Ppt on personality development for students

Blending in Reverse Todd W. Reed Ed.D.. What is Blended Learning? Any time a student learns, at least in part, at brick-and-mortar facility and through.

8: Mentor to the Rescue Key #9: Smack of Reality Key #10: If All Else Fails Development of trust 13 Behaviors: Talk Straight Demonstrate Respect Create Transparency Right Wrongs Show Loyalty Deliver Results Get Better / Build Trust Provide for Needs Inspire challenge Feedback cognitive understanding, motivation, engagement, and interpersonal connections. Personalization The teacher is more relevant than ever to build trusted relationships, demonstrate steadfast belief in students’ potential competency, /


University of Stirling: Our Approach to the Enhancement Themes Dr Tim Whalley Dean of Student Affairs.

activities multifaceted team: senior academics, students, staff developers, support staff facilitates ownership and engagement SHEEC Sharing Ideas and Findings Learning and Teaching Conference (EduFair) – Developing and Supporting the Curriculum – Facets/ – VLEs, module design, peer marking SELF Enhancement Themes work Developing and Supporting the Curriculum – personal tutor scheme – School Officers – RATE awards Student Transitions – entry into university – integrated degrees – international experience /


Developmental Guidance Class. What is it? Developmental guidance is the process of leading, directing, and advising students through a program of experiences.

decision making, critical thinking, problem solving, logical reasoning, goal setting, organization, and study skills. Developmental Guidance and its Domains Learning to Live (Personal/Social) This component assists students in the development of skills relating to other individuals, groups, and themselves. A primary goal for students is developing a strong positive self- concept. Developmental Guidance and its Domains Learning to Earn (Career/Vocational) This component includes the/


Developing and Delivering Online Instruction Brian Newberry.

For Online Learning Breaking Barriers of Time and Space Interesting Challenges Use of Technology The secret in education lies in respecting the student. Ralph Waldo Emerson Developing Online Instruction What We Need To Know What We Need To Do Developing Online Instruction What We Need To Know Content Students Instructor Resources Developing/Social Presence Rapid Responses Personal Responses Share Prior Experiences Model Use of Technologies Initiate Routine Communication Care About Students We are not certain/


Program of Activities (POA). What is a POA? l A document with chapter goals (activities) and plans on how to accomplish them. l It is developed by students.

15 committees suggested –Consider using students in intact classes as committees l Review past POAs l Use forms in POA Handbook l Use class time to develop POA When is the POA developed? l After new officers are elected National Chapter Award Program l Recognizes top chapters l Let’s public know of chapter accomplishments l Recognition for students l Develops pride State Level Awards National/


IN PARTNERSHIP WITH STUDENTS Megan Schmid and Adrianna Guram.

Essential Learning Outcomes  Knowledge of Human Cultures and the Physical and Natural World  Intellectual and Practical Skills  Personal and Social Responsibility  Integrative Learning Learning Partnership Challenge Portray knowledge as complex and    internal belief /  Take home material  Conversation Guide  About Campus article  Journal of College Student Development article  New Directions for Teaching & Learning article Opportunity to continue the conversation: Wednesday, January 28 th, 2009/


Character Analysis: Adult Development Theory. Assignment Using Adult Development Theory, you will analyze each of the 4 main characters (Snowman, Jimmy,

Accommodating Diverging Assimilating Converging Trends Unless students are aware of their personal preferences and actively seek new ways of learning, students often end up in: Converging /students grapple during their college years” (Evans, et al. p. 65) Chickering identified seven vectors that he described as “major highways for journeying towards individuation.” The journey on each vector “may be expressed more appropriately by a spiral or by steps than by a straight line.” Seven Vectors 1. Developing/


Academic Performance of Immigrant Students in Minnesota Presentation to the Citizens League Study Committee on Immigration and Higher Education July 19,

for immigrant Just over half (53.9 percent) of ELL students are foreign-born. Descriptive study of services to LEP students and LEP students/students performing? How well are non-LEP immigrant students performing? How well are immigrant students performing in subjects other than math and reading? How well are immigrant students/students face? Overall, foreign-born students are as or more likely than their native-born peers to: Report high personal aspirations Report high personal/: Immigrant Students in U/


Relevance of US Education to Former Students from Taiwan: An Exploratory Investigation. Su-Chin Hsieh, Ph.D. Candidate; Francis Musa Boakari, Professor.

