This document summarizes the Chicago Community Trust's education funding strategies from 1988 to present. It discusses how the Trust initially supported decentralization reforms in the 1980s, then accountability reforms in the 1990s, and more recently has focused on instructional improvement. The Trust has increased its funding to CPS and aligned its priorities with CPS's focus on strengthening instruction in core subjects. Current Trust-funded projects support literacy, math/science, arts, language development and social studies. Data shows positive impacts of these projects on teacher qualifications and student achievement.
MUN 2015 - K-12 Online Learning in Canada: Situating Newfoundland and Labrado...Michael Barbour
Barbour, M. K. (2015, December). K-12 online learning in Canada: Situating Newfoundland and Labrador in the national context. A Memorial University of Newfoundland Faculty of Education doctoral seminar, St. John's, NL.
The document summarizes key information about online and blended learning in Canada. It discusses CANeLearn, a pan-Canadian network that promotes effective K-12 online and blended learning practices. It also outlines various provincial online learning models and initiatives across Canada. Recent trends highlighted include a shift towards more localized online programs and the integration of online learning at the classroom level through blended learning. The emergence of blended learning is seen in provinces that have established organizations to support blended programs.
The document summarizes a presentation given by the Canadian eLearning Network (CANeLearn) on emerging models of distributed and distance learning in British Columbia (BC) and Alberta (AB). It provides an overview of CANeLearn and discusses trends in online and blended learning across Canada, with a focus on innovative practices in BC and AB around flexible learning, blended learning design, and redefining traditional learning models. The presentation aims to facilitate discussion on key foundations for developing flexible learning approaches.
How cross institutional collaboration can support first year transitionSEDA
This document evaluates a first year transition initiative at the University of Limerick in Ireland. It describes the rationale, design, implementation, and findings of a module delivered in the first two weeks of semester to support first year students. Quantitative data found that over 70% of students reported having a better understanding of transitioning to university and over 50% found the information beneficial. Qualitative feedback identified that supports for first year students, socialization, and time management were most useful aspects. The summary identifies next steps to relay findings to program and faculty levels and redesign one group activity.
This document provides a summary of Donelle Batty's education, experience, and qualifications. She holds a Master of Education with Honours from the University of Tasmania and has studied at Ohio University in the US. Her experience includes leadership roles in the Tasmanian Department of Education developing social media policies and ICT guidelines. She has over 20 years experience in education leadership roles focusing on ICT integration, literacy, behavior support, and gifted education. She regularly facilitates professional learning on topics including Minecraft, gaming and online learning, literacy, and leadership.
1) Curriki is a free online platform that allows teachers to find, create, and share open educational resources in order to transform education through collaboration and technology.
2) Curriki aims to improve teacher engagement and effectiveness by empowering them to access customized curricula and collaborate with other professionals.
3) By adopting an open and shared model, Curriki could save schools hundreds of millions of dollars annually on instructional materials while generating social benefits through higher student achievement and graduation rates.
California uses a statewide system of support called S4 to help schools and districts in need of improvement. The S4 involves 11 regional consortia that provide technical assistance to schools and focus on implementing an essential program of nine components. It also includes district assistance and intervention teams that conduct needs assessments in seven areas and work directly with districts under corrective action. Monitoring of progress occurs through federal and state accountability as well as reviews of plans, reports, and data systems.
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
MUN 2015 - K-12 Online Learning in Canada: Situating Newfoundland and Labrado...Michael Barbour
Barbour, M. K. (2015, December). K-12 online learning in Canada: Situating Newfoundland and Labrador in the national context. A Memorial University of Newfoundland Faculty of Education doctoral seminar, St. John's, NL.
The document summarizes key information about online and blended learning in Canada. It discusses CANeLearn, a pan-Canadian network that promotes effective K-12 online and blended learning practices. It also outlines various provincial online learning models and initiatives across Canada. Recent trends highlighted include a shift towards more localized online programs and the integration of online learning at the classroom level through blended learning. The emergence of blended learning is seen in provinces that have established organizations to support blended programs.
The document summarizes a presentation given by the Canadian eLearning Network (CANeLearn) on emerging models of distributed and distance learning in British Columbia (BC) and Alberta (AB). It provides an overview of CANeLearn and discusses trends in online and blended learning across Canada, with a focus on innovative practices in BC and AB around flexible learning, blended learning design, and redefining traditional learning models. The presentation aims to facilitate discussion on key foundations for developing flexible learning approaches.
How cross institutional collaboration can support first year transitionSEDA
This document evaluates a first year transition initiative at the University of Limerick in Ireland. It describes the rationale, design, implementation, and findings of a module delivered in the first two weeks of semester to support first year students. Quantitative data found that over 70% of students reported having a better understanding of transitioning to university and over 50% found the information beneficial. Qualitative feedback identified that supports for first year students, socialization, and time management were most useful aspects. The summary identifies next steps to relay findings to program and faculty levels and redesign one group activity.
This document provides a summary of Donelle Batty's education, experience, and qualifications. She holds a Master of Education with Honours from the University of Tasmania and has studied at Ohio University in the US. Her experience includes leadership roles in the Tasmanian Department of Education developing social media policies and ICT guidelines. She has over 20 years experience in education leadership roles focusing on ICT integration, literacy, behavior support, and gifted education. She regularly facilitates professional learning on topics including Minecraft, gaming and online learning, literacy, and leadership.
1) Curriki is a free online platform that allows teachers to find, create, and share open educational resources in order to transform education through collaboration and technology.
