Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Shannon Smith is an educator at Ponderosa High School who is being recommended for other positions.
Students see her classroom as a refuge where their unique needs are met through individualized instruction, group work, and short breaks. She has taken at-risk students and provided them tools and support to succeed and graduate. Shannon researches innovative approaches to share with others to improve education. She offered to implement a tool to help address a counseling challenge using her own time. Shannon values positive relationships with teachers, students, and parents and makes each student feel important by helping them develop strengths and understand challenges. She has been integral to Ponderosa High School in developing services to support students.
School counselors play an important role in student success and achievement. They provide comprehensive counseling programs that improve student achievement and foster students' academic, career, and personal/social development. School counselors collaborate with teachers, parents, and administrators to promote student achievement. They are trained professionals who address students' developmental needs through classroom lessons, individual counseling, and group counseling sessions.
Marie J Sevy has over 20 years of experience as a social worker. She currently works at the NYPL Enrichment Zone providing educational assistance to students in grades 4-8 through one-on-one and small group tutoring. Previously, she worked at the Riverdale YM-YWHA assisting with the senior center and providing counseling. She also has experience running a private practice providing family therapy and counseling.
Mrs. Korn is the new school counselor who enjoys hiking, was a summer camp counselor, and led a youth service trip to Peru. She has a master's in early childhood and special education. As counselor, she will provide guidance lessons, student support, small group work, peer mediation, crisis counseling, and career/college advising. She believes all students can succeed with proper support addressing their academic, career and social-emotional needs through individual/group sessions and open communication with students, families and staff. Students are encouraged to see her for scheduling, classes, problems, emotional issues, college counseling or any academic support.
This letter recommends Renee Reinhardt for a school counselor position. The author has known Renee for several years through various roles, including as a substitute counselor and guidance aide. Renee has demonstrated excellent communication skills with students, teachers, and families. She connects well with students and is adept at motivating them. Renee is also described as hard-working, reliable, and willing to take on any tasks asked of her. The author believes Renee possesses the necessary skills and determination to be a successful school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Shannon Smith is an educator at Ponderosa High School who is being recommended for other positions.
Students see her classroom as a refuge where their unique needs are met through individualized instruction, group work, and short breaks. She has taken at-risk students and provided them tools and support to succeed and graduate. Shannon researches innovative approaches to share with others to improve education. She offered to implement a tool to help address a counseling challenge using her own time. Shannon values positive relationships with teachers, students, and parents and makes each student feel important by helping them develop strengths and understand challenges. She has been integral to Ponderosa High School in developing services to support students.
School counselors play an important role in student success and achievement. They provide comprehensive counseling programs that improve student achievement and foster students' academic, career, and personal/social development. School counselors collaborate with teachers, parents, and administrators to promote student achievement. They are trained professionals who address students' developmental needs through classroom lessons, individual counseling, and group counseling sessions.
Marie J Sevy has over 20 years of experience as a social worker. She currently works at the NYPL Enrichment Zone providing educational assistance to students in grades 4-8 through one-on-one and small group tutoring. Previously, she worked at the Riverdale YM-YWHA assisting with the senior center and providing counseling. She also has experience running a private practice providing family therapy and counseling.
Mrs. Korn is the new school counselor who enjoys hiking, was a summer camp counselor, and led a youth service trip to Peru. She has a master's in early childhood and special education. As counselor, she will provide guidance lessons, student support, small group work, peer mediation, crisis counseling, and career/college advising. She believes all students can succeed with proper support addressing their academic, career and social-emotional needs through individual/group sessions and open communication with students, families and staff. Students are encouraged to see her for scheduling, classes, problems, emotional issues, college counseling or any academic support.
This letter recommends Renee Reinhardt for a school counselor position. The author has known Renee for several years through various roles, including as a substitute counselor and guidance aide. Renee has demonstrated excellent communication skills with students, teachers, and families. She connects well with students and is adept at motivating them. Renee is also described as hard-working, reliable, and willing to take on any tasks asked of her. The author believes Renee possesses the necessary skills and determination to be a successful school counselor.