1981), Jenkins (1980) Exposure to creative criticism & academic freedom Enriching personal experience Mutual understanding William (1979) Research and technology skills Field-level /sample size 2. 2.Modify the questionnaire further, increasing questions for the dimensions 3. 3.Study relevant issues such as those related/S. education to students from developing countries: a report on the fourth AID/NAFSA workshop.Jenkins, H. M. (1980). Relevance of U.S. education to students from developing countries: a report/


Fostering Students Social Capital Improving retention in the era of mass education.

person that waits until Im comfortable, but some seminar groups they over take the whole discussion and then their twenty four hour [drinking] binge and I have nothing to say except I bake cakes for my kids. Female, 26, Black Caribbean, First year Off-campus students/ that. Female 39, White British, Second year (part-time) Discussion What else can be done to help students develop networks? Do you feel it is the institutions responsibility? If you have any enquiries please email me: a.curtis@roehampton.ac.uk/


How satisfied are students with their course and should we care?

Dr C Gibbons Primary appraisal/Sources of stress in students Student/Course specific sources of stress Personal sources of stress Teaching experience Financial concerns Assessment and /possibility that such sources of stress might also act as potential for good stress/eustress as well as distress. Rating stressors as / Assessment and feedback Academic support Organisation and management Learning resources Personal development Careers advice Course content and structure Social opportunities Course delivery /


As LibrarianAs Teacher Al Smith, 2007 Developing the Resources and Services that stengthen literacy and technology skills of the school community.

and long term objectives Introduction of process at Elem. Development at middle and secondary Orientation Start of term: for both teachers and students -Preparation of budget allotted funds -Evaluation and selection -/a resources portal -Cooperative planning with teachers -Efficient circulation methods -Coach students with learning skills and personal development -Provide personal instruction to students and faculty As LibrarianAs Teacher AdministrationCurriculum -Order and receiving procdures- including/


Lecturette 2: Exemplary Co-Teaching. Exemplary Practices: Teachers are deeply committed to educating all students. Teachers believe that two viewpoints.

other. Teachers are strong and highly competent professionals. Teachers have highly developed skills related to their areas of expertise (e.g., curriculum, individualization.) Personal Characteristics Average Practices: Teachers tend to want to know who should /can tell which educator is a general educator and which educator is a special educator. Students look to teachers equally for guidance. Classroom instructional practices are highly differentiated. Several services are unobtrusive but clearly carried /


2003 Community College Survey of Student Engagement (CCSSE) SVC Office of Institutional Research Dr. Maureen Pettitt, Director Leslie Croot, M.S., Analyst.

included in the analysis, from students in on-ground courses CCSSE Overview Communications To what extent has your experience at this college contributed to your knowledge, skills, and personal development in the following area: /for information? Information Literacy Overarching Learning/Development To what extent has your experience at this college contributed to your knowledge, skills, and personal development in the following area: Acquiring a broad general education Overarching Learning/Development/


Inspire, Engage, Lead: Service Learning Pedagogy and Gifted Students Kristen R. Stephens, Ph.D. Alissa Griffith.

help: –Knowledge development –Social development –Civic developmentPersonal development From www.ibo.org Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced Reflective S-L Components Characteristics of Gifted Students Authentic Experience Demonstrate / celebration of the museum. Global Engage The IB community focuses on five issues: –Education for all –Peace and conflict –Global infectious diseases –Digital divide (access to technology) –Disasters and/


Learning Strategies. Learning Strategies-Lesson Topics Lesson 1: Student Differences How Students Learn Lesson 2: Learning Styles.

Learning Strategies-Lesson Topics Lesson 1: Student Differences How Students Learn Lesson 2: Learning Styles Individual Differences in Students and How Students Learn Performance Objective Through questions and lesson plans, demonstrate an understanding of student differences and how children learn and develop, describe major assumptions underlying the theories of learning, and provide learning opportunities that support the student’s intellectual, social, and personal development to the satisfaction of the/


Theme: Character accentuation and self-esteem of first and second year study students Scientific supervisor Associate Professor Olga A. Dniprova Language.

of self-esteem 2.2 Method K. Leonhard - S. Shmishec - determine the type of accentuation of personality, that character a certain direction; 3. Correlative analysis by the criterion of Pearson. In the figures we/the insufficient number of respondents giving the basis for the development and testing of recommendations on increase of efficiency of educational process in universities, thanks increased attention to individual work with students, taking into account their individual psychological characteristics/