2) Curriki aims to improve teacher engagement and effectiveness by empowering them to access customized curricula and collaborate with other professionals.
3) By adopting an open and shared model, Curriki could save schools hundreds of millions of dollars annually on instructional materials while generating social benefits through higher student achievement and graduation rates.
California uses a statewide system of support called S4 to help schools and districts in need of improvement. The S4 involves 11 regional consortia that provide technical assistance to schools and focus on implementing an essential program of nine components. It also includes district assistance and intervention teams that conduct needs assessments in seven areas and work directly with districts under corrective action. Monitoring of progress occurs through federal and state accountability as well as reviews of plans, reports, and data systems.
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
OTC 2017: From OER Adoption to OER DegreesUna Daly
From OER Adoption to OER Degree Pathways: Why, How, and What’s Next?
A panel of California Community College leaders will share their journey from early OER adoption to development of OER degree pathways. Awareness building, faculty and student engagement, and administrative support have been key success factors in OER adoption, but recent support from the state legislature and the Chancellor’s Office is enabling full Zero-textbook-cost degree pathways to maximize student savings.
Hear from the faculty and administrators leading these efforts: how they got started and successful strategies to grow and sustain OER usage at their campus to expand access and empower faculty to improve student engagement and success.
Claire Coyne, Faculty, Santa Ana College
Kats Gustafson, Dean, Online & Distributed Learning Instructional Services, San Diego Community College District
Jim Julius, Faculty Director Online Education, Mira Costa College
Nicole Major, Faculty, Saddleback College
Jennifer Pakula, Faculty, Saddleback College
Moderator: Una Daly, CCCOER Director
Tuesday, 3:20-4:10 pm
Ten years ago a network of 24 Subject Centres was
established in the UK to support learning and teaching in Higher Education. In 2004, the Learning and Teaching Support Network (LTSN), as it was known, became part of the newly formed Higher Education Academy. During the last decade the UK Centre for Bioscience has been privileged to work closely with colleagues in bioscience
departments and institutions across the UK.
There are so many great presentations and so little time at the Open Education Conference so our November webinar is an opportunity to hear highlights from a variety of community college OER projects presented. Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
When: Nov 9, 10amPST/1pmEST
Featured Speakers:
Regina Gong, OER Project Manager and Librarian, Lansing Community College
Jody Carson & Sue Tashjian, Co-chairs of the Massachusetts Community College Go-Open, Northern Essex Community College
Alisa Cooper, Director of Center for Teaching and Learning, Glendale Community College, AZ
NE OER Summit: Community of Practice for Open EducationUna Daly
Developing a Community of Practice for OER Adoption and OER Degrees with the Community College Consortium for Open Educational Resources (CCCOER)
Description:
Many colleges have developed successful OER initiatives through participation in communities of practice (CoP). Panelists will share information about their OER initiatives and how participation in community activities supports the design of effective open educational practices and policies at their institutions. As part of an ongoing community of practice, members create and freely share knowledge based on experiences at their institutions. This cross-institutional exchange supports new OER adopters and gives them an opportunity to grow into mentors for the next generation of first-time OER adopters.
As OER-based degrees have emerged as a promising new open education practice, CCCOER is working with Achieve the Dream’s OER Degree grantees and other colleges to support the cross-institutional development work and share best practices for successful implementation.
Audience members will be encouraged to share any OER projects in the planning or implementation stage that would benefit from cross-institutional support and get feedback from our panelists.
Panelists:
Andrea Milligan, Director of Center for Teaching, Learning, and Innovation, Northshore Community College, MA
Jennifer Nohai-Seaman, Math Professor, OER Degree Faculty Lead, Housatonics Community College.
Quill West, OER Project Manager, Pierce College District, WA
Moderator: Una Daly, Director of CCCOER
CCCOER works with over 250 colleges in 22 states and provinces in the US and Canada to promote open educational practices and policies to expand access and to enhance teaching and learning at community colleges.
CeLC 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
This document provides an overview of K-12 online learning in Canada from the 1990s to 2010. It finds that while online learning first began in the 1990s in a few provinces, it has since grown with most provinces now having some form of online learning options. The growth has been slower in Canada than in the US. Most provinces offer a mix of province-wide and district-based online learning programs, with little standardization or regulation between jurisdictions. A 2009 study by iNACOL provided profiles of online learning for each province and territory, finding a range of implementation levels and policies across the country.
BC DL Conference 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, April). State of the nation: K-12 online learning in Canada. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
This document summarizes a presentation about restructuring a large academic school. It discusses the restructuring of the University of East London which merged the schools of humanities and social sciences. It also describes the challenges of merging the schools, such as different policies and procedures between sites and managing communication. Finally, it presents a case study on the planned merger of three universities in Finland, including the Theatre Academy in Helsinki. The presentation addresses how to balance strategic development, transformation, and sustainability during organizational change.
CCCOER: Planning for OER Professional DevelopmentUna Daly
Embarking on an Open Educational Resources (OER) initiative is a large task and entails work to ensure that it is faculty-driven, administrator supported, and has the resources necessary to enable success. One critical element needed is a sound professional development plan to promote awareness of and adoption of OER. Research with higher education faculty has consistently indicated that professional development for finding and successfully adopting open educational resources is both desired and necessary to undertake this transformation.
When: Wed, Dec 7 , 10amPST/1pmEST
This webinar will provide viewers with an opportunity to learn about successful faculty development efforts to promote OER adoptions from an individual college perspective to a large community college district and a multi-college consortium. Speakers will share different approaches and resources developed to ensure success.