This letter of recommendation is for Anna Parry from her marketing professor Daniel Purdy. He describes Anna as a rare professional undergraduate student who works hard to improve her work and never settles for her initial scores. Anna is actively involved in extracurricular activities like the student marketing association and a women's issues club she founded. She shows strong leadership skills and an entrepreneurial spirit. Anna is also an articulate and passionate speaker who can connect with and motivate audiences. Professor Purdy highly recommends Anna for any program due to her professionalism, work ethic, and leadership abilities.
This letter from Janice Powell's former professor provides a strong recommendation for her. The professor says Janice was an excellent student who was in the top 5% of the class, demonstrated strong leadership, and always went above and beyond expectations. She believes Janice would be a great addition to any team based on her communication skills, teamwork abilities, passion for travel, and eagerness to learn. The professor encourages the reader to contact her for more information about Janice.
Letter of Recommendation Lisa Garcia (1)Lisa Garcia
This letter of recommendation is from the principal of Bluebonnet Elementary School recommending Lisa Garcia for an educational leadership role. The principal describes Ms. Garcia's four years of experience in various leadership roles at the school, including leading an instructional team through organizational change and improving student achievement. The principal highlights Ms. Garcia's high expectations, collaborative work, commitment to professional growth, and advocacy for student success.
Beth Csiszer has been an amazing mentor teacher for Amber Marion during her internship at Hunter Street Elementary School. Mrs. Csiszer supported Amber's teaching decisions, treated her as an equal colleague, and improved her confidence. She also shared her lesson planning, data analysis skills, and strategies for working with students. Mrs. Csiszer went above and beyond to help Amber and other teachers, and was dedicated to her students' success. Amber feels very lucky to have had Mrs. Csiszer's guidance and support during her internship.
Lisa Garcia is seeking an instructional leadership position. She has a M.Ed in Educational Leadership from Concordia University and a B.S. in Interdisciplinary Studies specializing in Early Childhood Education from The University of Texas at San Antonio. Garcia has over 15 years of experience as a kindergarten and third grade teacher in Round Rock ISD. She has served in leadership roles such as third grade team lead, kindergarten team leader, and parent engagement facilitator. Garcia has extensive training and experience in curriculum, instruction, assessment, and continuous improvement strategies.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
Brittney Danczyk is applying for a teaching position. The letter writer has known Brittney for four years as her advisor in a student support program. Brittney has a caring nature and desire to help students learn and grow. She interacts well with others, making them feel comfortable. Brittney also has a strong work ethic and love of learning. She works diligently to achieve her goals and will help students overcome challenges. The letter writer believes Brittney would be an excellent addition and asset to the school.
Extracurricular activities provide social, academic, and career benefits to students. Socially, they allow students to meet people with shared interests and learn teamwork. Academically, participation in extracurriculars decreases the likelihood of dropping out of high school and improves grades by reducing stress. Regarding future prospects, extracurricular involvement gives students experiences that make them more attractive candidates for college admissions and jobs.
This letter recommends Tiffany Fordyce for a position and provides details of her experience and qualifications. Tiffany has worked as a physical education teacher and volleyball coach for six years in Middletown, and helped implement new physical education standards. She demonstrated leadership in facilitating professional development for teachers and utilizing technology for record keeping. The letter describes Tiffany as a transformational leader who connects with others, leads change, and is goal-oriented, well-organized, and student-centered. The writer highly recommends Tiffany and her expertise in education.
Stephanie Shun is recommended for a special education teaching position. The recommender worked with Stephanie as her teaching assistant and co-teacher, and observed Stephanie's passion, dedication, and extensive knowledge of special education. Stephanie helped students understand lessons, advocated for their needs, and had a challenging group of students with behaviors greatly benefit from her teaching during summer school. The recommender believes Stephanie will be an asset to any school with her qualifications and passion for working with students with special needs.
Isha Pacheco presented on the importance of developing positive relationships as a teacher. Positive relationships are built on positive communication and help develop trust, confidence, and a sense of belonging. Developing positive relationships with students helps them feel comfortable at school and motivated to learn, while relationships with parents encourage involvement and collaboration. Relationships with other teachers foster cooperation and a collaborative school environment. Ways to develop these relationships include getting to know others, providing feedback, and communicating respect and support.