1 KGV Sixth Form College Southport. 2 Developing.

Modules for course Timetabling and resource allocation Courses Student needs Decide to use Printed timetables 11 Example Possible resits KGV-online KIM ExamEntries Printed invoice Exam boards ResultsModules Entry codes Entries Finance Tutor override (>3) Exams 12 Example 13 Example 14 Example Tutor filter KIM Attendance payment invoice Attendance Finance Courses 15 Example Personal tutor student KIM Attendance teacher comments Single progress report Attendance/


PDHPE: Why is it so important in schools?. Personal Development, Health and Physical Education is essential in schools to help students lead a healthy.

about nutrition, daily activity, safety and personal wellbeing. It also helps to promote positive interpersonal relationships and develop physical, social, cognitive and emotional aptitudes. Students learn to deal with issues such as: Drug education, Safe Living, Personal awareness, Stranger Danger and Sexuality. By encouraging students to adopt healthy habits in primary education, they are better equipped in making healthy decisions for the rest of their lives.


IB THEORY OF KNOWLEDGE An Overview.

personal and ideological assumptions, including participants’ own; encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world. REQUIREMENTS 100 hours over two years. IB Final Assessment in Year 12: Oral Presentation on a contemporary issue chosen by the student/(developed) progression CLASS ACTIVITIES Class discussions, debates and seminars Student /for Year 11 students a general introduction to TOK; Complete a variety of/


Nature vs. Nurture. Hair Color Health Gender Personality Physical Strength Eye Color.

environment affects the characteristics of a person, traits are not all due to genetics.  Environment includes: ◦ Physical surroundings, culture and society  Example: ◦ Poor nutrition at a young age hampers brain development. ◦ Introverted or extroverted – /of genetic tendencies and environmental surroundings, each student favors a slightly different environment to learn best.  Different teaching strategies and methods are needed to compensate for this. ◦ One student may be visual and another a tactile /


Assessing Student Learning Outcomes – Jeff Mackay/Dan Fergueson Welcome.

Guide for Student Leaders  17 learning outcomes  Self assessment tool w/advisor comments Full Competency List Core Competencies 1. Leadership Development 2./Personal and Educational Goals 17. Career Choices Who to assess in the trial? Student Leaders  Resident Assistants – 65  Student Government – 9  Activities Board- 12 Learning Outcomes  17 learning outcomes  Staff indentified 5 core outcomes  Staff identified 1-2 area specific outcomes Student Affairs Core Competencies 1.Leadership Development/


James Graves PERSONAL LEADERSHIP PLATFORM  Student Population: 2,608 students in Grades PreK-12  Student Demographics: 91.5% White, 4.4% Hispanic,

trust PERSONAL PHILOSOPHY OF LEADERSHIP  Mission Statement  “Educating all students to /Develop instructional leader team  Collective responsibility  Shared decision making  Update classroom instructional schedule  Reflective practice  Professional learning opportunities  Establish updated Personal Learning Network  Google Classroom  Collaboration PERSONAL/copies of assessments  Parent resistance ADMINISTRATIVE PRESENTATION Center for Teaching Quality. (2010, January). Teacher leadership: Leading/


Www.lebenslanges-lernen.at/erasmus International Week 2010 University of Music and Performing Arts Vienna ERASMUS Student Work Placements Vienna, 7 July.

diplomatic representations) www.lebenslanges-lernen.at/erasmus ERASMUS Student Work Placements Vienna, 7 July 2010 HOW? Sending institution with Extended ERASMUS University Charter 1 person responsible for placements at the HEI Supervisor /mentor in the/ certificate student report ERASMUS student charter www.lebenslanges-lernen.at/erasmus ERASMUS Student Work Placements Vienna, 7 July 2010 ALL PARTIES INVOLVED BENEFIT! ->The ERASMUS student placement will contribute to developing the students personal and /


Careers and Student Employability Mentoring Scheme Raksha Mehta Jenny Chau.