Featured Speakers:
Cheryl Huff: English & Humanities faculty, Germanna College, chair of OER Degree project for the Virginia Community College System.
Lisa Young, faculty director of the Center for Teaching & Learning at Scottsdale Community College, co-chair of the Maricopa Millions OER project.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=993c601b-6d0c-42c1-977b-f3ab747e5f3d
If you need dial-in access, you may use the following number: 1-888-886-3951 (passcode: 690205)
This document summarizes an Elluminate meeting of the CCCOER Advisory Board discussing upcoming projects and events. The board welcomed new members, discussed priorities like promoting OER adoption and impact studies, and heard about open textbook projects at Lane Community College and Hartnell Community College. Upcoming webinars and conferences on open education were also noted.
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
Making History: The MDL and the K-12 Teaching and Learning Communityscottsayre
The document summarizes the findings of a research project that examined how K-12 teachers in Minnesota use digital resources and the Minnesota Digital Library. It found that while teachers make use of the internet for research, lack of time and training are barriers to using digital resources in teaching. The MDL could better support teachers by providing training, developing pre-built lesson plans, and ensuring resources are well-organized and tagged for easy searchability. Expanding the number of primary sources directly relevant to the K-12 curriculum was also recommended.
Presentation of OER Degrees and Zero Textbook Cost Degrees nationally including Achieving the Dream's OER Degree Initiative, California's ZTC degree, and Tidewater and Northern Virginia Community College in Virginia.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
The document summarizes a presentation about research being conducted on the impact of open educational resource (OER) degrees. The research is examining student outcomes and costs across multiple colleges participating in an OER degree initiative. The evaluation includes quasi-experimental studies comparing academic results of students in OER degree programs versus traditional programs, as well as analysis of cost savings and sustainability. Preliminary findings suggest OER degrees improve student progress and reduce financial burden.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
Building OER Sustainability on Your CampusUna Daly
This document summarizes a presentation about building sustainability for open educational resources (OER) on college campuses. The presentation features speakers from College of the Canyons and Scottsdale Community College discussing their OER programs and sustainability efforts. They discuss engaging faculty and students, securing institutional commitment and funding, establishing workflows, and setting measurable goals like saving students $5 million within 5 years. The speakers provide examples of their OER grant programs, faculty professional development, and student cost-savings initiatives. They encourage questions and provide contact information for following up on their OER work.
A rich seam__how_new_pedagogies_find_deep_learningCathy Cavanaugh
This paper addresses the issue of the new pedagogy, which is central to the future agenda. The authors show that the new pedagogy is based on a learning partnership between and among students and teachers that taps into the intrinsic motivation of students and teachers alike. These new developments are so attractive that they spread easily and can be furthered by leadership that responds to and enables further learning. Crucially, this new learning is heavily based in the “real world” of action and problem solving, and it is enabled and greatly accelerated by innovations in digital technology. These forces converge to produce deep learning tasks and outcomes.
2009-05-15 STEM Ed in CPS to IMSA - draft 2Michael Lach
The document discusses progress and strategies around teaching and learning in the Chicago Public Schools (CPS) system. It notes that ISAT scores have increased since 2001 but achievement gaps persist. It also discusses the use of high-quality instructional materials in CPS and the gains seen in schools adhering to designated curricula. The document outlines several strategies CPS has implemented to strengthen math and science education, such as instructional rounds, leadership development programs, and extended learning opportunities for students.
2009-02-14 K-12 Engineering At Scale - draft 2Michael Lach
The document discusses a school district's performance, leadership structure, and resources. It notes performance is low but improving, local control dominates the organization, and resources are tight while politics are high. It also references a survey finding that most superintendents and principals do not see math and science education as a serious problem in their local schools. The document lists strategies to improve STEM education, including instructional materials, after school activities, and opening new STEM-focused schools.
OTC 2017: From OER Adoption to OER DegreesUna Daly
From OER Adoption to OER Degree Pathways: Why, How, and What’s Next?
A panel of California Community College leaders will share their journey from early OER adoption to development of OER degree pathways. Awareness building, faculty and student engagement, and administrative support have been key success factors in OER adoption, but recent support from the state legislature and the Chancellor’s Office is enabling full Zero-textbook-cost degree pathways to maximize student savings.
Hear from the faculty and administrators leading these efforts: how they got started and successful strategies to grow and sustain OER usage at their campus to expand access and empower faculty to improve student engagement and success.
Claire Coyne, Faculty, Santa Ana College
Kats Gustafson, Dean, Online & Distributed Learning Instructional Services, San Diego Community College District
Jim Julius, Faculty Director Online Education, Mira Costa College
Nicole Major, Faculty, Saddleback College
Jennifer Pakula, Faculty, Saddleback College
Moderator: Una Daly, CCCOER Director
Tuesday, 3:20-4:10 pm
Ten years ago a network of 24 Subject Centres was
established in the UK to support learning and teaching in Higher Education. In 2004, the Learning and Teaching Support Network (LTSN), as it was known, became part of the newly formed Higher Education Academy. During the last decade the UK Centre for Bioscience has been privileged to work closely with colleagues in bioscience
departments and institutions across the UK.