The document discusses a recent university graduate's experiences and reflections. It summarizes:
- The graduate felt underprepared for working life after university where they mainly partied and had poor academic performance.
- An internship provided valuable context about working in a corporate environment and stimulated them by doing things for themselves rather than just parents or professors.
- Universities don't provide insight into what working life will actually be like. The internship helped the graduate set post-university expectations and informed their next steps.
Inspiring Minds provides tutoring and mentoring services to nearly 3,000 Providence public school students through over 1,200 volunteers. The orientation agenda covers who Inspiring Minds is, policies and procedures for volunteers, success strategies, and an overview of volunteer programs which include classroom support, reading and math buddies, and academic support. Volunteers are asked to commit for a full school year, sign in and out of each session, and can expect support from Inspiring Minds throughout their volunteer work.
The document summarizes the applicant's experience working with children in various educational roles such as a nursery assistant, teaching assistant, and volunteer teaching assistant. It describes the duties in each role, such as supervising children, helping with classwork, and supporting students with learning disabilities. The applicant believes their qualities like empathy, communication skills, and patience make them well-suited to work in primary education. They see a bachelor's degree in education as the next step to further develop their knowledge and expertise.
Dr. Latoya Conner provides the highest recommendation for Stephanie Seidman for a school counseling position. Dr. Conner taught Ms. Seidman in counseling courses and observed her excellent leadership skills, passion for helping students reach their potential, and highest grades. As a school teacher and member of the American School Counselor Association, Ms. Seidman has experience navigating the school system and advocating for students and families. Dr. Conner enthusiastically endorses Ms. Seidman for bringing competence, compassion, and a desire to learn and contribute to any school community.
Believing in students is one of the most powerful change agents in schools. Getting students to believe in themselves occurs when we show students we believe in them, listen to our students, earn our students’ trust, value what students value, give students a voice, and celebrate what students do right. This session will share how a staff can work together to put their students first and establish a model culture with a personalized environment where every student is known, feels valued, and achieves!
Sara N. Davis is applying for an educational or corporate training position and has 9 years of experience as an elementary school teacher where she developed strong skills in teaching, planning lessons, and motivating students. She is passionate about both teaching and food, and hopes to combine these interests through a role that allows her to educate others on topics related to nutrition. Her cover letter provides details of her teaching qualifications and experience that would transfer well to a corporate training role.
Ms. Laurie offers tutoring services called Timely Tutoring with over 16 years of experience helping K-12 and college students. She has a master's degree in education and provides individualized tutoring in academics, social-emotional issues, college and career counseling, and test prep for ACT/SAT exams. Her services also include helping students with ADD/ADHD succeed in school, teaching study skills and time management.
El documento describe la severidad de la sequía en diferentes regiones de Centroamérica. Divide el territorio en tres categorías de sequía - severa, alta y baja - y proporciona estadísticas sobre el porcentaje de territorio afectado en cada categoría. También incluye gráficos de pronósticos y acumulados de lluvia para mayo de 2014, mostrando variaciones en los niveles de precipitación a través de la región.
The document summarizes a study conducted by Centro Alexander von Humboldt on the social and environmental assessment of the proposed route for the construction of an interoceanic canal through Nicaragua. The study assessed a 278km route selected by investors through field work, analysis of environmental and social impacts, and a review of relevant legal frameworks. The study found the route and canal construction would have major environmental impacts by threatening ecosystems, modifying watersheds, and reducing Nicaragua's ability to ensure water and food security. It concluded the project's legal framework exempts it from environmental laws and oversight in contradiction with Nicaragua's constitution and international agreements it has signed.
This document provides instructions for knitting fingerless gloves called "Treads" using various knitting techniques like lateral braiding and linen ridge stitch. It includes materials, gauge, sizing, abbreviations, and step-by-step directions for the cuff, thumb gusset, hand, tipless fingers, and thumb. Both left and right gloves are knit the same following the instructions. The pattern was designed for an average adult hand circumference of 7 inches but notes the cast on number can be altered for sizing.