Student Employability Mentoring Schemes  Student mentoring talk – John Olaofe, Aisha Labefo-Audu and Daniel Nascimento  Questions and answers panel session What is Mentoring?  A relationship aimed to provide professional & personal support to a mentee  Mentor is synonymous with trusted adviser, friend, teacher, wise person/  “a brain to pick, an ear to listen and a push in the right direction”  Mentoring is used to assist individuals at specific times of their development and lasts for a /


Joan Miller and Priscilla Moreno Student Development.

model for practice – useful in many situations, fields of work.  Schlossberg’s openness to suggestion resulted in many helpful revisions.  Theory is based on individuals and thus friendly to individual and cultural differences. Theory lacks validation by empirical quantitative research. Supportive assessment tools should be developed. More research is needed to increase the understanding of various transitions specifically related to diverse student populations/


Student Veterans on Campus: Make the Connection PRESENTED BY: CEDERICK VICTOR, LMSW, TEAM LEADER AUSTIN WAMPLER, BA, READJUSTMENT COUNSELOR.

student? Mental Health A mental health is a condition that impacts a persons thinking, feeling, or mood that may affect and his or her ability to relate to others and function on a daily basis. Genetics, environment, and lifestyle combine to influence whether someone develops/ and PTSD. Invite private conversations about your student Veterans needs. Listen to student Veterans talk about their experiences on campus. Be open to discussing alternative options for fulfilling the requirements of the class. What /


STAR. What is STAR?  STAR is a professional development package to assist teachers, program administrators, and state leaders in implementing evidence-based.

. These profiles are used to group students and plan instructi on. Other promising practices include....  Direct and explicit instruction, consisting of teacher explanation and modeling, and student opportunities for guided practice and application.  Continuous /etc.)  Attendees and their team will develop Action Plans to guide your STAR implementation  Attendees may need to make some structural, programmatic changes to implement STAR Contact Person Peggy Meyers, Education Director Wisconsin Technical /


Sports Franchise Project “Brain Storm” Session [Sports Marketing; MKTG.405; Winter 2007] Tyler Hair, Senior Account Executive Bakersfield Jam NBA Development.

Development League Team (Tuesday January 30, 2007) *NOTE: Content design and selected phrasing is NOT taken directly from session discussion, NOR does it have to be retained. This presentation content format is provided to help generate ideas as students/ with Rabobank Hub b) Identify Activities Suited for Staging at Schools/Centers/Churches c) Identify / “Topic” with Prominent Organization/Person b) Build Peer/Mentor “Word-of-Mouth” Awareness -- Partner College & HS Students Around Shared Interests -- Couple/


Sarnoff Cardiovascular Research Foundation

and mentor. He established the Sarnoff Cardiovascular Research Foundation for cardiovascular science in 1980 to encourage outstanding medical students to pursue a career in cardiovascular research. He developed the idea while he was Director of the Cardiovascular /a medical student outside of his/her own medical school. The Foundation has given Fellowship awards to over 340 medical students since 1980. Sarnoff Mission To engage medical students and young investigators in a personalized research experience/


Psychometric Testing of Students – a work in progress Andy Watts February 2011 “All of us do not have equal talent, but all of us should have equal opportunity.

develop our talent.” John. F. Kennedy  Year 10 Case Study  What is Psychometric Testing?  How can this help students?  Where are we now?  Questions Confident, precocious, intelligent child who never showed any signs of problems, pressures or frustrations until her personal/July involving 18 year 10 students. The workshops covered communications and self awareness, preparation for and practice of job interviews and a Thomas ‘PPA’ psychometric test which was reported to each student. All agreed that the /


How Parents and Teachers Can Help Children Develop Healthy Personality Traits Session One: What is Personality?

healthier or more acceptable? Changing behavior or changing personality? You can create an environment for a child that fosters a change in a child’s behavior, but you cannot change the child’s personality trait that is motivating that behavior The Challenge: Encouraging a new behavior that still satisfies the personality trait! Think of your child (or student)… Is there a behavior that needs to/


4A0C0106 黃俐雯 4A0C0124 陳品如 4A0C0127 劉香妘.  Teachers have always known that their students have different strengths.  EX: some students are better visual.

person’s moods, feelings, motivations, and intentions  The ability to understand oneself and to practice selfdiscipline  While everyone might possess these seven intelligences, they are not equally developed/work, group problem-solving IntrapersonalSelf-evaluation, journal keeping, options for homework  Give students a riddle and ask them to solve it in pairs / you are giving the students the description.  (Intelligences: spatial/ visual intelligence, musical)  Distribute to each person in a small group /


 Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect by Peggy Ertmer and Anne T. Ottenbreit-Leftwich Staff Development.

