Reflective Practice Sample Clauses

Reflective Practice. Group reflective practice is a process of continuous learning from professional experiences. There is a robust evidence base demonstrating that teams who regularly meet to reflect on their practice are more effective than those who do not. Furthermore, literature indicates that effective teams achieve better outcomes for their client group. Extract taken from xxxxx://xxxxxxxxxxxxxxxxxxxxxxx.xxx.xx/wp- content/uploads/2017/05/PIE-Ascent-good-practice-briefing.pdf Additional resources on PIE can be found at homeless link: XXXXX://XXX.XXXXXXXX.XXX.XX/TRAUMA-INFORMED-CARE-AND- PSYCHOLOGICALLY-INFORMED-ENVIRONMENTS (Adverse Childhood Experiences (ACE) ACE is a tool which will enable early identification of service users who may be at higher risk of crisis due to historic trauma and can be used as a risk stratification tool where appropriate. It should also be used to support the delivery of trauma informed approaches and interventions. A link to the Lancashire Care e-learning course which provides an overview of ACE and its links to trauma informed practice has been provided here xxxx://xxx.xxxxxxxxxxxxxxx.xxx/LCFT2/Final_Release/MECC2_ACE_V1_00/index.h tm The use of the operational frameworks and standards described in this Schedule may be reviewed within the life of the contract. The Council reserves the right to amend or replace the operational frameworks and standards as needed following consultation with the Service Provider on alternative approaches. The Service Provider may also propose changes to the use of the operational frameworks and standards outlined above as part of their continuous improvement activities. Any major changes must be agreed by the Council prior to implementation. Schedule 6 SUPPLIER INCENTIVE SCHEME [TO ONLY BE INCLUDED WHERE THIS SCHEME IS OFFERED WITHIN THE ITT AND THE SERVICE PROVIDER HAS INDICATED IN THE ITT THAT THEY WISH TO BE A MEMBER OF THIS SCHEME]
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Reflective Practice. Own abilities and level of professional competence are recognised, by the speech pathologist:-  acting up to the limits but not beyond own abilities and qualifications;  Consulting / clarifying health care with more experienced speech pathologists and /or more appropriate health care staff where necessary. The professional development of self and others is enhanced, by the speech pathologist:-  using appropriate standards to assess the performance of self and others;  identifying where professional growth can occur;  participating in continuing education as both a learner and as a teacher;  consistently acting in ways which have a positive effect on colleagues;  actively participating in research or quality programs.
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Reflective Practice. Exemplary Proficient Needs Improvement Unsatisfactory Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues; and uses and shares with colleagues insights gained to improve practice and student outcomes. Is able to model this element. Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student outcomes. May reflect on the effectiveness of instruction, supports, and interactions with students but not with colleagues and/or rarely uses insights gained to improve practice. Demonstrates limited reflection on practice and/or use of insights gained to improve practice. - Mon Sep 16 15:24:43 EDT 2019 8 IV-A-2. Goal Setting Exemplary Proficient Needs Improvement Unsatisfactory Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self- assessment and analysis of student data. Is able to model this element. Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student data. Proposes one goal that is vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student data. Participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Indicator IV-B. Professional Growth Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles. Exemplary Proficient Needs Improvement Unsatisfactory Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction, academic support, and leadership. Is able to model this element. Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. Participates only in required professional development and learning activities and/or inconsistently or inappropriately applies new learning to improve practice. Participates in few, if any, professional development and learning opportunities to...
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Reflective Practice. The Educator gathers information, analyzes data, examines issues, and develops new approaches in order to improve teaching, learning, and leadership.
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Reflective Practice. B1.2.4(a) Recognises own abilities and level of professional competence.
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Reflective Practice. Program Manager and Supervisor(s) provide ongoing, effective supervision that supports Reflective Practice. By employing the practice of Reflective Supervision, home visitors will be able to develop realistic and effective plans to empower families to meet their objectives; to understand why a family may not be making progress and how to work with the family more effectively; and to express their concerns and frustrations. Reflective supervision requires the F5HVP to allocate the time necessary to effectively implement and sustain Reflective Supervision.
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Reflective Practice. There was considerable evidence from observations and interviews that good teachers are always learning, building their own skills and teaching themselves. They undertake lots of research to inform their planning and delivery. They are self-critical, recognising when things do not go well, trying to understand why, and formulating ideas about how to improve. Teachers evaluate their practice and reflect on how they might improve aspects of their sessions. They reflect on the way that they teach something so that they do not necessarily just teach it the way they were taught but think about how it might be improved.
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Related to Reflective Practice

  • Unfair Labor Practice Under MCL 423.324, the State may void any Contract with a Contractor or subcontractor who appears on the Unfair Labor Practice register compiled under MCL 423.322.

  • Unfair Labor Practices The Grantee shall comply with the Employers Engaging in Unfair Labor Practices Act, 1980 PA 278, as amended, MCL 423.321 et seq.

  • FAIR PRACTICES 1. As sole bargaining agent the Association shall continue its policy of accepting into membership all eligible persons in the unit without regard to age, race, color, creed and religious creed, national origin, sex, marital status, sexual orientation, veteran’s status, handicap, genetic information, ancestry, or membership or non-membership in any political or ideological organization. The Association shall represent equally all members of the bargaining unit without regard to membership or participation in the activities of any employee organization.

  • Deceptive Trade Practices; Unfair Business Practices 1) Vendor represents and warrants that neither Vendor nor any of its Subcontractors has been (i) found liable in any administrative hearing, litigation or other proceeding of Deceptive Trade Practices violations as defined under Chapter 17, Texas Business & Commerce Code, or (ii) has outstanding allegations of any Deceptive Trade Practice pending in any administrative hearing, litigation or other proceeding.

  • Collusive practices We hereby certify and confirm that the tender is genuine, non-collusive and made with the intention of accepting the contract if awarded. To this effect we have signed the “Certificate of Independent tender Determination” attached below.

  • Data Practices The Parties acknowledge that this Agreement is subject to the requirements of Minnesota’s Government Data Practices Act, Minnesota Statutes, Section 13.01

  • PRINCIPLES OF GOOD EMPLOYMENT PRACTICE The Supplier shall, and shall procure that each Sub-Contractor shall, comply with any requirement notified to it by the Customer relating to pensions in respect of any Transferring Former Supplier Employee as set down in: the Cabinet Office Statement of Practice on Staff Transfers in the Public Sector of January 2000, revised 2007; HM Treasury's guidance “Staff Transfers from Central Government: A Fair Deal for Staff Pensions of 1999; HM Treasury's guidance: “Fair deal for staff pensions: procurement of Bulk Transfer Agreements and Related Issues” of June 2004; and/or the New Fair Deal. Any changes embodied in any statement of practice, paper or other guidance that replaces any of the documentation referred to in Paragraph 5.1 shall be agreed in accordance with the Variation Procedure.

  • Work Practices Employees must be willing and able to comply with the following work practices.

  • Standards of Practice Standards of practice of CONTRACTOR shall be determined by the professional standards of CONTRACTOR’s trade or field of expertise and all applicable provisions of law and other rules and regulations of any and all governmental authorities relating to provision of services as defined in this Agreement.

  • EXISTING PRACTICES 6.1 Benefits or privileges respecting terms or conditions of employment that are reasonable, certain, and known but not covered by this Agreement will continue to be available to Members in so far as is practicable and reasonable within the limits of the University budget and resources and the terms of this Agreement.

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