This letter of recommendation is for Anna Parry from her marketing professor Daniel Purdy. He describes Anna as a rare professional undergraduate student who works hard to improve her work and never settles for her initial scores. Anna is actively involved in extracurricular activities like the student marketing association and a women's issues club she founded. She shows strong leadership skills and an entrepreneurial spirit. Anna is also an articulate and passionate speaker who can connect with and motivate audiences. Professor Purdy highly recommends Anna for any program due to her professionalism, work ethic, and leadership abilities.
This letter from Janice Powell's former professor provides a strong recommendation for her. The professor says Janice was an excellent student who was in the top 5% of the class, demonstrated strong leadership, and always went above and beyond expectations. She believes Janice would be a great addition to any team based on her communication skills, teamwork abilities, passion for travel, and eagerness to learn. The professor encourages the reader to contact her for more information about Janice.
Letter of Recommendation Lisa Garcia (1)Lisa Garcia
This letter of recommendation is from the principal of Bluebonnet Elementary School recommending Lisa Garcia for an educational leadership role. The principal describes Ms. Garcia's four years of experience in various leadership roles at the school, including leading an instructional team through organizational change and improving student achievement. The principal highlights Ms. Garcia's high expectations, collaborative work, commitment to professional growth, and advocacy for student success.
Beth Csiszer has been an amazing mentor teacher for Amber Marion during her internship at Hunter Street Elementary School. Mrs. Csiszer supported Amber's teaching decisions, treated her as an equal colleague, and improved her confidence. She also shared her lesson planning, data analysis skills, and strategies for working with students. Mrs. Csiszer went above and beyond to help Amber and other teachers, and was dedicated to her students' success. Amber feels very lucky to have had Mrs. Csiszer's guidance and support during her internship.
Lisa Garcia is seeking an instructional leadership position. She has a M.Ed in Educational Leadership from Concordia University and a B.S. in Interdisciplinary Studies specializing in Early Childhood Education from The University of Texas at San Antonio. Garcia has over 15 years of experience as a kindergarten and third grade teacher in Round Rock ISD. She has served in leadership roles such as third grade team lead, kindergarten team leader, and parent engagement facilitator. Garcia has extensive training and experience in curriculum, instruction, assessment, and continuous improvement strategies.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
Brittney Danczyk is applying for a teaching position. The letter writer has known Brittney for four years as her advisor in a student support program. Brittney has a caring nature and desire to help students learn and grow. She interacts well with others, making them feel comfortable. Brittney also has a strong work ethic and love of learning. She works diligently to achieve her goals and will help students overcome challenges. The letter writer believes Brittney would be an excellent addition and asset to the school.
Extracurricular activities provide social, academic, and career benefits to students. Socially, they allow students to meet people with shared interests and learn teamwork. Academically, participation in extracurriculars decreases the likelihood of dropping out of high school and improves grades by reducing stress. Regarding future prospects, extracurricular involvement gives students experiences that make them more attractive candidates for college admissions and jobs.
This letter recommends Tiffany Fordyce for a position and provides details of her experience and qualifications. Tiffany has worked as a physical education teacher and volleyball coach for six years in Middletown, and helped implement new physical education standards. She demonstrated leadership in facilitating professional development for teachers and utilizing technology for record keeping. The letter describes Tiffany as a transformational leader who connects with others, leads change, and is goal-oriented, well-organized, and student-centered. The writer highly recommends Tiffany and her expertise in education.
Stephanie Shun is recommended for a special education teaching position. The recommender worked with Stephanie as her teaching assistant and co-teacher, and observed Stephanie's passion, dedication, and extensive knowledge of special education. Stephanie helped students understand lessons, advocated for their needs, and had a challenging group of students with behaviors greatly benefit from her teaching during summer school. The recommender believes Stephanie will be an asset to any school with her qualifications and passion for working with students with special needs.
