This guide is made with you – our school heads, teachers, school staff, and other school
stakeholders in mind. In crafting this guide, we consulted with planning experts and
experts from the field – principals, supervisors, and teachers – to ensure that School
Improvement Planning becomes easier and effective for you.
The document is a school improvement plan for Cacawan Elementary School for 2014-2016. It includes an introduction outlining the collaborative process used to develop the plan. It then provides the school and community profile which describes the school location, population, socioeconomic conditions of the local community and challenges faced. Finally, it outlines the guiding principles and vision/mission that the school improvement plan is based on.
This document does not contain any readable text or information to summarize. It appears to contain only special characters that do not form words or sentences. Therefore, I am unable to provide a meaningful 3 sentence summary.
This document provides a summary of the Learning Action Cell (LAC) Toolkit, which aims to guide schools in planning, implementing, and assessing their professional development activities. The LAC Toolkit contains 9 booklets that describe the process for pre-LAC, during LAC, and post-LAC activities. It combines DepED policies, a BEST baseline study, and field innovations to provide comprehensive, user-friendly guidelines for LAC implementation. The booklets cover topics such as setting up an implementation plan, establishing collaborative learning norms, selecting professional development activities, and tools for monitoring and evaluation. The LAC Toolkit aims to operationalize DepED Order 35 and support continuing teacher development through school-based professional learning communities.
The document outlines Rawis Elementary School's action plan for information and communication technology (ICT) for the 2021-2022 school year. The plan aims to enhance computer skills of teachers and pupils in basic Microsoft Word and PowerPoint. Teachers will apply the skills learned in their daily teaching using PowerPoint presentations related to subject matters. Pupils will be enrolled in a library and information studies course to further develop their ICT skills, assisted by the school's ICT coordinator. Progress will be measured through accomplishment reports and documentation of conducted computer literacy training classes and PowerPoint presentations. The action plan was prepared by the school's ICT coordinator and noted by the school head.
The document discusses the Adopt-A-School Program (ASP) in the Philippines, which allows private entities to assist public schools. It establishes that the Brigada Eskwela program was launched in 2003 as an extension of ASP to encourage community involvement in school maintenance. The document provides details on donations received from various private sector organizations and local government units to support Peñafrancia Elementary School through repairs, supplies, technology, and student programs. These donations have helped improve the school's facilities, learning environment, and student and teacher resources.
The document outlines an action plan for a Water, Sanitation, and Hygiene in Schools (WINS) program for the 2020-2021 school year. The plan's objectives are to ensure students have correct knowledge of hygiene and sanitation, improve hygiene practices, and keep schools clean. Strategies and activities include designating a WINS coordinator, organizing a core team, conducting orientation and advocacy. Activities will be implemented quarterly and include random drug testing, curriculum inclusion of drug education, and a peer education program. Success will be measured by program implementation, submitted reports, and post-activity assessment and feedback.
This guide is made with you – our school heads, teachers, school staff, and other school
stakeholders in mind. In crafting this guide, we consulted with planning experts and
experts from the field – principals, supervisors, and teachers – to ensure that School
Improvement Planning becomes easier and effective for you.
The document is a school improvement plan for Cacawan Elementary School for 2014-2016. It includes an introduction outlining the collaborative process used to develop the plan. It then provides the school and community profile which describes the school location, population, socioeconomic conditions of the local community and challenges faced. Finally, it outlines the guiding principles and vision/mission that the school improvement plan is based on.
This document does not contain any readable text or information to summarize. It appears to contain only special characters that do not form words or sentences. Therefore, I am unable to provide a meaningful 3 sentence summary.
This document provides a summary of the Learning Action Cell (LAC) Toolkit, which aims to guide schools in planning, implementing, and assessing their professional development activities. The LAC Toolkit contains 9 booklets that describe the process for pre-LAC, during LAC, and post-LAC activities. It combines DepED policies, a BEST baseline study, and field innovations to provide comprehensive, user-friendly guidelines for LAC implementation. The booklets cover topics such as setting up an implementation plan, establishing collaborative learning norms, selecting professional development activities, and tools for monitoring and evaluation. The LAC Toolkit aims to operationalize DepED Order 35 and support continuing teacher development through school-based professional learning communities.
The document outlines Rawis Elementary School's action plan for information and communication technology (ICT) for the 2021-2022 school year. The plan aims to enhance computer skills of teachers and pupils in basic Microsoft Word and PowerPoint. Teachers will apply the skills learned in their daily teaching using PowerPoint presentations related to subject matters. Pupils will be enrolled in a library and information studies course to further develop their ICT skills, assisted by the school's ICT coordinator. Progress will be measured through accomplishment reports and documentation of conducted computer literacy training classes and PowerPoint presentations. The action plan was prepared by the school's ICT coordinator and noted by the school head.