There are so many great presentations and so little time at the Open Education Conference so our November webinar is an opportunity to hear highlights from a variety of community college OER projects presented. Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
When: Nov 9, 10amPST/1pmEST
Featured Speakers:
Regina Gong, OER Project Manager and Librarian, Lansing Community College
Jody Carson & Sue Tashjian, Co-chairs of the Massachusetts Community College Go-Open, Northern Essex Community College
Alisa Cooper, Director of Center for Teaching and Learning, Glendale Community College, AZ
NE OER Summit: Community of Practice for Open EducationUna Daly
Developing a Community of Practice for OER Adoption and OER Degrees with the Community College Consortium for Open Educational Resources (CCCOER)
Description:
Many colleges have developed successful OER initiatives through participation in communities of practice (CoP). Panelists will share information about their OER initiatives and how participation in community activities supports the design of effective open educational practices and policies at their institutions. As part of an ongoing community of practice, members create and freely share knowledge based on experiences at their institutions. This cross-institutional exchange supports new OER adopters and gives them an opportunity to grow into mentors for the next generation of first-time OER adopters.
As OER-based degrees have emerged as a promising new open education practice, CCCOER is working with Achieve the Dream’s OER Degree grantees and other colleges to support the cross-institutional development work and share best practices for successful implementation.
Audience members will be encouraged to share any OER projects in the planning or implementation stage that would benefit from cross-institutional support and get feedback from our panelists.
Panelists:
Andrea Milligan, Director of Center for Teaching, Learning, and Innovation, Northshore Community College, MA
Jennifer Nohai-Seaman, Math Professor, OER Degree Faculty Lead, Housatonics Community College.
Quill West, OER Project Manager, Pierce College District, WA
Moderator: Una Daly, Director of CCCOER
CCCOER works with over 250 colleges in 22 states and provinces in the US and Canada to promote open educational practices and policies to expand access and to enhance teaching and learning at community colleges.
CeLC 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
This document provides an overview of K-12 online learning in Canada from the 1990s to 2010. It finds that while online learning first began in the 1990s in a few provinces, it has since grown with most provinces now having some form of online learning options. The growth has been slower in Canada than in the US. Most provinces offer a mix of province-wide and district-based online learning programs, with little standardization or regulation between jurisdictions. A 2009 study by iNACOL provided profiles of online learning for each province and territory, finding a range of implementation levels and policies across the country.
BC DL Conference 2010 - State of the Nation: K-12 Online Learning in CanadaMichael Barbour
Barbour, M. K. (2010, April). State of the nation: K-12 online learning in Canada. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
This document summarizes a presentation about restructuring a large academic school. It discusses the restructuring of the University of East London which merged the schools of humanities and social sciences. It also describes the challenges of merging the schools, such as different policies and procedures between sites and managing communication. Finally, it presents a case study on the planned merger of three universities in Finland, including the Theatre Academy in Helsinki. The presentation addresses how to balance strategic development, transformation, and sustainability during organizational change.
CCCOER: Planning for OER Professional DevelopmentUna Daly
Embarking on an Open Educational Resources (OER) initiative is a large task and entails work to ensure that it is faculty-driven, administrator supported, and has the resources necessary to enable success. One critical element needed is a sound professional development plan to promote awareness of and adoption of OER. Research with higher education faculty has consistently indicated that professional development for finding and successfully adopting open educational resources is both desired and necessary to undertake this transformation.
When: Wed, Dec 7 , 10amPST/1pmEST
This webinar will provide viewers with an opportunity to learn about successful faculty development efforts to promote OER adoptions from an individual college perspective to a large community college district and a multi-college consortium. Speakers will share different approaches and resources developed to ensure success.
Featured Speakers:
Cheryl Huff: English & Humanities faculty, Germanna College, chair of OER Degree project for the Virginia Community College System.
Lisa Young, faculty director of the Center for Teaching & Learning at Scottsdale Community College, co-chair of the Maricopa Millions OER project.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=993c601b-6d0c-42c1-977b-f3ab747e5f3d
If you need dial-in access, you may use the following number: 1-888-886-3951 (passcode: 690205)
This document summarizes an Elluminate meeting of the CCCOER Advisory Board discussing upcoming projects and events. The board welcomed new members, discussed priorities like promoting OER adoption and impact studies, and heard about open textbook projects at Lane Community College and Hartnell Community College. Upcoming webinars and conferences on open education were also noted.
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
Making History: The MDL and the K-12 Teaching and Learning Communityscottsayre
The document summarizes the findings of a research project that examined how K-12 teachers in Minnesota use digital resources and the Minnesota Digital Library. It found that while teachers make use of the internet for research, lack of time and training are barriers to using digital resources in teaching. The MDL could better support teachers by providing training, developing pre-built lesson plans, and ensuring resources are well-organized and tagged for easy searchability. Expanding the number of primary sources directly relevant to the K-12 curriculum was also recommended.
Presentation of OER Degrees and Zero Textbook Cost Degrees nationally including Achieving the Dream's OER Degree Initiative, California's ZTC degree, and Tidewater and Northern Virginia Community College in Virginia.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
The document summarizes a presentation about research being conducted on the impact of open educational resource (OER) degrees. The research is examining student outcomes and costs across multiple colleges participating in an OER degree initiative. The evaluation includes quasi-experimental studies comparing academic results of students in OER degree programs versus traditional programs, as well as analysis of cost savings and sustainability. Preliminary findings suggest OER degrees improve student progress and reduce financial burden.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
Building OER Sustainability on Your CampusUna Daly
This document summarizes a presentation about building sustainability for open educational resources (OER) on college campuses. The presentation features speakers from College of the Canyons and Scottsdale Community College discussing their OER programs and sustainability efforts. They discuss engaging faculty and students, securing institutional commitment and funding, establishing workflows, and setting measurable goals like saving students $5 million within 5 years. The speakers provide examples of their OER grant programs, faculty professional development, and student cost-savings initiatives. They encourage questions and provide contact information for following up on their OER work.