Isha Pacheco presented on the importance of developing positive relationships as a teacher. Positive relationships are built on positive communication and help develop trust, confidence, and a sense of belonging. Developing positive relationships with students helps them feel comfortable at school and motivated to learn, while relationships with parents encourage involvement and collaboration. Relationships with other teachers foster cooperation and a collaborative school environment. Ways to develop these relationships include getting to know others, providing feedback, and communicating respect and support.
The document discusses a recent university graduate's experiences and reflections. It summarizes:
- The graduate felt underprepared for working life after university where they mainly partied and had poor academic performance.
- An internship provided valuable context about working in a corporate environment and stimulated them by doing things for themselves rather than just parents or professors.
- Universities don't provide insight into what working life will actually be like. The internship helped the graduate set post-university expectations and informed their next steps.
Inspiring Minds provides tutoring and mentoring services to nearly 3,000 Providence public school students through over 1,200 volunteers. The orientation agenda covers who Inspiring Minds is, policies and procedures for volunteers, success strategies, and an overview of volunteer programs which include classroom support, reading and math buddies, and academic support. Volunteers are asked to commit for a full school year, sign in and out of each session, and can expect support from Inspiring Minds throughout their volunteer work.
The document summarizes the applicant's experience working with children in various educational roles such as a nursery assistant, teaching assistant, and volunteer teaching assistant. It describes the duties in each role, such as supervising children, helping with classwork, and supporting students with learning disabilities. The applicant believes their qualities like empathy, communication skills, and patience make them well-suited to work in primary education. They see a bachelor's degree in education as the next step to further develop their knowledge and expertise.
Dr. Latoya Conner provides the highest recommendation for Stephanie Seidman for a school counseling position. Dr. Conner taught Ms. Seidman in counseling courses and observed her excellent leadership skills, passion for helping students reach their potential, and highest grades. As a school teacher and member of the American School Counselor Association, Ms. Seidman has experience navigating the school system and advocating for students and families. Dr. Conner enthusiastically endorses Ms. Seidman for bringing competence, compassion, and a desire to learn and contribute to any school community.
Believing in students is one of the most powerful change agents in schools. Getting students to believe in themselves occurs when we show students we believe in them, listen to our students, earn our students’ trust, value what students value, give students a voice, and celebrate what students do right. This session will share how a staff can work together to put their students first and establish a model culture with a personalized environment where every student is known, feels valued, and achieves!
Sara N. Davis is applying for an educational or corporate training position and has 9 years of experience as an elementary school teacher where she developed strong skills in teaching, planning lessons, and motivating students. She is passionate about both teaching and food, and hopes to combine these interests through a role that allows her to educate others on topics related to nutrition. Her cover letter provides details of her teaching qualifications and experience that would transfer well to a corporate training role.
Ms. Laurie offers tutoring services called Timely Tutoring with over 16 years of experience helping K-12 and college students. She has a master's degree in education and provides individualized tutoring in academics, social-emotional issues, college and career counseling, and test prep for ACT/SAT exams. Her services also include helping students with ADD/ADHD succeed in school, teaching study skills and time management.
El documento describe la severidad de la sequía en diferentes regiones de Centroamérica. Divide el territorio en tres categorías de sequía - severa, alta y baja - y proporciona estadísticas sobre el porcentaje de territorio afectado en cada categoría. También incluye gráficos de pronósticos y acumulados de lluvia para mayo de 2014, mostrando variaciones en los niveles de precipitación a través de la región.
The document summarizes a study conducted by Centro Alexander von Humboldt on the social and environmental assessment of the proposed route for the construction of an interoceanic canal through Nicaragua. The study assessed a 278km route selected by investors through field work, analysis of environmental and social impacts, and a review of relevant legal frameworks. The study found the route and canal construction would have major environmental impacts by threatening ecosystems, modifying watersheds, and reducing Nicaragua's ability to ensure water and food security. It concluded the project's legal framework exempts it from environmental laws and oversight in contradiction with Nicaragua's constitution and international agreements it has signed.
