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inglés al español: Module 7 Facilitator notes General field: Otros Detailed field: Educación / Pedagogía
Texto de origen - inglés INTRODUCTION
Foster Grandparents and RSVP volunteers are the caring adults who provide extra attention and encouragement to children in preschool programs. This workshop provides tips and opportunities for discussion on the best ways volunteers can help support these children.
This workshop is an introduction to volunteers serving children ages 3-5 in preschool programs; however, those who have had extensive contact with young children or experienced preschool volunteers will also have something to learn and share. It is assumed that volunteers will attend, or have attended, an orientation at the preschool station where they are introduced to the classroom and learn about program policies.
This workshop includes a brief lecture, a small group exercise, and a short reflection activity. It is recommended that you do a full 2-hour workshop to allow more time for group discussion. Remember that you do not need to present this workshop “as is”. Modify the session to fit your participants’ needs and interests, and the services available to children in your area.
Traducción - español (Modified to remove references to grandparents)
INTRODUCCIÓN
Padres voluntarios son los adultos devotos que proveen atención adicional y aliento a niños en programas preescolares. Este taller proporciona consejos y oportunidades para discutir las mejores maneras en que los voluntarios pueden apoyar a estos niños.
Este taller es una introducción para voluntarios sirviendo a niños de edades 3-5 en programas preescolares; sin embargo, aquellos que tienen contacto extenso con niños jóvenes o voluntarios preescolares experimentados también tendrán algo para aprender y compartir. Se supone que los voluntarios
asistirán, o han asistido, a una orientación en la estación preescolar donde se les introduce al aula y aprenden sobre políticas del programa.
Este taller incluye una charla corta, un ejercicio grupal pequeño, y una actividad corta de reflexión. Se recomienda que hagas un taller de 2 horas completo para permitir más tiempo para discusión en grupo. Recuerda que no es necesario presentar este taller "tal cual". Modifica la sesión para que se ajuste a las necesidades y los intereses de tus participantes, y los servicios disponibles a los niños en tu área.
inglés al español: Director Evaluation General field: Otros Detailed field: Educación / Pedagogía
Texto de origen - inglés DIRECTOR´S EVALUATION BY STAFF
COMMUNICATION SKILLS
Never Always NA
Director is accessible to staff members. 1 2 3 4 5
Director carefully listens to and hears
staff members. 1 2 3 4 5
Director realizes that communication
is a two-way process. 1 2 3 4 5
Director keeps staff accurately informed of
developments to minimize “surprises”. 1 2 3 4 5
Director consistently follows up on
commitments. 1 2 3 4 5
Director is open and accepting of new ideas,
suggestions, and concerns. 1 2 3 4 5
Director is able to receive constructive criticism
without becoming upset. 1 2 3 4 5
Director plans and conducts meetings that are
efficient and effective. 1 2 3 4 5
Director is well prepared and effective when
speaking at school functions. 1 2 3 4 5
HUMAN RELATION SKILLS
Never Always NA
Director consistently strives to be fair with
each staff member in working relationships. 1 2 3 4 5
Director makes others feel respected
and at ease. 1 2 3 4 5
Director is straight-forward in communication
while remaining sensitive to others’ feelings. 1 2 3 4 5
Director communicates appreciation for the
contributions of staff members. 1 2 3 4 5
Director follows up on recommendations,
concerns or complaints promptly. 1 2 3 4 5
Director is capable of being firm when
circumstances warrant it. 1 2 3 4 5
Director uses criticism constructively and
objectively. 1 2 3 4 5
INSTRUCTIONAL LEADERSHIP
Never Always NA
Director promotes dialogue and decision
making based on what is best for student learning. 1 2 3 4 5
Director shares decision making with the staff. 1 2 3 4 5
Director delegates responsibility to the staff. 1 2 3 4 5
Director maintains clear lines of authority and
responsibility regarding duties. 1 2 3 4 5
Director focuses on the instructional program as
a top priority. 1 2 3 4 5
Director sets a positive example by working
hard him/herself. 1 2 3 4 5
Director assumes leadership in establishing
long-term goals for the school. 1 2 3 4 5
Director plans effectively. 1 2 3 4 5
COMMUNITY RELATIONS
Never Always NA
Director encourages pride in the school
and the profession. 1 2 3 4 5
Director represents the school well with
the media and public. 1 2 3 4 5
Director provides a positive, professional
image for the school and the profession. 1 2 3 4 5
Director promotes community involvement
in the school. 1 2 3 4 5
Director deals openly with conflict and school
problems and does not just “keep the lid on”. 1 2 3 4 5
Director speaks effectively when called on to
do so in public. 1 2 3 4 5
SPECIFIC RESPONSIBILITIES
Never Always NA
Administration of the school 1 2 3 4 5
Formulation of policies and procedures 1 2 3 4 5
Public Relations 1 2 3 4 5
Employment of personnel 1 2 3 4 5
Instruction/ curriculum leadership 1 2 3 4 5
Management of team professional development 1 2 3 4 5
Professionalism 1 2 3 4 5
General Operation of the school 1 2 3 4 5
STRENGTHS
OTHER COMMENTS
Traducción - español EVALUACIÓN DE LA DIRECTORA/A
DESTREZAS DE COMUNICACIÓN
Nunca Siempre N/A
Director/a es accesible al personal. 1 2 3 4 5
Director/a escucha atentamente y atiende al
personal. 1 2 3 4 5
Director/a comprende que la comunicación
es un proceso de dar y recibir. 1 2 3 4 5
Director/a mantiene al personal actualizado de
desarrollos para minimizar “sorpresas”. 1 2 3 4 5
Microsoft Excel, Microsoft Word, OmegaT, Open Office, Powerpoint, Wordfast
CV/Resume
CV available upon request
Bio
I am a US citizen raised abroad, mainly in Ecuador. I am fully bilingual and am a native speaker of both English and Spanish. I work as a freelance translator to and from both languages. I have studied at a university level in English at Lewis & Clark College and in Spanish at Universidad San Francisco de Quito in Ecuador as well as La Universidad de Alicante in Spain. My degree is in Hispanic studies, which essentially is Spanish language with an emphasis on literary and cultural studies of Latin America and Spain. I specialize in translating documents related to education and I have worked with schools and educators mainly in Ecuador. One example would be translation of a training document prepared at the request of the Early Childhood Director at a US-accredited school In Ecuador. I also work with translations in fields ranging from advertising, journalism, and cinema to sports, tourism, and music. I do proofreading of all the same fields. I also work as a subtitler and reviewer at Amara.com.
My background as a “Third Culture Kid” (a person who has been raised in one or more countries outside of their mother nation) means I have not only interacted and grown up with people of numerous nationalities and cultures, but I myself have been a second language learner and part of a cultural minority. I have worked as an educator with Outward Bound Ecuador, and also as an office assistant in the Lewis & Clark College foreign languages department. At Outward Bound, my co-workers and I worked as a team to develop effective and meaningful educational activities for camp participants. I also was required to effectively and promptly execute the orders of the camp coordinator, along with all policies and procedures.
Palabras clave: English, Spanish, Education, Pedagogy, translation, localization, transcription, subtitling, proofreading, Amara. See more.English, Spanish, Education, Pedagogy, translation, localization, transcription, subtitling, proofreading, Amara, Quito, Ecuador, Lewis & Clark College, parkour, freerunning, Portland, Oregon, Alicante, Spain, Universidad, . See less.
Especialización