Core Beliefs Sample Clauses

Core Beliefs. We believe all children are created in the image and likeness of God (children). • We believe all children are capable of achieving at a high level and holistic instruction is best (teaching). • We believe we live in a rapidly changing world in which our children need to be well prepared (world). • We believe that we have been called to love others as Xxxxxx loves us (culture).
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Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity nec- xxxxxx to enable high student achievement in its neediest schools.
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Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity necessary to enable high student achievement in its neediest schools. Schools become eligible to be selected as Superintendent’s School status if they meet one of two criteria. The school is on track to be, or has been, designated as “Chronically Under Performing” by the Massachusetts Department of Education. The school is on track to be, or has been, designated as “Restructuring” under the Federal No Child Left Behind regulations. In the first year of this intervention, the Superintendent, under the advisement of the Boston Teachers Union, will select up to 10 schools for this program. The Superintendent may designate five (5) more schools in the second year and five (5) additional schools in the third year for this status. Once schools lose their state or federal designation they will be removed from the list of Superintendent’s Schools, to be replaced by another following the procedures outlined above. Each school year, the principal or headmaster of a Superintendent’s School will have sole discretion in filling 75% of personnel vacancies. All teachers and staff in Superintendent Schools will be required to work one additional hour per school day with the stipulation that a minimum of 80% of this additional time be used for direct instructional time. The balance of the time can be used for professional development (in addition to the 50 hours), meetings, advisory, common planning time, or class time. The specific allocation, scheduling, and content of this additional time will be stipulated in the School Reform Plan (SRP) and must be approved of by the Superintendent or his designee. Teachers compensation shall be paid on a pro-rata basis, annu...
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Core Beliefs. Professional learning that improves educator effectiveness is fundamental to student learning. All educators have an obligation to improve their practice. More students achieve when educators assume collective responsibility for student learning. Successful leaders create and sustain a culture of learning. Effective school systems commit to continuous improvement for all adults and students. Shared Benefits: This collaborative effort will lead to the following outcomes: A contextualized, comprehensive professional learning plan focused on outcomes Sustainable solutions for your district’s immediate challenges and for a professional learning infrastructure that transcends COVID Solutions aligned to district and state strategic plans that work across departments Increased capacity to create policies and practices for effective professional learning Access to professional learning tools and resources aligned to the Learning Forward Standards for Professional Learning. Collaboration and critical-friend relationships with leaders from like-minded districts Understanding of how short-term COVID lessons can inform long-term professional learning plans Professional learning that is focused on equity through innovative strategies Support ongoing success in virtual and hybrid learning environments Respond, recover, and maximize learning during each school year. Reinvent professional learning to acknowledge and embrace new learning models Included: Development of an ongoing professional learning plan for the district/state Integrated needs assessment at each stage including 1:1 interviews, focus groups, and survey instruments Support to compile data and share with the district/state team to inform professional learning planning Facilitated team and network time for learning and design Virtual engagement and access to resources through an online community Opportunity to be featured in Learning Forward communications and publications Comprehensive Learning Forward memberships for team members Cadence Onboarding and at least monthly virtual call with a Learning Forward coach for: Ongoing technical assistance and consultation to review needs assessment Development of district professional learning plan using Learning Forward standards, tools and resources Facilitated professional learning related to outcomes aligned to focus areas Quarterly virtual, facilitated team and peer-to-peer check-ins Quarterly webinars featuring thought leaders tied to network challenges Three o...
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Core Beliefs. The RRG Way" - Our Core Beliefs Profit Profit and cash are our means to create all that is better for our staff, shareholders, suppliers and the community. Rentals are the most important contributor to profit and hence are our top priority.
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Core Beliefs. We believe: • That Whitefish schools are the foundation for a responsible citizenry, workforce and democracy. • All students and staff are motivated to learn and will learn in environments based in rigor, relevance and relationships. • In deeper learning where students master core academic content; think critically and solve complex problems; work collaborative; communicate effectively; learn how to learn; and develop academic mindsets. • That teaching and learning is most effective in a collaborative process, driven and inspired by students and teachers, with a focus on results. • That community-wide collaboration develops mutual respect and strong community relationships. Vision In the Whitefish Learning Community, students engage in self-directed, goal-oriented exploration guided by innovative, dynamic educators.
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Core Beliefs. All Obsidian Middle School students are being prepared for their futures. This may mean an entry-level position in the workforce, attending a community college, four-year university, or trade school, or joining the military. As such, much is expected from our students. This handbook, and the rules/expectations within, is designed to support students academically and behaviorally as they become the students and professionals we all believe they can be. All Obsidian Middle School staff members are committed to the success of our students and believe that they have the ability to achieve the high goals we have established at Obsidian Middle School. These guidelines are here to help all students achieve at their highest capacity in a safe and positive learning environment. Bell Schedules
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Related to Core Beliefs

  • Plagiarism The appropriation of another person's ideas, processes, results, or words without giving appropriate credit.

