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High-Leverage Practices for Paraprofessionals |
1.00 |
Welcome to High-Leverage Practices for Paraprofessionals. This course covers the four fundamental components of high-leverage practices and how to implement them in the classroom to support student success. |
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High-Leverage Practices for Teachers |
1.25 |
Welcome to High-Leverage Practices for Teachers. This course covers the fundamental components of high-leverage practices and how to implement them in the classroom to support student success. |
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Homework Assistance |
2.00 |
Supporting children and youth with their homework is a basic element of nearly all out-of-school time programs, yet it is something that can be challenging for many OST professionals. During this course, participants examine the importance of homework assistance, as well as strategies and skills to provide effective homework assistance. |
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Honest Jobs |
0.25 |
This course is designed to assist learners in creating and using an Honest Jobs account to help secure post-incarceration employment. |
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Hose Competency (Instructor Guide) |
1.00 |
This is the Instructor Guide for Hose Competency. This competency evaluates the ability of assigned companies to perform hose tasks including stretching, advancing, and operating fire hose streams. This competency may also be conducted as an independent drill or evolution. |
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How to Build Relationships That Work |
1.00 |
Most of us already know that relationships matter in any field, but particularly in education. The question is: how? How do I build life impacting relationships with students? How do I build resourceful relationships with my colleagues on campus? How do I build supportive relationships with my students' parents? Based on the book Relationships That Work, this workshop presents a framework—the practice of four essential skills that will posture and position any educator to a place of relational readiness. 1) Reflecting (on why I am here); 2) Directing (the fuel of my emotion); 3) Connecting (building relational bridges across differences) and 4) Protecting (my mind, my heart, and my body from toxic, hurtful people). |
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How to Escape Survival Mode |
1.00 |
Each day presents new challenges for educators in the pandemic: student attendance, staff shortages, concerned parents, and the demands of our personal lives can leave us feeling like we’re just living to get through the day (or the hour!). It’s called “survival mode.” While knowing how to live in survival mode is necessary through these times, we do not want it to become our new normal. The good news is that we can make small physical and mental adjustments each day that will keep us from being driven by the chaos of external forces. |
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How to Find an Extra 30 Minutes a Day for Training and Enrichment! |
1.00 |
"I wish I had more time to do what I like doing!" This common expression relates to many concepts all vying for the same time and attention simultaneously. Rarely is there time or resources available to dedicate to enrichment and training. Nowhere is this more evident than in the Animal Keeper’s daily role. This course will provide an opportunity for the keeper/trainer to evaluate the daily processes to identify and eliminate Non Value Added process steps and allow more time for enrichment and training. Useful concepts, such as Root Cause and Current State/Future State will be used to identify the waste. There will be tools provided, which can be applied in any situation, to simplify work duties and increase daily efficiency. |
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How to Manage Emotions |
1.00 |
When students manage emotion, behavior manages itself. Since emotions are a powerful driver of behavior, behavior management strategies that do not empower students with emotional literacy will do little to help students gain insight into their behaviors. When we ignore, inhibit, or invalidate emotion, we deny students (and ourselves) the opportunity to learn to appropriately express emotion. Only when we invite emotion can we then instruct emotion. |
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How to Navigate Stress Like a Hero |
1.00 |
If only stress weren’t so stressful. There is good news, though: stress doesn’t have to be the enemy! In fact, we can enhance our emotional intelligence by identifying the sources of our stress and creating a plan for adaptive stress management. Stress fuel—adrenaline and cortisol—can empower us to be Life-Givers or Life-Suckers, and fortunately, we get to make the choice. |
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How to Nurture Wholistic Wellbeing |
1.00 |
Educators are nurtures, which means they make tremendous sacrifices to empower their students to grow and develop. That is a significant part of why education is commonly considered the noblest profession. Self-sacrifice, though, can become a liability when not considered in proper context; just as a cell phone battery must be recharged regularly so as not to lose all capacity, so too must the life of the educator be recharged so as not to lose the passion for this noble calling. The good news is that not only is personal balance attainable, but as we nurture it, we will find yourself maximizing our impact—both instructionally and relationally—in the classroom and beyond. Based on material from the book The Power of a Teacher, this workshop guides participants through the five areas of wellbeing: physical, occupational, emotional, financial, and spiritual. Not only does the workshop empower educators with a mandate for self-care, it offers practical, actionable strategies to achieve and maintain wellbeing. One of the most loving things we can do for those depending on us is to offer them the best version of ourselves Let’s get our recharge on! |
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HR Strategic Planning |
1.00 |
For your Human Resources Department to truly make a strategic impact within your organization, it's vital to be able to share the strategic goals of your Human Resources department. Otherwise, how will your organization leaders understand what value your department adds - and also the important role that the Human Resources Department plays in the overall organizational strategic plan? This session will cover how the World Famous San Diego Zoo's Human Resources Team developed a World Class HR Strategic Plan - taking their Human Resources practices to another stratosphere, and creating award-winning Best Practices that are now being shared with companies nationwide. |
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Human Relations Skill Development |
2.00 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. This requires an understanding of how teams work and the characteristics of effective teams. Assessing the current status of personal human relations skills helps each professional identify priorities for making improvements to these skills. |
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Human Relations Skill Development (Collection) |
2.00 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. This requires an understanding of how teams work and the characteristics of effective teams. Assessing the current status of personal human relations skills helps each professional identify priorities for making improvements to these skills. |
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Human Relations Skill Development: Communication and Team Building for Paraprofessionals |
1.00 |
Being able to communicate effectively is an essential human relations skill for paraprofessionals. To be a good communicator, paraprofessionals need to understand the components of communication, and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. Assessing the current status of personal human relations skills helps each professional identify priorities for making improvements to these skills. |
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Human Relations Skill Development: Cultivating Communication Skills |
0.67 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication, and how the communication process works. They need to identify barriers to clear communication, and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. In this course, we will explore strategies for cultivating good communication skills. |
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Human Relations Skill Development: Focus on Leadership Styles and Conflict Management |
2.00 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to his or her leadership style. It is important for OST professionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help OST professionals reflect on their own leadership style and assess its effectiveness. It can also help OST professionals take a proactive approach to applying different leadership styles and techniques, depending on the situation.