A rich seam__how_new_pedagogies_find_deep_learningCathy Cavanaugh
This paper addresses the issue of the new pedagogy, which is central to the future agenda. The authors show that the new pedagogy is based on a learning partnership between and among students and teachers that taps into the intrinsic motivation of students and teachers alike. These new developments are so attractive that they spread easily and can be furthered by leadership that responds to and enables further learning. Crucially, this new learning is heavily based in the “real world” of action and problem solving, and it is enabled and greatly accelerated by innovations in digital technology. These forces converge to produce deep learning tasks and outcomes.
2009-05-15 STEM Ed in CPS to IMSA - draft 2Michael Lach
The document discusses progress and strategies around teaching and learning in the Chicago Public Schools (CPS) system. It notes that ISAT scores have increased since 2001 but achievement gaps persist. It also discusses the use of high-quality instructional materials in CPS and the gains seen in schools adhering to designated curricula. The document outlines several strategies CPS has implemented to strengthen math and science education, such as instructional rounds, leadership development programs, and extended learning opportunities for students.
2009-02-14 K-12 Engineering At Scale - draft 2Michael Lach
The document discusses a school district's performance, leadership structure, and resources. It notes performance is low but improving, local control dominates the organization, and resources are tight while politics are high. It also references a survey finding that most superintendents and principals do not see math and science education as a serious problem in their local schools. The document lists strategies to improve STEM education, including instructional materials, after school activities, and opening new STEM-focused schools.
K-8 Mathematics Update to Chicago Board of EducationMichael Lach
This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.
Bringing K-12 STEM Education To Scale For GoogleMichael Lach
The document discusses several key points about improving STEM education:
1) National test scores show that US students score in the middle compared to other nations and performance is particularly low for urban students.
2) Early initiatives like the National Defense Education Act and NSF systemic initiatives aimed to strengthen STEM education.
3) Research shows that curriculum, instruction, and teacher subject knowledge matter greatly for student achievement in math and science.
4) Implementing new curricula and instructional practices can improve student performance faster than traditional methods, but managing change requires evaluation and support over time.
The document describes a science education conference program that includes breakout sessions on various topics related to implementing the Next Generation Science Standards and Common Core State Standards through different instructional models and professional development approaches. It also lists the scheduled keynote speaker and luncheon.
The document discusses strategies for teaching math to students with learning difficulties. It outlines the National Council of Teachers of Mathematics' goals of helping students become problem solvers, value and reason with math, and communicate mathematically. Challenges for students with learning disabilities in math include issues with attention, memory, organization and processing. Suggested teaching strategies include using manipulatives, the concrete-representational-abstract approach, the S.T.A.R. method, metacognitive strategies, direct instruction and corrective feedback.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Blog entry with links here: http://www.reachcap.com/blog/post/2016-edtech-outlook
It’s hard to believe it’s been three years since we published our first ReimaginED report. When we first drafted ReimaginED, we set out to expose systemic challenges in our nation’s K-12 education system and to highlight some of the innovative solutions edtech entrepreneurs were developing to address these challenges. In last year’s report, we showcased ways technology could help our school system become an escalator to opportunity for all.
A lot has changed in three years, including our spinout from NewSchools to Reach Capital. Edtech investment has hit an all time high with a variety of new funders entering the space. As the market begins to mature, global edtech brands are emerging with solutions that are improving educational outcomes and serving millions of students, teachers, and families.
Even with these changes, however, a lot remains the same. The escalator to social mobility remains broken with unequal access to quality education. Meeting individual student needs is still a challenge and grows more pressing as children in US public schools are more diverse than ever. Moreover, our education system is not designed to prepare children for the demands of today's knowledge economy. We're still stuck in a system that is largely manufacturing-based, which falls short on important skills such as coding, creativity, and synthesis. All these challenges and more have led to increasing demands on teachers as both their role and their responsibilities evolve, with little to no support in the transition.
This year’s publication, rebranded as “Reach Capital’s 2016 Edtech Outlook”, touches on these persisting challenges, while also highlighting key drivers that make us optimistic about the potential of technology to improve access and opportunity for kids. This year, our publication is not a roundup of everything in K-12 edtech, but rather our perspective on the challenges,opportunities and promising solutions in the space that we find most compelling. If you're looking for a full report on the state of K-12 edtech, our friends at Edsurge in partnership with AT&T Aspire have recently published a state of edtech report and we encourage you to check it out.
Given our unique vantage point, we also provide a peek “around the corner” into emerging solutions that align with our mission. We continue to see a need for more innovations in critical areas like English Language Learner instruction and Social Emotional Learning. We look forward to finding and supporting talented, mission-driven entrepreneurs innovating in these and other areas that will improve access and opportunity for kids.
Thank you to co-authors Chian Gong, Aditya Kaddu, and Jennifer Wu as well as the entire Reach team for their guidance and feedback.
This document summarizes a presentation about leveraging federal stimulus money from the American Recovery and Reinvestment Act (ARRA) for education. It outlines the goals of the funding to advance core reforms, transparency, and accountability. Metrics are proposed to track progress on assurances around teacher effectiveness, standards/assessments, low-performing schools, and data/information systems. Opportunities for states, districts, and schools to drive long-term improvement through potential uses of ARRA funds are discussed.