  • RECOGNITION OUTCOMES The receiving institution commits to provide the sending institution and the student with a Transcript of Records within a period stipulated in the inter-institutional agreement and normally not longer than five weeks after publication/proclamation of the student’s results at the receiving institution. The Transcript of Records from the receiving institution will contain at least the minimum information requested in this Learning Agreement template. Table E (or the representation that the institution makes of it) will include all the educational components agreed in table A and, if there were changes to the study programme abroad, in table C. In addition, grade distribution information should be included in the Transcript of Records or attached to it (a web link where this information can be found is enough). The actual start and end dates of the study period will be included according to the following definitions: The start date of the study period is the first day the student has been present at the receiving institution, for example, for the first course, for a welcoming event organised by the host institution or for language and intercultural courses. The end date of the study period is the last day the student has been present at the receiving institution and not his actual date of departure. This is, for example, the end of exams period, courses or mandatory sitting period. Following the receipt of the Transcript of Records from the receiving institution, the sending institution commits to provide to the student a Transcript of Records, without further requirements from the student, and normally within five weeks. The sending institution's Transcript of Records must include at least the information listed in table F (the recognition outcomes) and attach the receiving institution's Transcript of Record. In case of mobility windows, table F may be completed as follows: Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending institution grade, if applicable Mobility window Total: 30 ….. Where applicable, the sending institution will translate the grades received by the student abroad, taking into account the grade distribution information from the receiving institution (see the methodology described in the ECTS Users' Guide). In addition, all the educational components will appear as well in the student's Diploma Supplement. The exact titles from the receiving institution will also be included in the Transcript of Records that is attached to the Diploma Supplement. Steps to fill in the Learning Agreement for Studies P Additional educational components above the number of ECTS credits required in his/her curriculum are listed in the LA and if the sending institution will not recognise them as counting towards their degree, this has to be agreed by all parties concerned and annexed to the LA

  • What Will Happen After We Receive Your Letter When we receive your letter, we must do two things:

  • Staffing Levels to deal with Potential Violence The Employer agrees that, where there is a risk of violence, an adequate level of trained employees should be present. The Employer recognizes that workloads can lead to fatigue and a diminished ability both to identify and to subsequently deal with potentially violent situations.

  • Refund for Withdrawal Due to Other Reasons If the Student withdraws from the Course for any reason other than those stated in Clause 2.1, the PEI will, within seven (7) working days of receiving the Student’s written notice of withdrawal, refund to the Student an amount based on the table in Schedule D.

  • Nepotism No employee shall be directly supervised by a member of his/her immediate family. "

  • Happen After We Receive Your Letter When we receive your letter, we must do two things:

  • If You Withdraw Before Approval If you or any co-applicant withdraws an Application or notifies us that you’ve changed your mind about the unit, we’ll be entitled to retain all application deposits as liquidated damage, and the parties then have no further obligation to each other.

  • Termination Due To Lack Of Funding Appropriation If, in the judgment of the Director of Accounts and Reports, Department of Administration, sufficient funds are not appropriated to continue the function performed in this agreement and for the payment of the charges hereunder, State may terminate this agreement at the end of its current fiscal year. State agrees to give written notice of termination to contractor at least 30 days prior to the end of its current fiscal year, and shall give such notice for a greater period prior to the end of such fiscal year as may be provided in this contract, except that such notice shall not be required prior to 90 days before the end of such fiscal year. Contractor shall have the right, at the end of such fiscal year, to take possession of any equipment provided State under the contract. State will pay to the contractor all regular contractual payments incurred through the end of such fiscal year, plus contractual charges incidental to the return of any such equipment. Upon termination of the agreement by State, title to any such equipment shall revert to contractor at the end of the State's current fiscal year. The termination of the contract pursuant to this paragraph shall not cause any penalty to be charged to the agency or the contractor.

  • Outcomes Secondary: Career pathway students will: have career goals designated on SEOP, earn concurrent college credit while in high school, achieve a state competency certificate and while completing high school graduation requirements.

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