This document provides instructions for knitting fingerless gloves called "Treads" using various knitting techniques like lateral braiding and linen ridge stitch. It includes materials, gauge, sizing, abbreviations, and step-by-step directions for the cuff, thumb gusset, hand, tipless fingers, and thumb. Both left and right gloves are knit the same following the instructions. The pattern was designed for an average adult hand circumference of 7 inches but notes the cast on number can be altered for sizing.
This document provides the pattern for a ruched sleep eye mask. The mask is knitted using increases and decreases to create a ruched texture that cups the eyes without laying heavily on the face. Soft yarn is used to allow the skin to breathe. Optional ties can be added by sewing satin ribbon or continuing the seed stitch border. The pattern can also be used to create a filled eye pillow sachet by knitting a backing and sewing it to the mask. Detailed instructions, materials, gauge, and abbreviations are provided.
This presentation argues that education must be transformed to help students flourish in the 21st century. It stresses that educators must rise to the occasion, think anew, and disenthrall themselves from old ideas. Currently, education uses an industrial model that promotes conformity, but life is not linear and passion is individual. The presentation advocates for an agricultural model of education that customizes learning for each student to help them find their authentic self through activities that promote self-awareness, goal-setting, and discovering their passions.
This presentation discusses transforming education to help students flourish. It summarizes the ideas of Sir Ken Robinson who believes education must change by thinking anew and moving past old ideas. Educators are encouraged to help each student find their authentic self by customizing their experience and realizing that life is not linear but organic, and conformity is harmful. The presentation suggests helping students gain self-awareness through reflection, setting attainable goals, and finding their passions in order to achieve their dreams and have more options through good academic achievement and skills.
School and parental responsibility for bullyingDaria Kagan
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This is an adventure novella written by Sheikh Sameen Nawaar Anindya a boy of 9. This is the first part of the 3 part series book where Edward, Daniel and Robin makes atrip to the Loch ness River to explore the river monster Nessi, but becomes prey of a gang looking for treasures.
This presentation discusses transforming education to help students flourish. It summarizes the ideas of Sir Ken Robinson who believes education must change. Educators must think differently and realize that life is not linear, conformity is harmful, and passion is individual. The presentation advocates for customizing education for each student to help them find their authentic self and develop self-awareness, set attainable goals, and find their passion. It also suggests exposing students to diverse activities and experiences to help them achieve their dreams and realize where their passions lie.
Ginny Barrett is a school counselor at Central Bucks South High School who was interviewed about her role and responsibilities. She has been a counselor for 20 years and currently works with 300 junior students. Her main responsibilities include meeting with students for course planning, organizing college and career events, and providing counseling. She believes the most important skills for counselors are flexibility, strong listening and organizational skills, empathy, and enjoying helping students. While her days vary, she aims to be accessible to students while also juggling other tasks like meetings and paperwork.
Comprehensive school counseling includes four main components: guidance curriculum, individual planning, responsive services, and system support. The guidance curriculum involves classroom lessons to support personal/social, academic, and career development. Individual planning assists students with academic achievement, personal and career goals. Responsive services provides counseling or referrals for immediate student needs regarding personal/social, academic, or school conduct issues. System support maintains and enhances the counseling program through activities like staff relations, research, and professional development.
The document contains summaries of interviews with three educators:
1) Mrs. Castro, a 6th grade teacher, discussed changes in education with an increased focus on testing putting pressure on incorporating life lessons. She hopes for a return to her approach when she first started teaching.
2) Laura Orabi, a 3rd grade teacher, believes technology and parent engagement are keys to future success. Each student's needs should be the focus.
3) Natalie Bedo, a 2nd grade teacher, emphasized adapting lessons to student needs through small group instruction based on 14 years of experience. She thinks teachers must continue direct instruction while technology enhances learning.
The document summarizes interviews with three educators - Mrs. Castro, Ms. Orabi, and Mrs. Bedo. The educators discussed their teaching philosophies, views on the future of education, and how their life experiences shape their teaching. They emphasized the importance of adapting to students' needs, incorporating their own experiences into lessons, and using technology to enhance learning while still focusing on developing students' thinking and communication skills. All three teachers expressed a passion for educating children and a desire to continue teaching in more traditional student-centered ways, despite increasing technological advances.