, that technology is essential to performance outcomes (i.e., student learning).” (Ertmer & Ottenbreit-Leftwich, 256) “To achieve the kinds of technology uses required for 21 st century teaching and learning we need to help teachers/do not feel confident using that knowledge to facilitate student learning” (Ertmer & Ottenbreit-Leftwich, 261). Teachers develop self-efficacy in regards to technology through personal successful experiences or personal mastery. Self-Efficacy Give teachers time to play with/


1 WARM UP. Vision-to-Action Selecting Data Targets Document 3.3 American Student Achievement Institute ASAI.

data: 72% Student Group All Students Benchmark Pass XYZ Test Current data: 72% Student Group All Students Benchmark Pass XYZ Test Current data: 72% Student Group All Students Benchmark Pass XYZ Test Current data: 72% Student Group All Students Benchmark Pass XYZ Test Current data: 72% Student Group All Stents Benchmark Pass XYZ Test Current data: 72% BUILDING CONSENSUS American Student Achievement Institute ASAI 23 TASK 1 PERSONAL REFLECTION SPECIFIC DATA/


Building a Better Student: A Typology and Toolbox MICHAEL GALLI, BCIT KEN BEATTY, ANAHEIM UNIVERSITY 1.

details? Do we teach “Canadian” culture as we see and experience it? How might this affect students who are sensitive to their instructor’s perspective? 13 Culture Santa Rudolf Science Politics Giving Family Christianity /developing collaboration a. Developing a skeptical approach to problem solving and decision making; b. Breaking down problems into their simplest outcomes; c. Searching for evidence that both supports and refutes a given conclusion; d. Maintaining a vigilant attitude toward their personal/


Using Programming to Help Students Understand the Value of Diversity Michael R. Wick and Paul J. Wagner University of Wisconsin – Eau Claire This research.

and Instructional Development, University of Wisconsin System Fundamental Question At a predominately-white undergraduate university, how can we instill in students an appreciation for the value of diversity and do so in a way the encourages students to seek inclusivity/ Much more compelling Project Results Quantitative Analysis –“Relativistic Appreciation” Scale –M-GUDS Questions 1.Knowing how a person differs from me greatly enhances our friendship. 2.I place a high value on being deeply tolerant of /


Organization Abe and Me.  Students will be able to think about organizational structures to use in their nonfiction writing.  Students will be able.

organizational structures to use in their nonfiction writing.  Students will be able to recognize that writing can be structured in several different ways:  Point-by-point analysis  Comparison/contrast  Deductive logic  Development of a central theme  The organization of your paper/October 10, 2014  You will create a box:  Side #1: a picture of the person  Side #2: a picture of you  Side #3: what this person is famous for  Side #4: what unique talent you have, or what you aspire to become  Inside/


Assignment #7- A Lesson Plan Developing A Career Plan.

careers based on student answers. Select Career Matchmaker – answer 39 questions which will provide careers based on student answers. Career /for yourself?  List at least two nonmaterial dreams. Example: good health, loving family.Example: good health, loving family.  List at least two material dreams: Example: a new car, a home of my ownExample: a new car, a home of my own Personal Strengths What are your personal strengths and skills? Strengths you have. Strengths you have. Strengths you need to develop/


Stefano Belluzzi Resident Mentor and Student Life Officer J-Peers Personal development Social engagement Community support.

Student Life Officer J-Peers Personal development Social engagement Community support 2  J-Peers are a pool of trained volunteers who actively foster their student communities and promote wellbeing.  J-Peers are skilled students who can respond to specific personal/students‘ issues 4 The Team non-judgmental listeningempathysupportive behaviors After the completion of the PST, PS has official office hours, where they support students/and graduate students are warmly encouraged to participate Students who are/


Gisela P. Vega Title: How sexual minority students at an Hispanic Serving Institution perceive their experiences and their sexual identity development.

study will be to explore the experiences of current sexual minority students at FIU and gain insights into their identity development. Problem: Sexual minority students are at higher risks for suicide, alcohol, and drug abuse than their heterosexual counterparts (/Challenges institutions to evolve into affirming non- heteronormative places. Research Questions: What are the personal narratives of sexual minority students as they described their experience on campus? How is the physical and emotional health of/


Advanced Psychology Lab: Research Methods in Personality Psychology R. Chris Fraley

is the scientific method potentially useful for studying human experience? The methods we tend to use are subject to severe limitations— some of which we will review in our next lecture. Personality Although the study of psychology focuses on big issues, such as development, mental functioning, and social behavior, the discipline of psychology is rather dissociated. Students tend to receive training in specific areas/


Together we can make school bully free.. Audience Participation: Ask students what they think bullying means.