The document discusses the Adopt-A-School Program (ASP) in the Philippines, which allows private entities to assist public schools. It establishes that the Brigada Eskwela program was launched in 2003 as an extension of ASP to encourage community involvement in school maintenance. The document provides details on donations received from various private sector organizations and local government units to support Peñafrancia Elementary School through repairs, supplies, technology, and student programs. These donations have helped improve the school's facilities, learning environment, and student and teacher resources.
The document outlines an action plan for a Water, Sanitation, and Hygiene in Schools (WINS) program for the 2020-2021 school year. The plan's objectives are to ensure students have correct knowledge of hygiene and sanitation, improve hygiene practices, and keep schools clean. Strategies and activities include designating a WINS coordinator, organizing a core team, conducting orientation and advocacy. Activities will be implemented quarterly and include random drug testing, curriculum inclusion of drug education, and a peer education program. Success will be measured by program implementation, submitted reports, and post-activity assessment and feedback.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
This certificate of recognition from the Department of Education recognizes an individual for their contribution as a resource speaker during the implementation of the Career Guidance Program at Francisco P. Consolacion National High School for the 2020-2021 school year. The certificate was issued on April 7, 2021 and signed by the Head Teacher, Principal, and another Head Teacher.
This document is a daily lesson log from the Rosa L. Susano-Novaliches Elementary School that outlines the lessons for the week in English class for 5th grade students. It includes the objectives, content, learning resources, procedures, and assessments for lessons on restating sentences, facial expressions, word meanings, text types, compound sentences showing cause and effect, and inferring target audience. The lessons will involve short stories, videos, exercises and discussions to help students practice and master these concepts in English.
Nces school improvement plan s.y. 2016 2019Lindy Pujante
The purpose of this Executive Summary is to provide the public a glimpse of the school’s performance through narrative reports of the programs and services of the school in support of student learning, identification of stakeholders, the engagement of the existing stakeholders and the current issues and trends affecting the school’s performance. By doing so, each member of the school and the community will become fully aware of the over-all performance of Naga Central Elementary School that will become the baseline for assessment towards continuous improvement thus providing the best teaching-learning outcomes for the years to come. (UNEDITED DRAFT)
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
This sectoral action plan outlines programs and projects for Barangay Inopacan Caulisihans from 2016-2020. It identifies problems in several sectors including agriculture, social welfare, environment, and infrastructure. Corresponding programs and projects are proposed to address each problem, along with implementation strategies, targets, responsible persons, and funding requirements. Key projects include rehabilitating irrigation systems, providing livelihood training, declaring land as alienable, relocating the cemetery, and replacing the barangay rice mill. Line agencies and local government units are identified as partners in project implementation and funding.
This document outlines the performance evaluation tool for teachers categorized as proficient for the school year 2023-2024. It includes 6 key result areas (KRA) with specific objectives, performance indicators, means of verification, and quality and efficiency criteria. Teachers will be evaluated based on classroom observation using a standardized form, with ratings ranging from outstanding to poor. Scores from multiple observations will be averaged and converted to an overall performance rating for each objective.
This document is a daily time record for an employee for the month of [blank]. It includes their name, official work hours, regular work days which are Monday through Friday with possible work on Saturdays. Each day of the month is listed with spaces to record time of arrival, departure, and any undertime. At the bottom, the employee certifies that the reported hours are accurate and it is verified by their supervisor.
The document outlines the program for Teachers' Day 2015, which includes welcoming guests from 4:30-5:00PM, starting and ending ceremonies from 5:05-5:07PM and 6:38PM, respectively, as well as activities like warm-up games from 5:07-5:12PM, sponsor speeches from 5:15-5:20PM, student letters from 5:27-5:37PM, two games from 5:37-6:30PM, a song from 6:30-6:35PM, and a buffet from 6:38-7:38PM for the guests attending the event.
