovative, sustainable solutions.

«We think that, on the management side, if you have a highly focused, mission - driven organization, where you have discrete standards, high expectations, a data system that allows you to get constant feedback on how well individual standards are being taught in each of the major subjects, that allows you to take those regular people and turn them into unusually gifted performers.»

Whether you've been teaching diverse learners for years, or you're just starting to think about how to incorporate CRT into your classroom, these organizations and articles can help.

As a result, the curriculum is concentrated in three basic areas: leadership and management (focused on real behavior that goes on in organizations), teaching and learning (focused on how successful learning and teaching happens and how to recreate it), and understanding and transforming the sector (focused on the history and politics that surround the sector).

So how did the hottest show on Broadway team up with a nonprofit organization and a major foundation in an attempt to reinvent how American history is taught — and motivate 16 - year - olds to interact with primary documents from 240 years ago?

I could not believe how rewarding it was, but I felt the outside community didn't realize how sophisticated the job was,» says Calegari, who taught for nearly a decade before cofounding 826 Valencia, a nonprofit organization that supports both teachers and students in writing skills.

The case study illustrates how three groups of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional teacher education programs that left their aspiring teachers with no place to learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

As a teaching and learning community at the Harvard Ed School, we've tried to push past that recognition and to think concretely about actually how to fulfill the promise of diversity in our schools, our organizations, and our society.

Two longtime education experts have launched an organization to push for transforming how the nation's largest school districts recruit and groom the teaching and school leadership talent that they argue is key to improving student achievement.

67) PAYING BILLS — Teaches how to budget, how to manage weekly paychecks to pay monthly bills, bill charts, financial advisors percentage recommendations, how to write a check / use an ATM, organization of bill - paying tools.

Although Benveniste, Carnoy, and Rothstein provided little information on how the schools were chosen or how data were collected and analyzed, it is clear that they looked at school organization, the learning climate, teaching methods, and relationships with parents.

For example, CWAE, the organization that implemented QT at VVMS, is currently deploying QT in 10 other schools in the San Francisco Bay Area, and have a national demonstration project planned over the next five years; Learning to BREATHE is a mindfulness - based curriculum for adolescents, developed by Patricia Broderick, a research associate at the Penn State University Prevention Research Center; Mindful Schools is a program using mindfulness to teach kids how to manage emotion, handle stress and resolve conflict.

Lee Teitel teaches courses on integrated schools and leading and coaching for equity and diversity, leadership development, partnership and networking, and on understanding organizations and how to improve them.

Highly effective teaching entails not only the application of research - based methods, but also leadership, content knowledge, life experience, organization, commitment, wisdom, enthusiasm, and applied knowledge (including a practical sense of how schooling can be put to use).

But the organization's charismatic founder, Wendy Kopp, felt the group's ability to attract top college students was a function, in part, of how easy Teach for America made it to become a teacher: no special coursework; no long training period; in charge of a classroom right from the start.

Fischer and Blatt offer other examples of the range and depth of information on the Usable Knowledge site: how school systems can become «data wise,» by using test results to improve instruction; why education leaders need to overcome the universal «immunity to change» in order to move their organizations forward; how «teaching for understanding» is driving innovative use of distance learning for professional development; and what new insights from research brought a truce to the «reading wars.»

Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?

Curtis works with school systems, foundations, higher education and education policy organizations on a variety of topics including urban district improvement strategy, superintendent and principal leadership development, and how to make teaching a compelling and rewarding career.

The summit was the first of its kind, designed to engage governments and teacher organizations in an intensive discussion about how to create a stronger teaching profession.

The funding reality for organizations such as Teach for America, TNTP (formerly The New Teacher Project), College Summit and Summer Advantage USA also highlights how the current system fails to maximize benefit for kids.

Observe arts integrated co-teaching in action Gain insights into scheduling and systems designed to deepen a school's capacity for strong arts and arts integrated teaching practice Learn how musical productions can impact a school culture Enjoy a tour with student guides sharing their voices and perspectives of their school Appropriate for: for teachers, parents, teaching artists and arts organization educators

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

They focus on teaching all team members how to interact in trusting ways, building the efficacy of the individual and the organization.

The work done over the past decade by our two organizations — Foundations, Inc. and the Annie E. Casey Foundation — has taught us a few lessons about how thoughtful afterschool and summer experiences can make a difference in school success, especially in under - resourced communities and low - performing schools.

Lee Teitel is a Lecturer at Harvard's Graduate School of Education where teaches courses on integrated schools and leading and coaching for equity and diversity, leadership development, partnership and networking, and on understanding organizations and how to improve them.

I «m excited about their willingness to get going and I'm sure they are going to use the best instruments to date,» said Childress, whose organization is moving away from supporting no - excuses charters and is investing heavily in schools that are grappling with how to teach social and emotional skills.

District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators» participation in teaching and learning improvement efforts.

Empowered Educators: An Unparalleled View of Teaching Quality Around the World from Linda Darling - Hammond Funded and supported by the National Center on Education and the Economy (NCEE), NISL's parent organization, leading education researcher Linda Darling - Hammond's new book Empowered Educators gives groundbreaking insights into how seven high - performing jurisdictions across four continents constructed coherent systems to recruit, develop and support high - quality teachers.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

I «m excited about their willingness to get going and I'm sure they are going to use the best instruments to date,» said Childress, whose organization is moving away from supporting no - excuses charters and is investing big in schools that are grappling with how to teach social and emotional skills.