Stairwells  Playgrounds  Gym  Locker rooms  Cafeteria  Library  Bully- person picking on a person  Victim- the person being bullied  Bystander- the one who watches  The Bully  The /students’ self-esteem  Give them opportunities to shine  Teach leadership skills  Identify possible targets  Look for warning signs  On-the-spot responding by all school staff, no bullying will be tolerated  Be a good listener  Provide counseling  Teach friendship skills  Teach assertiveness skills  Develop/


ED 300: Human Growth and Learning Welcome Opening Prayer Turn in: Vocabulary: Ch. 2 Cognitive Development (matching) Ch. 3 Personal & Social Development.

come up in the classroom. Differences Cultural, Gender, Individual Personal and Social Development Content/ Objectives I will identify the steps in the human memory model. Language Objectives: I will discuss and write strategies I can incorporate in the classroom to improve students’ attention, short and long-term memory. I will begin to write the outline for my assigned chapter. Class Activity – Group Assignment (20/


Where the Red Fern Grows by Wilson Rawls Developed by Ry Fable.

Red Fern Grows by Wilson Rawls Developed by Ry Fable UNIT OBJECTIVES Where the Red Fern Grows 1. Through reading Where the Red Fern Grows students will analyze characters and their situations to better understand the themes of the novel. 2. Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical, and personal. 3. Students will practice reading aloud and silently/


DDA, DSE, AT & SWD What’s it all about?. Trevor Allan, Head, Student Equity, Welfare & Disability Services University of Western Sydney Contact: Bldg.

DDA, DSE, AT & SWD What’s it all about? Legislation: Disability Discrimination Act (DDA) (1992) DDA Standards for Education (2005) NSW Anti-Discrimination Act Privacy Act DDA, DSE, AT & SWD What’s it all about? What is/University to avoid discriminating against a person with a disability in: Enrolment Participation Curriculum Development, Accreditation & Delivery Student Support Services Prevention of Harassment & Victimisation DDA, DSE, AT & SWD What’s it all about? YThe person’s disability should only be /


Newcomers-International Students Orientation 2012 Lehigh University.

each of the student has to work independently on the Bingo. Try to search the person’s name to fit each blank. Another 10 minutes will be given to the students to leave their seats and communicate with the target person to make sure that/ tool Visually learning Develop cooperation skills Effectively learning Learning different cultures Project available for review How to work together on Cmap tool? Cmap allows multiple people to work on the same Cmap at the same time. Have one person open the Cmap from/


PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION Advocating it’s importance in classrooms.

physical education and personal development and health lessons. Personal Development & Health  Content strands such as growth and development, safe living, interpersonal relationships and personal health choices aim to expose and provide students with a deep / the positive socialisation of a child whereby they learn both the written and unwritten rules of social interaction. Food for Thought  What other curriculum area can offer the following?  Encouraging growth of good values  Communication skills/


Ian MacLellan – Student Support and Wellbeing Manager Supporting Students at Strathclyde.

at Strathclyde Support and personal development Life skills“fully rounded”employability Student Academic development Personal and emotional development Practical life skills Overcoming obstacles Successful outcomes Academic development WellbeingAdvice and Support 1-1Workshops/groups Course arrangements and material support (money and equipment) Self-access materialsInformal eventsPresentations/lectures Academic Support Study SkillsMaths Skills Skills development Understanding performance Disability Service/


School Counselors …are certified/licensed educators trained in school counseling with unique qualifications and skills to address the needs of all students.

planning (systemic activities to establish personal goals and develop future plans)  Responsive services (prevention and intervention activities meeting immediate and future needs of students)  System support (management activities) 3. Management Incorporate organizational processes and tools:  agreements with administrators  establish advisory councils  use student data to affect systemic change  action plans for prevention and intervention services  use of calendars as information means  allotment/


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