Brgy. 6 RESOLUTION No. 10 REPAINTING OF BARANGAY HALLPunto Mindoro
CHAIRWOMAN SUSAN BONDAD
BRGY. 6, MAMBURAO, OCCIDENTAL MINDORO
RESOLUTION REQUESTING FINANCIAL ASSISTANCE TO HON. ANGELINA F. TRIA, MUNICIPAL MAYOR OF MAMBURAO, OCCIDENTAL MINDORO FOR THE REPAINTING AND IMPROVEMENT OF BARANGAY HALL, BARANGAY 06, MAMBURAO, OCCIDENTAL MINDORO
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
This document outlines a proposed school garden project called "Gulayan sa Paaralan" at Rizal National High School with the objectives of improving vegetable production and consumption, establishing school gardens as a food source, and teaching sustainable farming techniques. The project aims to address hunger and malnutrition among students from poor families by educating them on skills they can apply at home. A budget of PHP 10,000 is proposed to purchase gardening tools and vegetable seedlings and establish the school garden using organic methods. The school, teachers, and parents' association will implement and fund the project through their funds.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
This document provides an introduction and overview of the "Transforming Government to Think and Act GAD: A Handbook on Gender and Development Training".
The handbook was developed to standardize core gender and development (GAD) messages and provide GAD trainers with conceptual tools and innovative approaches for applying GAD. It contains training modules on gender sensitivity, gender-responsive planning, and GAD planning and budgeting. The intended users are government agencies and local governments who want to design and conduct GAD training for their staff.
The handbook is organized into four parts - an introduction to training design, delivery and evaluation; synopses of common GAD training modules; a detailed training module on GAD
The document discusses DepEd Tambayan, a website that offers the following:
1. Breaking news and current events related to the Department of Education.
2. Free K-12 materials that can be used and shared.
3. All rights are reserved and reproduction or transmission of the material requires permission from DepEd Central Office.
This document summarizes a study on the "Gulayan sa Paaralan" (School Vegetable Garden) at Talamban Elementary School in Cebu, Philippines. The garden was created as part of the school's feeding program and to teach students about sustainable food production. It uses organic farming techniques and recycles school waste as compost. Students are involved in planting, watering, and maintaining different sections of the garden based on crop maturity times. The garden helps provide nutrition to students and contributes to the school's sustainable development efforts through organic food production and waste reduction.
The Ortega family in the Philippines prepares to welcome their visiting cousins, the Johnson family from America. They clean the house, buy food for snacks, and greet the Johnsons enthusiastically at their arrival. The families exchange gifts called pasalubong and enjoy catching up over native Philippine foods. They also share in local traditions like the Angelus prayer. The young cousins from America enjoy learning about strong family ties and customs in the Philippines.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
This certificate of recognition from the Department of Education recognizes an individual for their contribution as a resource speaker during the implementation of the Career Guidance Program at Francisco P. Consolacion National High School for the 2020-2021 school year. The certificate was issued on April 7, 2021 and signed by the Head Teacher, Principal, and another Head Teacher.
This document is a daily lesson log from the Rosa L. Susano-Novaliches Elementary School that outlines the lessons for the week in English class for 5th grade students. It includes the objectives, content, learning resources, procedures, and assessments for lessons on restating sentences, facial expressions, word meanings, text types, compound sentences showing cause and effect, and inferring target audience. The lessons will involve short stories, videos, exercises and discussions to help students practice and master these concepts in English.
Nces school improvement plan s.y. 2016 2019Lindy Pujante
The purpose of this Executive Summary is to provide the public a glimpse of the school’s performance through narrative reports of the programs and services of the school in support of student learning, identification of stakeholders, the engagement of the existing stakeholders and the current issues and trends affecting the school’s performance. By doing so, each member of the school and the community will become fully aware of the over-all performance of Naga Central Elementary School that will become the baseline for assessment towards continuous improvement thus providing the best teaching-learning outcomes for the years to come. (UNEDITED DRAFT)
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
This sectoral action plan outlines programs and projects for Barangay Inopacan Caulisihans from 2016-2020. It identifies problems in several sectors including agriculture, social welfare, environment, and infrastructure. Corresponding programs and projects are proposed to address each problem, along with implementation strategies, targets, responsible persons, and funding requirements. Key projects include rehabilitating irrigation systems, providing livelihood training, declaring land as alienable, relocating the cemetery, and replacing the barangay rice mill. Line agencies and local government units are identified as partners in project implementation and funding.
This document outlines the performance evaluation tool for teachers categorized as proficient for the school year 2023-2024. It includes 6 key result areas (KRA) with specific objectives, performance indicators, means of verification, and quality and efficiency criteria. Teachers will be evaluated based on classroom observation using a standardized form, with ratings ranging from outstanding to poor. Scores from multiple observations will be averaged and converted to an overall performance rating for each objective.
This document is a daily time record for an employee for the month of [blank]. It includes their name, official work hours, regular work days which are Monday through Friday with possible work on Saturdays. Each day of the month is listed with spaces to record time of arrival, departure, and any undertime. At the bottom, the employee certifies that the reported hours are accurate and it is verified by their supervisor.