Leaders also use a variety of different styles when it comes to managing and resolving conflicts. By understanding how to diagnose the causes and dynamics of conflict and understanding the characteristics of different conflict management styles, OST professionals can choose the best conflict management strategy for each situation.
There are a number of skills that enhance the ability of OST professionals to employ different leadership and conflict management styles effectively. When OST professionals are aware of these skills and their own skill levels, they can set priorities for ongoing development of leadership skills. |
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Human Relations Skill Development: Focus on Leadership Styles and Conflict Management (Collection) |
2.00 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to his or her leadership style. It is important for OST professionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help OST professionals reflect on their own leadership style and assess its effectiveness. It can also help OST professionals take a proactive approach to applying different leadership styles and techniques, depending on the situation.
Leaders also use a variety of different styles when it comes to managing and resolving conflicts. By understanding how to diagnose the causes and dynamics of conflict and understanding the characteristics of different conflict management styles, OST professionals can choose the best conflict management strategy for each situation.
There are a number of skills that enhance the ability of OST professionals to employ different leadership and conflict management styles effectively. When OST professionals are aware of these skills and their own skill levels, they can set priorities for ongoing development of leadership skills. |
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Human Relations Skill Development: Focus on Leadership Styles and Conflict Management: Managing Conflict |
1.00 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to his or her leadership style. It is important for school-age care professionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help school-age care professionals reflect on their own leadership style, and assess its effectiveness. Leaders also use a variety of different styles when it comes to managing and resolving conflicts. By understanding how to diagnose the causes and dynamics of conflict, and understanding the characteristics of different conflict management styles, school-age care professionals can choose the best conflict management strategy for each situation. |
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Human Relations Skill Development: Good Communication Skills |
0.67 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. In this course, we will explore good communication skills. |
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Human Relations Skill Development: Leadership Styles and Conflict Management for Paraprofessionals |
1.50 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to their leadership style. It is important for paraprofessionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help paraprofessionals reflect on their own leadership style, and assess its effectiveness. It can also help paraprofessionals take a proactive approach to applying different leadership styles and techniques, depending on the situation.
Leaders also use a variety of different styles when it comes to managing and resolving conflicts. By understanding how to diagnose the causes and dynamics of conflict, and understanding the characteristics of different conflict management styles, paraprofessionals can choose the best conflict management strategy for each situation. |
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Human Relations Skill Development: Leadership Styles and Conflict Management: Leadership Styles |
1.00 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to his or her leadership style. It is important for school-age care professionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help school-age care professionals reflect on their own leadership style, and assess its effectiveness. |
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Human Relations Skill Development: Team Building Skills and Strategies |
0.67 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication, and how the communication process works. They need to identify barriers to clear communication, and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. In this course, we will explore skills and strategies for team building. |
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I Am: Supporting Self-Awareness and Self-Management |
0.75 |
As staff, our understanding of how youth’s negative responses affect emotions and behaviors is a key lever in how we create opportunities for young people to develop social-emotional and character skills such as self-awareness and self-management. During this course, participants will learn about how young people’s responses affect personal emotion and behavior, and how group agreements can support safe environments. Participants will reflect on current strategies and will learn about resources to support the development of young people’s self-awareness and self-management skills. |
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I Am: Supporting Self-Awareness and Self-Management |
2.00 |
Children and youth develop social-emotional skills and character over time and through a variety of experiences.
Expanded Learning Programs strongly support three foundational areas of Social-Emotional Learning and Character Building:
- I AM (Interpersonal Connections)
- I BELONG (Interpersonal Connections)
- I CAN (Belief and Mindset)
This course focuses on the I Am skills.
By the end of this course, you will:
- Understand how young people's responses affect personal emotion and behavior.
- Learn how group agreements can support self-awareness and self-management in children and youth.
- Learn strategies and resources to support I Am skill building with children and youth. |