This document summarizes interviews with three educators - Belen Garcia, Talin Elmedjian, and Xiaoyu Sun. Belen interviewed her former 6th grade teacher, Mrs. Castro, who discussed changes in education over time including increased focus on testing, fewer opportunities for life lessons, and an increased need for counselors to support students' personal issues. Talin interviewed Natalie Bedo, a veteran 2nd grade teacher, who emphasized adapting one's teaching to students' needs and using technology to enhance but not replace learning. Xiaoyu interviewed Laura Orabi, a 3rd grade teacher who focuses on individual student needs and sees technology and parent engagement as keys to future student success.
This document contains two articles from a school newspaper.
The first article summarizes an interview with Ms. Beam, a chemistry and biology teacher at the school. It discusses her background, why she became a teacher, and what she enjoys about teaching at the school.
The second article profiles the school counselor, Ms. Huff. It discusses her career path and responsibilities at the school. It notes that she helps students with personal and academic issues. The article provides background on Ms. Huff and why she enjoys her job.
Julia Baxter works as an Early Field Experience Supervisor at SUNY Oneonta, where she has worked for 10 years. In this role, she places education students in local schools for their required 100 hours of classroom experience. She finds placements challenging as there are many students but only 10 schools that can accommodate them. Baxter also teaches some school counseling courses. She enjoys watching students graduate but finds it difficult to confront those who perform poorly in placements or to tell students they must repeat placements. Requirements for education students have increased over the years in terms of classroom hours needed.
Jan 2016 Newsletter_National Mentoring MonthAlessi Johnson
The document discusses National Mentoring Month and shares stories from several mentors with the Aim program. The mentors discuss the positive impacts they have had on students, such as helping a student overcome obstacles, improve attendance, and have success. They find it rewarding to provide guidance, encouragement, and be role models for students.
The document discusses the role and responsibilities of an academic advisor. It provides details on the typical job duties, which include counseling students, crisis intervention, maintaining student records, and helping students with career and academic planning. An academic advisor needs at least a master's degree in social work or a related field, as well as two years of relevant work experience. The average salary of an academic advisor is also provided. The document concludes with an interview of an academic coordinator to gain insight into her typical day, qualifications, and what she finds most rewarding and challenging about her role.
The document summarizes an interview with a teacher participating in the Urban Teachers program. The interview was conducted via Skype to learn about the teacher's path to her career, responsibilities of being a teacher, and why she chose to remain in the profession despite the workload. The teacher discussed her typical day starting early and often working late to plan lessons, grade assignments, and prepare materials for students.
The document discusses issues with students falling behind in elementary school. It notes that many students struggle with reading comprehension and other basic skills. This is likely to negatively impact their future educational and career opportunities. The author's volunteer experience at a Santee Elementary school program showed them students at different skill levels, with some struggling significantly. Extra support programs are helpful but more resources may be needed, including better education for parents on how to help their children at home. The document advocates for ensuring all students receive the foundation they need to succeed academically.
The document provides an interview with a school counselor named Feliza Martinez. It discusses her educational background and experience as an elementary school counselor. It reflects on the interview and how it made the author consider pursuing a career as a school counselor or social worker, which would require further education beyond a bachelor's degree. The interview helped provide perspective on the type of work school counselors do.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and participate in music, dance, and stories from multiple cultures. The class will also be pen pals with international students and each child will have a week to share items about themselves to celebrate individual uniqueness. Parents are invited to share customs and culture with the class to enhance their summer learning experience.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and engage in music and dances from Asia, Europe, the Middle East, Central America, North America, and South America. The students will also write letters to international pen pals to learn about similarities and differences. Each child will have a week to share items that are special to their culture with the class to celebrate individual uniqueness.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and participate in music, dance, and stories from multiple cultures. The class will also be pen pals with international students and each child will have a week to share items that are special to them and their family customs.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and participate in music, dance, and stories from multiple cultures. The class will also be pen pals with international students and each child will have a week to share items that are special to them and their family customs.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and participate in music, dance, and stories from multiple cultures. The class will also be communicating with international pen pals and celebrating each student individually by learning about their favorite things, families, and cultures. Parents are invited to share customs and items from their cultures to further enhance the students' experience on their summer trip around the world.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world in their classroom. They will create passports, sample foods from different regions, learn music and dances, and communicate with international pen pals. Each child will also be individually showcased to celebrate their uniqueness and culture. Parents are invited to share customs from their backgrounds to further enhance the students' multicultural experience.