The document outlines the program for Teachers' Day 2015, which includes welcoming guests from 4:30-5:00PM, starting and ending ceremonies from 5:05-5:07PM and 6:38PM, respectively, as well as activities like warm-up games from 5:07-5:12PM, sponsor speeches from 5:15-5:20PM, student letters from 5:27-5:37PM, two games from 5:37-6:30PM, a song from 6:30-6:35PM, and a buffet from 6:38-7:38PM for the guests attending the event.
Brgy. 6 RESOLUTION No. 10 REPAINTING OF BARANGAY HALLPunto Mindoro
CHAIRWOMAN SUSAN BONDAD
BRGY. 6, MAMBURAO, OCCIDENTAL MINDORO
RESOLUTION REQUESTING FINANCIAL ASSISTANCE TO HON. ANGELINA F. TRIA, MUNICIPAL MAYOR OF MAMBURAO, OCCIDENTAL MINDORO FOR THE REPAINTING AND IMPROVEMENT OF BARANGAY HALL, BARANGAY 06, MAMBURAO, OCCIDENTAL MINDORO
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
This document outlines a proposed school garden project called "Gulayan sa Paaralan" at Rizal National High School with the objectives of improving vegetable production and consumption, establishing school gardens as a food source, and teaching sustainable farming techniques. The project aims to address hunger and malnutrition among students from poor families by educating them on skills they can apply at home. A budget of PHP 10,000 is proposed to purchase gardening tools and vegetable seedlings and establish the school garden using organic methods. The school, teachers, and parents' association will implement and fund the project through their funds.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
This document provides an introduction and overview of the "Transforming Government to Think and Act GAD: A Handbook on Gender and Development Training".
The handbook was developed to standardize core gender and development (GAD) messages and provide GAD trainers with conceptual tools and innovative approaches for applying GAD. It contains training modules on gender sensitivity, gender-responsive planning, and GAD planning and budgeting. The intended users are government agencies and local governments who want to design and conduct GAD training for their staff.
The handbook is organized into four parts - an introduction to training design, delivery and evaluation; synopses of common GAD training modules; a detailed training module on GAD
The document discusses DepEd Tambayan, a website that offers the following:
1. Breaking news and current events related to the Department of Education.
2. Free K-12 materials that can be used and shared.
3. All rights are reserved and reproduction or transmission of the material requires permission from DepEd Central Office.
This document summarizes a study on the "Gulayan sa Paaralan" (School Vegetable Garden) at Talamban Elementary School in Cebu, Philippines. The garden was created as part of the school's feeding program and to teach students about sustainable food production. It uses organic farming techniques and recycles school waste as compost. Students are involved in planting, watering, and maintaining different sections of the garden based on crop maturity times. The garden helps provide nutrition to students and contributes to the school's sustainable development efforts through organic food production and waste reduction.
The Ortega family in the Philippines prepares to welcome their visiting cousins, the Johnson family from America. They clean the house, buy food for snacks, and greet the Johnsons enthusiastically at their arrival. The families exchange gifts called pasalubong and enjoy catching up over native Philippine foods. They also share in local traditions like the Angelus prayer. The young cousins from America enjoy learning about strong family ties and customs in the Philippines.
Cycle de Formation Théâtrale 2024 / 2025Billy DEYLORD
Pour la Saison 2024 / 2025, l'association « Le Bateau Ivre » propose un Cycle de formation théâtrale pour particuliers amateurs et professionnels des arts de la scène enfants, adolescents et adultes à l'Espace Saint-Jean de Melun (77). 108 heures de formation, d’octobre 2024 à juin 2025, à travers trois cours hebdomadaires (« Pierrot ou la science de la Scène », « Montage de spectacles », « Le Mime et son Répertoire ») et un stage annuel « Tournez dans un film de cinéma muet ».
Newsletter SPW Agriculture en province du Luxembourg du 12-06-24BenotGeorges3
Les informations et évènements agricoles en province du Luxembourg et en Wallonie susceptibles de vous intéresser et diffusés par le SPW Agriculture, Direction de la Recherche et du Développement, Service extérieur de Libramont.
Le fichier :
Les newsletters : https://agriculture.wallonie.be/home/recherche-developpement/acteurs-du-developpement-et-de-la-vulgarisation/les-services-exterieurs-de-la-direction-de-la-recherche-et-du-developpement/newsletters-des-services-exterieurs-de-la-vulgarisation/newsletters-du-se-de-libramont.html
Bonne lecture et bienvenue aux activités proposées.
