Community of Practice. A collaboration of organizations with similar requirements, responsibilities, or interests.
Community of Practice. CMS and Public Impact will provide opportunities for the partner districts and CMS to learn from each other about the implementation of this initiative in their systems. Topics to address include recruitment strategies to ensure diverse candidate pools for Multi-Classroom Leader openings, leadership and systems needed to achieve scale of the PBCS, monitoring and feedback for school leaders, and integration of high-impact tutoring within Multi-Classroom Leader team schedules. Table 4 summarizes how these activities address major gaps discussed earlier in this section.
Community of Practice. Sessions throughout the teaching cycle of the course, date and time TBA and varies by course. Participation in this Community of Practice is mandatory for teachers in their first year of implementation. If the teacher cannot attend a session, the teacher commits to working with the LSU course instructor individually. There will be no charge for these sessions; stipends for participating teachers will be determined and paid for by school districts.
Community of Practice eSafety will facilitate at least two Community of Practice sessions to support Round 2 Grantees in working towards best practice approaches to online safety education, as well as provide an opportunity for Grantees to share information on the delivery of their Activities. The Grantee must attend at least two Community of Practice sessions, which will be delivered via an online platform. The dates for these sessions will be: [insert dates]
Community of Practice. Sponsor and facilitate a community of practice among other Grant Recipients during the two-year grant period. • Communications. Make Steelcase communication materials available to help Grant Recipient disseminate information about the grant award and the Active Learning Center experience. Grant Recipient and Steelcase may elect to communicate about the Active Learning Center experience separately or jointly (e.g., case studies, white papers, etc.). In either case, both Grant Recipient and Steelcase must be referenced in one another’s communication materials in accordance with the Agreement. • Public Relations. Conduct public relations activity about the Active Learning Center Grant and 2015 recipients. Participating Dealer Responsibilities • Specify/Order. Prepare detailed specification for Active Learning Center and place order. • Install. Project manage and install furniture and technology. • Training. Participate in training of instructors. Grant Recipient Responsibilities • Classroom. Provide a dedicated classroom with the appropriate square footage per student (designated by the classroom layout selected from the Grant Proposal Guide) with commitment to update floorcovering, paint, lighting, etc. if necessary.
Community of Practice. Participate in a community of practice (two conference calls per year) to discuss experiences, insights, and best practices with the other educational institutions awarded grants in the same year.
Community of Practice is a group of grantees that agrees to interact regularly to solve a persistent problem or improve practice in an area that is important to them and the success of their project. Geographic Area to Be Served: is defined as the territorial boundaries of the Northern Cheyenne Reservation and town limits of Colstrip and Ashland, Montana. Partners: are community-based organizations, tribal government-based entities or programs or local education agencies (LEA) that are located within the GATBS and partner with the BGCNCN on planning and implementing the PPN. Planning Grant Activities: are the necessary activities that will take place over the Planning Grant Year that will fulfill the Promise Neighborhoods grant agreement. These activities include, but are not limited to: • Conducting a comprehensive needs assessment of children among the cradle-through- college-to-career continuum that builds on the BGCNCN’s statement of need and includes data for academic and family and community support indicators for children in the Promise Neighborhood. • Conducting a segmentation analysis of the needs in the Promise Neighborhood to better target solutions for children in the Promise Neighborhood. • Developing a plan to deliver the continuum of solutions that addresses the challenges and gaps identified through the needs assessment and segmentation analysis. • Working with public and private agencies, organizations and individuals to gather and leverage resources needed to support the financial sustainability of the plan and will identify the sources and amounts of current Federal, State and local funds (including public and private) that can be used for the project. • Identifying strategies for building upon and leveraging high-quality academic programs and family and community supports; existing and anticipated Federal resources; and existing and anticipated investments in neighborhoods revitalization effort and similar place-based initiatives funded by other Federal agencies. • Building community support for involvement in the development of the plan, which includes establishing outcomes for children in the Promise neighborhood that are communicated and analyzed on an on-going basis by leaders and members of the Promise Neighborhood. • Obtaining commitments from partners to work long-term to implement the plan, help ensure continued programmatic success of the plan and develop a strategy to hold partners accountable for meeting performance goals and milestones. • Develop...
Community of Practice. VCP Platform effectiveness The scaffolding provided by platform structure/functionalities Presence or not of the following quality criteria: - The platform provides useful tools enhancing participation and networking - The platform allows for an effective management of interactions and networks both at a national level at international level - The platform allows for an effective management of inter- professional exchanges and contacts At the end of pilots M34 VCP platform usability Positive feedbacks of users about platform usability -Functionalities of the platform allow for implementing all the activities envisaged by the instructional design documents. Questionnaire/ Interview. To be developed During/ at the end of pilots enactment and six- months after training Effectiveness of competence recognition tools Effectiveness of Diary/portfolio -Achievement level of learning outcomes defined according to ECVET -The benefits provided to individuals such as learning/job/networking occasions derived from the belonging to the VCP Annex 11, 12 Draft 6.2 During/ at the end of pilots enactment and six months after training Effectiveness of tracking /self-reporting Achievement level of learning outcomes defined according to ECVET Analysis of data log files that will be tracked automatically by the system To be developed During/ at the end of pilots enactment and six- months after training Table 3. General overview of evaluation tasks within CARESS project 8 CONTEXT AND EVALUATION METHOD IN T6.3 With the aim of assessing the evaluand, three studies in authentic scenarios will be carried out from May 2017 until February 2018. These studies were formalised using the EREM evaluation model (see section 7) and involved real end users, like educators and students. We aim to a deeper understanding of the particular phenomena under study, in our case, the design and the enactment of three national pilots in VET to xxxxxx students of nursing, OSS and practical nurse’s skills and competences in elderly homecare. Besides, this evaluation proposal will show how teachers support learning activities in face to face, on-line and non-formal and informal courses, and allows to detect the benefits and limitations to assess the quality and the efficacy of the enacted pilots. The aforementioned issue 2 (Can training courses based on competences and active methodologies be helpful to improve nurses/OSS and practical nurses clinical practice and transversal skills in elderly care?) will ...
Community of Practice. Sponsor and facilitate a community of practice among other Grant Recipients during the two-year grant period. Communications. Make Steelcase communication materials available to help Grant Recipient disseminate information about the grant award and the Active Learning Center experience. Grant Recipient and Steelcase may elect to communicate about the Active Learning Center experience separately or jointly (e.g., case studies, white papers, etc.). In either case, both Grant Recipient and Steelcase must be referenced in one another’s communication materials in accordance with the Agreement. Public Relations. Conduct public relations activity about the Active Learning Center Grant and 2015 recipients. Participating Dealer Responsibilities Specify/Order. Prepare detailed specification for Active Learning Center and place order. Install. Project manage and install furniture and technology. Training. Participate in training of instructors.
Community of Practice. Given the timing of the last XxXXX meeting (late Y2Q4) and many IPs winding down in the December for the holiday season, IDEAL decided not to host a XxXXX meeting in Q1. Instead, IDEAL identified a host organization—Xxxxxxx—for the next meeting scheduled for January. IDEAL began working with Xxxxxxx to identify presenters and brainstorm content and design of the meeting.