The document provides an overview of the College of Education at NC State University. It discusses enrollment numbers and programs that prepare teachers for high-need areas. It outlines the college's goals of becoming recognized for innovation, technology, globalization, leadership, and policy impact. Key initiatives discussed include the 1-1 laptop project, international partnerships, the Northeast Leadership Academy, and research influencing education policy.
NACAC College Admission Counseling 2015Brian Apfel
This document summarizes trends in college admission counseling based on a 2015 presentation. It outlines top trends like increasing numbers of high school graduates, more students applying to multiple colleges, and decreasing acceptance rates. It also reviews new resources for counselors, such as tools for financial aid discussions and advocacy topics like maintaining reasonable student-to-counselor ratios in public schools. The presentation was intended to inform counselors about current admission trends and policies.
Pre K 12 Ndlw Power Point Elluminate Mondayvideoreg
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
This webinar will explore how the use of related information, communication, and educational technologies are being used to support and improve Pre K-12 / home school based learning and student achievement. Specific areas of interest may focus on professional development for trainers/educators, cooperative models for developing and distributing instructional materials, best practices around all aspects of blended learning, content management, reusable content, development tools, learning governance, intelligent tutors and other related topics.
1. The document compares a massive open online course (MOOC) to a massive online course from The Open University UK called T171 that had up to 12,000 students annually.
2. It finds several similarities between the two, including comparable age demographics of students and interest driven by the new technology medium. However, completion rates were much higher for the credit-bearing T171 course which had more support.
3. The document also analyzes the environmental impacts and finds that online courses like T171 have lower carbon emissions than face-to-face models due to reduced travel. This suggests MOOCs may offer more sustainable teaching.
4. Several open questions are posed about how to maximize MOOCs
The document discusses educational change in Australia through several initiatives and projects. It describes the Innovation and Best Practice Project which studied 107 schools' responses to internal and external pressures to improve learning outcomes. It also discusses the IDEAS and RAISe projects focused on literacy achievement. Further, it examines phases of change at Rooty Hill High School centered around developing core values, skills for lifelong learning, and an approach to behavior based on student data and portfolios. Finally, it outlines current contexts in Australian schools, higher education, and early childhood centered on reforms, national standards, and improving teaching quality and access.
Teach First is a UK organization that aims to address educational disadvantage by recruiting exceptional graduates to teach for two years in low-income schools. It was founded in 2002 based on a recommendation from a McKinsey study. Teach First has grown significantly and now places over 1,000 teachers per year in challenging schools across several regions of the UK. In addition to teaching, participants take part in a leadership development program and many remain engaged after the two years as ambassadors working to further Teach First's mission of improving access to education. Teach First's 2012 strategy outlines plans to continue expanding placements, strengthening its leadership program, and increasing engagement of former participants as advocates for educational reform.
Colin Heron Sue Horder Jane Richardson Claire TaylorSEDA
The document outlines the distributed educational development team at a university. It describes how educational development is distributed across four schools, with each school having its own associate director of teaching who leads educational development efforts within that school. It also describes how the associate directors of teaching work together as an extended group to coordinate institutional efforts and ensure alignment with the university's overall strategy. The goal of this distributed model is to enhance learning, teaching, and assessment through communities of practice within each school.
Louise Hurwitz has over 25 years of experience in academic support administration and student services. She is currently the Director of Academic Support and Transition Programs at Berkshire Community College, where she oversees various programs to support students including developmental education courses, advising, and summer bridge programs. Previously, she was the Program Manager and Counselor for the TRIO Student Support Services program at Holyoke Community College, where she provided advising, advocacy, and program administration. She holds a Master's degree in Counseling Psychology and a Certificate in Advanced Studies in Counseling Psychology from Springfield College.
This document provides an agenda and background information for a summit on sustaining school turnaround efforts at scale. The summit goals are to explore challenges of implementing turnaround strategies district-wide and identify ways to work together to increase success rates. It includes a list of participating districts and partners, as well as the agenda which focuses on building principal and teacher capacity, using data, extending time, and strengthening community ties. Breakout sessions will generate lessons to share, with the goal of communicating strategies to continue improvement once initial funding ends.
The strategic plan outlines goals and objectives for Leeward Community College from 2002-2010. The plan aims to provide educational opportunities and lifelong learning, stimulate the cultural life of the community, improve educational effectiveness, build partnerships, and acquire resources efficiently. It identifies action plans to achieve objectives in areas like assessment, student enrollment, marketing, facilities, and funding. The plan was created through an inclusive process and aims to align with the needs of the college's students and community.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
This project focused on improving 6th and 7th grade students' reading comprehension and ability to write extended responses at Columbia Explorers Academy. The principal intern analyzed ISAT data and found that over 60% of students scored a 2 out of 4 on extended responses. The theory of change was that direct instruction in reading comprehension strategies would improve extended response writing. The intern led teachers in analyzing student work, developing action plans, and professional development focused on comprehension strategies and data-driven instruction. As a result, students demonstrated improved critical thinking skills and ability to comprehend and respond to what they read. The experience better prepared the intern for a CPS principalship by building teacher capacity to use data and reflection to continuously improve instruction.