#Agriculture #Wallonie #Newsletter #Recherche #Développement #Vulgarisation #Evènement #Information #Formation #Innovation #Législation #PAC #SPW #ServicepublicdeWallonie
Conseils pour Les Jeunes | Conseils de La Vie| Conseil de La JeunesseOscar Smith
Besoin des conseils pour les Jeunes ? Le document suivant est plein des conseils de la Vie ! C’est vraiment un document conseil de la jeunesse que tout jeune devrait consulter.
Voir version video:
➡https://youtu.be/7ED4uTW0x1I
Sur la chaine:👇
👉https://youtube.com/@kbgestiondeprojets
Aimeriez-vous donc…
-réussir quand on est jeune ?
-avoir de meilleurs conseils pour réussir jeune ?
- qu’on vous offre des conseils de la vie ?
Ce document est une ressource qui met en évidence deux obstacles qui empêchent les jeunes de mener une vie épanouie : l'inaction et le pessimisme.
1) Découvrez comment l'inaction, c'est-à-dire le fait de ne pas agir ou d'agir alors qu'on le devrait ou qu'on est censé le faire, est un obstacle à une vie épanouie ;
> Comment l'inaction affecte-t-elle l'avenir du jeune ? Que devraient plutôt faire les jeunes pour se racheter et récupérer ce qui leur appartient ? A découvrir dans le document ;
2) Le pessimisme, c'est douter de tout ! Les jeunes doutent que la génération plus âgée ne soit jamais orientée vers la bonne volonté. Les jeunes se sentent toujours mal à l'aise face à la ruse et la volonté politique de la génération plus âgée ! Cet état de doute extrême empêche les jeunes de découvrir les opportunités offertes par les politiques et les dispositifs en faveur de la jeunesse. Voulez-vous en savoir plus sur ces opportunités que la plupart des jeunes ne découvrent pas à cause de leur pessimisme ? Consultez cette ressource gratuite et profitez-en !
En rapport avec les " conseils pour les jeunes, " cette ressource peut aussi aider les internautes cherchant :
➡les conseils pratiques pour les jeunes
➡conseils pour réussir
➡jeune investisseur conseil
➡comment investir son argent quand on est jeune
➡conseils d'écriture jeunes auteurs
➡conseils pour les jeunes auteurs
➡comment aller vers les jeunes
➡conseil des jeunes citoyens
➡les conseils municipaux des jeunes
➡conseils municipaux des jeunes
➡conseil des jeunes en mairie
➡qui sont les jeunes
➡projet pour les jeunes
➡conseil des jeunes paris
➡infos pour les jeunes
➡conseils pour les jeunes
➡Quels sont les bienfaits de la jeunesse ?
➡Quels sont les 3 qualités de la jeunesse ?
➡Comment gérer les problèmes des adolescents ?
➡les conseils de jeunes
➡guide de conseils de jeunes
Formation M2i - Onboarding réussi - les clés pour intégrer efficacement vos n...M2i Formation
Améliorez l'intégration de vos nouveaux collaborateurs grâce à notre formation flash sur l'onboarding. Découvrez des stratégies éprouvées et des outils pratiques pour transformer l'intégration en une expérience fluide et efficace, et faire de chaque nouvelle recrue un atout pour vos équipes.
Les points abordés lors de la formation :
- Les fondamentaux d'un onboarding réussi
- Les outils et stratégies pour un onboarding efficace
- L'engagement et la culture d'entreprise
- L'onboarding continu et l'amélioration continue
Formation offerte animée à distance avec notre expert Eric Collin
Impact des Critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les...mrelmejri
J'ai réalisé ce projet pour obtenir mon diplôme en licence en sciences de gestion, spécialité management, à l'ISCAE Manouba. Au cours de mon stage chez Attijari Bank, j'ai été particulièrement intéressé par l'impact des critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les décisions d'investissement dans le secteur bancaire. Cette étude explore comment ces critères influencent les stratégies et les choix d'investissement des banques.
2. ECCD CHECKLIST (FORM 1-A)
NAME: _____________________________________________________
GROSS
MOTOR
FINE
MOTOR
SELF-HELP RECEPTIVE
LANGUAGE
EXPRESSIVE
LANGUAGE
COGNITIVE
DOMAIN
SOCIAL
EMOTIONAL
Child’s Age:_________
As of: ______________
Child’s Age:_________
As of: ______________
Child’s Age:_________
As of: ______________
Raw Score
Scaled Score
Interpretation of Scaled
Score
Total Scaled Score
Standard Score
Interpretation of Standard Score
The Early Childhood DevelopmentChecklist contains differentdomains of
children in the kindergarten. This may be used as a guide in knowing the child and
consequentlygive appropriate care and teaching to guide their growth and
development.
___________________________
Teacher