Leadership Development Sample Clauses

Leadership Development. The Achievement Academy offers a range of leadership development experiences for students at all academic levels, including:

Leadership Development. Legacy LA views leadership development as a core component of academic achievement and student success. Students participate in at least 90 minutes per week of leadership development, learning about social justice and civic engagement while developing skills to identify a community issue and implement a plan to get their peers to participate in solving community problems. Through a variety of successful leadership projects students have been successful in addressing air quality and improving relationships between teens and police. Students meet directly with members of the Los Angeles City Council, LAPD leadership, and other community opinion leaders, and, collaborate with organizations to participate in community cleanups and other community-building activities. We also offer an annual retreat to the Fulcrum facility in ▇▇▇▇▇▇ City to participate in a ropes courses that is transformational and helps youth gain self-confidence and increase resiliency. • Arts and Culture. Legacy LA offers arts curricula through partnerships with several nonprofit organizations. Company of Angels provides State of California curriculum-aligned drama and comedy workshops and volunteer opportunities at their state-of-the-art theater located just minutes from Legacy LA’s facility. Self-Help Graphics and Pasadena Armory for the Arts provide onsite curriculum aligned visual art instruction. Students engage in arts programming each semester and prepare performances and exhibits for the community at large. • Physical fitness, recreational activities, mind/body practices. The Legacy LA building is located adjacent to Hazard Park Recreation Center, where we reserve time for daily recreation so participants can engage in 30-60 minutes of physical activities including basketball, softball, running, and walking excursions. The program emphasizes group activities that increase coordination skills and help to improve memory and team building. Students also go on group hikes in Debs Park and Ascot Hills. Legacy LA encourages students to engage in at least 60 minutes per week of mindfulness practice with trained and certified mindfulness instructors. This practice is designed to address the trauma from growing up in violent communities by helping students gain resiliency and coping skills. Exhibit B, Rate Schedule Exhibit C, Contractor Code of Conduct Order for Services No. _ by (name of school or office) is effective as of

Leadership Development. The equipping of women, group leaders, MOPS Volunteers, Staff and Board of Directors to gain skill and confidence in their leadership ability, to understand their influence in their family, community and world, and to guide others through relationship evangelism.

Leadership Development. Honors students will build on their educational experiences to become leaders in society and the world. Students will pursue co-curricular activities that allow the students to cultivate leadership skills and competencies.

Leadership Development. The Achievement Academy offers a rich menu of leadership development experiences for students at all academic levels, including:  Career skills development and work-based learning experiences: Twice monthly, Starting Points and HSE students will participate in work readiness activities provided in collaboration with our Made In Durham partners and the Human Resource Development (HRD) department at Durham Technical Community College. This program focuses on employability (soft) skills development and career exploration activities. Off-site workshops at Durham Tech and worksite visits will be tied to in-house academic activities that can be completed with a tutor’s assistance, in the HSE classroom, or in the learning lab. These activities prepare participants for internships and other work-based learning experiences that are supported through our Made in Durham partnership.  Student-staff planning conferences: Informed decision making, self-advocacy, reflection, and planning skills are essential for youth to develop their potential for leadership. Once a month, AAD students participate in a structured planning conference with an individual staff member. The conference culminates in a mutually designed contract that articulates the student’s long range educational and career goal, sets realistic short term objectives for the upcoming term, plans to address any obstacles to success, provides an opportunity for students to make explicit personal commitments to best meet their objectives, request specific commitments from the Achievement Academy staff, and share any concerns about the learning or social environment at AAD. For new Achievement Academy students, staff facilitates these conferences, but that responsibility is transferred to students in time. The Achievement Academy planning conference process is similar to a workplace performance review and prepares students to participate in and lead a meeting, to advocate for needed assistance and changes in their learning/work environment, and to be responsible partners in their own education.  Post-secondary bridge programming: HSE students who have completed two of their four HSE subject area exams begin working with our Made In Durham Post- secondary Resource Specialist. Students develop a post-secondary education-to- career plan, work intensively with the resource specialist to select then complete all application requirements for the programs of their choice. The resource specialist is then available to ...

Leadership Development. The Turnaround Solutions, Inc. Educational Manager shall work with the school’s Leadership Team to: ▪ Work with administrators to achieve annual learning gains, school improvement goals, and other targets. ▪ Use multiple sources of data to plan and assess instructional improvement. ▪ Engage staff in ongoing study of current best practices. ▪ Establish Accountability Management. ▪ Enhance Budget Management. ▪ Develop a School Improvement Plan. ▪ Demand content and instruction that ensures student achievement of established standards. ▪ Develop skills necessary for the planning and implementation of change for effective student learning. ▪ Develop a Data Management System (DMS) based on the needs of the school. ▪ Assess the curriculum needs in a particular setting. ▪ Develop curriculum aligned to state standards based upon the needs of the students, the community and the goals of the school. ▪ Develop an attendance plan. The plan will include monitoring of student attendance and developing procedures and strategies to improve attendance. ▪ Develop curriculum for enrichment courses. ▪ Develop a school climate plan. The plan will include developing a theme, motto, logo, banners, posters etc. ▪ Develop a school-wide classroom management and discipline plan which includes a student recognition program. ▪ Develop a family involvement program which involves organizing quarterly events to increase family involvement such as parent resource nights and coaching nights. ▪ Develop a comprehensive intensive remediation program for overage, struggling, and students with special needs. ▪ Establish a Response to Intervention (RtI) roll out system for the school. This includes providing professional development for the instructional staff including monitoring, problem solving, progress monitoring, student screening, and implementation. This certification is required by the Department of Education regulations implementing Executive Order 12549, Debarment and Suspension, 34 CFR Part 85, for all lower tier transactions meeting the threshold and tier requirements stated at Section 85.110.

Leadership Development. 1) The parties recognize the importance of a coordinated leadership development system with a focus on quality and strategic professional development opportunities directly aligned with maximizing organizational performance and promoting and improving an Administrator’s professional practice. 2) It is acknowledged that Administrators have the right to access professional development funds through Article 60 of the Teachers’ Provincial Agreement and have all the rights and privileges afforded to teachers under Article 60 of the Teachers’ Provincial Agreement, including for attendance at the Annual PSAANS Conference, so long as the Association remains affiliated with the Nova Scotia Teachers’ Union. 3) In the event the Association and the Nova Scotia Teachers’ Union terminate their affiliation, the Province and the Association will meet to discuss options, opportunities and the framework for leadership development for Administrators.

Leadership Development. Distributions from the Fund will be used to provide support for experiential learning opportunities in the (add: college, unit, department or program) . Preference will be given to experiential learning opportunities with a focus on leadership development. Fund uses may include, but are not limited to, costs associated with hosting speakers, seminars and events at NC State as well as student expenses and registration fees at conferences and/or seminars. Distributions from the Fund will be determined by the ▇▇▇▇, or their designee, in accordance with established procedures.

Leadership Development. The SSCCC shall design and implement leadership development trainings and activities at the system and campus levels, carry out leadership conferences and education policy trainings, and provide developmental activities for student leaders.