This document summarizes updates and plans regarding the UK Core program and undergraduate education at the University of Kentucky. It discusses the integration of UK Core learning outcomes with state standards, the formation of a UK Core Research Group to explore best practices, and plans to pilot learning communities and high-impact practices for at-risk students. It also reviews retention and graduation rates, current retention programming, and the role of faculty in supporting student success through involvement in UK Core courses and enrichment activities.
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
The document discusses the Scholarship of Teaching and Learning with Technology (SoTLT) program at the University of Wisconsin - Extension. It provides an overview of SoTLT's history and activities from 2002-2007. Key events included forming an editorial board, hosting videoconferences and online discussions on teaching and learning topics, creating online communities, and conducting lesson study projects between 2002-2007. The goals of SoTLT were to raise awareness of teaching and learning scholarship and increase collaborative scholarship among academic staff.
Similar to 2009 04-11 presentation for ron on instruction - draft 8 (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. History of funding in Chicago
Decentralization
1988 to 1995
Supports primarily for
decentralization
reform, including PD
for local school
councils
Accountability
1995 to 2001
Supports primarily for
professional
development aligned
with the Annenberg
Project (external to the
district)
Instructional
Improvement
2001 to 2009
Supports primarily to
intermediary agencies
to support school
development (after
school programming,
professional
development
workshops for
teachers)
Trust begins to align
its supports to the
priorities of the district
1
3. Trust Supports
Trust funding in Education and to CPS
2008 to present
$12,714,000
$17,551,715
CPS
2007 $7,661,370 $9,420,950
2001 to 2006
$44,655,358
0
CPS total to date: $65,030,728
Other
$55,655,828
10,000,000 20,000,000 30,000,000 40,000,000 50,000,000 60,000,000
2
4. Trust Supports
Strategic priorities approved for 2008 - 2013
Core priorities
1.
2.
3.
Develop high performing elementary schools in all neighborhoods
by strengthening instruction in the core curricular areas; literacy,
math/science, arts, language development and social studies
Strengthen and develop instructional leadership
Sustain and strengthen instructional innovation networks
Expansion priorities
4.
5.
Support improvements in teaching and learning beyond Chicago
public elementary schools
Support improvements in teaching and learning beyond Chicago
Public Schools
3
5. Trust Supports
Building a world class education system
Curricular
Frameworks
Teacher
Capacity
Subject by subject
definitions of what to
teach, how to teach it
and how to measure it
Deep knowledge about
subject
Skill in teaching the
subject
Examples: Chicago
Reading Initiative,
Chicago Math and
Science Initiative, Social
Science Framework for
Learning, Arts Education
Guide, and Bilingual
Education and World
Language Plan
Examples: Graduate
coursework for teachers
across all subject
matters, development of
teacher teams and
protocols for team work,
and coaches in the
disciplines
Support
Structures
Principals knowledgeable
about instruction
Teacher leaders in the
disciplines
Strong teacher collaboration
at and across grade levels
around teaching and learning
Quality assessments used to
drive instruction
Examples: Training of
teacher leaders, development
of principals in subject areas,
and training in use of
assessments
4
6. Trust Supports
Current CPS projects funded by the Trust
Curricular area
Project
Literacy
Chicago Literacy Initiative Partnership (CLIP):
Rochelle Lee Middle Grades Literacy (Boundless Readers)
2008-09
2009-10
$1,750,600
$1,500,000
240,000
250,000
National-Louis University reading endorsements cohort (NLU)
84,000
Transitional Adolescent Literacy Project (McDougal Family Foundation)
50,000
Language Through Science Program (Leap Learning Systems)
Math/Science
Cluster 4 Middle Grades Project
200,000
1,650,000
Early Education Science Project (E2SP) (Field Museum)
1,600,000
600,000
DePaul/Area 6 Math/Science Partnership (DePaul)
Arts
none
345,000
Arts Education Framework Development
225,000
Arts Education Collaborative of Chicago Funders (The Chicago Community Foundation)
Language Development
Bilingual Education and World Language
Social Science
Social Science Framework Development
Multi-disciplinary
100,000
460,000
25,000
150,000
Value-Added Project
200,000
none
Multi-disciplinary Projects
350,000
High School Teacher Content Teams Capacity Building
575,000
$6,154,600
$4,200,000
5
7. Impact
Increasing number of CPS elementary
teachers with content endorsements
5000
4500
4000
3500
3000
2007-08
2006-07
2500
2000
1500
1000
500
0
Reading
Language Arts
Math
Science
In the Cluster 4 Middle Grades Project, 150 teachers have enrolled in over 358 middle grades math/science and
algebra university courses
Source: Chicago Public Schools, Office of Research, Evaluation and Accountability
6
8. External Supports
Multiple organizations partner with CPS
to build teachers’ knowledge
Chicago State University (CSU) Physics and
Chemistry Van Program
DePaul University
Illinois Institute of Technology
Loyola University
National-Louis University
Northeastern Illinois University
Northwestern University’s BioQ Collaborative
Roosevelt University
Saint Xavier University
University of Chicago
University of Illinois at Chicago (both)
University of Illinois at Urbana-Champaign
(evaluation)
Adler Planetarium and Astronomy Museum
Brookfield Zoo
Chicago Children’s Museum
Lincoln Park Zoo
Museum of Contemporary Art
Museum of Science and Industry
Oriental Institute
Peggy Notebaert Nature Museum/Chicago
Academy of Sciences
Shedd Aquarium
The Field Museum