This summer, a Pre-K class will be learning about cultural diversity by taking a trip around the world through their classroom activities. They will create passports and projects reflecting different regions and cultures, sample foods from around the world, and participate in music, dance, and stories from multiple cultures. The class will also be pen pals with international students and each child will have a week to share items about themselves to celebrate individual uniqueness. Parents are invited to share customs and culture with the class to enhance their summer learning experience.
The Pre-K class will be learning about cultural diversity by taking a virtual trip around the world this summer, visiting continents like Asia, Europe, Central America, North America, the Middle East, and South America. They will create passports, sample foods, and do music, dance, and crafts from different cultures. Each child will also be showcased for a week to share photos, books, games, foods, and other items from their individual cultures and families. Parents are invited to participate by sharing customs and items from their own backgrounds.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
2. I had the opportunity to interview Ginny Barrett
Ginny is The Guidance Coordinator at Central Bucks South in Warrington, Pa. 18976
She is currently working with Juniors the class of 2016 and will be with them until graduation.
Her caseload is 300 students. Some she will see only 4 times a year others she will see more depending
on their needs. She feels bad she cannot spend more times with the other students that need her less.
She likes this system because it allows her to see her students grow, evolve and mature. Ginny is
celebrating her 20th year as a School Counselor.
3. Ginny does not believe in the importance
theoretical orientation
Ginny “She realizes that theoretical orientation is stressed in Graduate
School but that’s not really how it works in the field.” If she had to pick
one she considers herself a behaviorist like Bandura. She asks her
students what they want? She says okay this is how you are acting Then
she asks them How can you change your behavior to get what you want?
Albert Bandura--------------------
4. Ginny’s primary roles and responsibilities
include:
Meeting with Students for course selection
Holding SAT Seminars for Students and Parents
Helping students with college entrance requirement and applications
Organizing and hosting College Fairs
Organizing and hosting Career Exploration Opportunities
Counseling Students both Individually and in Small Groups
Dealing with any situation that may arise
Working as a team with parents, teachers and administrators to make school all it can
be.
5. How the ASCA School Counselor
Competencies influence the role and
responsibilities of counselors
Ginny does feel that the ASCA School Counselor Competencies do influence
her role as a counselor. They are something that must be followed. It is
important to remember to be culturally competent and as to remember that
family dynamics have also changed. Some administrators say that are main
client is the parent. Ginny believes the main client is the students who she
works with. She is very student-centered. When she closes her door she tells
her students that they can tell her anything. She also tells them that she can
saying anything to them as well.
6. What a typical day entail
Ginny shared that her schedule varies depending on the time of year it is.
Currently she is working on organizing College Fairs and Career Exploration
opportunities. She is also running small informative groups with her students
regarding SAT Testing. She is also counseling individually dealing with various
issues and in small groups about drug prevention. Ginny is also working on a
program to help teachers to understand the new Pennsylvainia procedures that
if they suspect Child Abuse they must now report themselves instead of the
counseling department She also said that there are meetings and lots of
paperwork to complete.
7. How Ginny handles emergency crisis situations as they arise while
still meeting his or her daily responsibilities
At times it is a juggling act. If an emergency crisis situation does take
place with one of her students that is her first priority. For that moment
other tasks do get put on hold.
8. What the counselor sees as the essential skills
for a school counselor
Flexibility
Good organizational skills
Good Listening skills
Resourceful and Helpful
Able to multitask
Empathy
Like to talk
Love students and school
9. Ginny feels fortunate and loves her job!
Every day is different and she enjoys being a part of the school team. She loves
to talk and help her students to thrive to hopefully grow into strong capable
adults!