BOLD = Current Partners in Cluster 4 Middle Grades
Project and Literacy partnership
7
9. External Supports
Multiple funders support CPS in strengthening
teachers’ knowledge in core curriculum areas
Current
Arts
Arts
Bilingual Education and World Language
Literacy
The Brinson Foundation
Osa Foundation
Math/science
Albert Pick, Jr. Fund
CME Trust
Terra Foundation for American Art
The Boeing Company
The Brinson Foundation
CME Trust
COMED
Osa Foundation
Social Science
The Brinson Foundation
Circle of Service Foundation
McDougal Family Foundation
Terra Foundation for American Art
McDougal Family Foundation
The Chicago Community Trust
Math/science
The Chicago Community Trust
Literacy
Peter Ascoli
The Boeing Company
Colonel Stanley R. McNeil Foundation
Kassie Davis
The Field Foundation of Illinois
JP Morgan Chase Foundation
Lloyd A. Fry Foundation
Louis R. Lurie Foundation
McDougal Family Foundation
Dr. Bernard and Sarah Mirkin
The Elizabeth Morse Charitable Foundation
Polk Bros. Foundation
The Chicago Community Trust
The Prince Charitable Trust
The Siragusa Foundation
Woods Fund of Chicago
Bilingual Education and World Language
Potential Additions
McDougal Family Foundation
The Chicago Community Trust
Social Science
CME Trust
JP Morgan Chase Foundation
The Chicago Community Trust
8
11. Agenda
Chicago Education Reform History
Principles Of Instruction and Instructional Leadership At Scale
Teaching And Learning In Practice: Lessons From CPS
Leading In Practice: Lessons From CPS
Immediate Recommendations for 2009-10
10
12. Recall Our Early February Conversations
An Introduction To Teaching, Learning, and Leading
Student outcome data for CPS
shows slow but steady progress on
most key indicators
Instructional excellence strategy
focuses on providing tools and
supports to teachers and schools
to drive improvements.
Connecting curriculum design,
implementation and leadership
remains a challenge.
11
13. Review: The Phases Of Chicago School Reform
Decentralization
Accountability
Instructional Improvement
1988-95
1995-01
2001-09
Governance
Local School Councils
Mayoral Control (Vallas)
Mayoral Control (Duncan)
School to District
Relationship
Near total autonomy from
central office
Take back local control;
prescribe minimum
standards (i.e.,
probation, social
promotion)
Continued focus on accountability;
Mandates are accompanied by set of
supports; accountability extends
beyond minimum standards
(scorecards, improvement weighted
over absolute performance, formative
assessments); charters and new
schools
Implied Theory of
Action
Central office is the
problem; local control will
empower and bring about
improvement
Schools must meet
minimum standards;
those who don’t will be
subject to
consequences and
those who do will be left
alone
Improvement is a shared responsibility
(the school is the unit of change…
central and area offices support the
schools);
clear expectations and transparency
must be accompanied by support
structures
12
14. 3-8 Reading By Quartile: Phases of Chicago School Reform
50
low
first
quartile
40
30
second
quartile
20
third
quartile
10
fourth
quartile
high
decentralization
accountability
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994
1993
1992
1991
0
1990
Percent Of Students
60
instructional improvement
Percent of schools with 50% or more of students at or above 50th percentile
1990
1995
2001
2005*
2008**
8%
12%
21% or 24%
31%
72%
*Different norms (ITBS88 to ITBS01)
**Different test (from ISAT to SAT 10)
13
15. History Lessons
By themselves, decentralization and autonomy do not lead to improved results.
Given autonomy, very few schools excelled and few made substantive
improvements in student learning
By itself, accountability (tests, incentives) can produce a boost in performance;
but the boost flattens over time
(This boost in performance occurs primarily for low performing students.)
The only route to sustained improvement is to improve the core technology of
the profession: teaching
Improving teaching by recruiting and evaluating is necessary but not sufficient
14
16. Trust Supports
Building a world class education system
Curricular
Frameworks
Teacher
Capacity
Subject by subject
definitions of what to
teach, how to teach it
and how to measure it
Deep knowledge about
subject
Skill in teaching the
subject
Examples: Chicago
Reading Initiative,
Chicago Math and
Science Initiative, Social
Science Framework for
Learning, Arts Education
Guide, and Bilingual
Education and World
Language Plan
Examples: Graduate
coursework for teachers
across all subject
matters, development of
teacher teams and
protocols for team work,
and coaches in the
disciplines
Support
Structures
Principals knowledgeable
about instruction
Teacher leaders in the
disciplines
Strong teacher collaboration
at and across grade levels
around teaching and learning
Quality assessments used to
drive instruction
Examples: Training of
teacher leaders, development
of principals in subject areas,
and training in use of
assessments
15
17. Agenda
Chicago Education Reform History
Principles Of Instruction and Instructional Leadership At Scale
Teaching And Learning In Practice: Lessons From CPS
Leading In Practice: Lessons From CPS
Immediate Recommendations for 2009-10
16
18. The Instructional Core
Principle #1: Increases in student
learning occur only as a
consequence of improvements in
the level of content, teachers’
knowledge and skill, and student
engagement.
CONTENT
Principle #2: If you change one
element of the instructional core,
you have to change the other two.
Principle #3: If you can’t see it in
the core, it’s not there.
Principle #4: Task predicts
performance.
Principle #5: The real accountability
system is in the tasks that students
are asked to do.
TEACHER
STUDENT
Principle #6: We learn to do the
work by doing the work.
Principle #7: Description before
analysis, analysis before prediction,
prediction before evaluation.
17
20. School improvement is a human investment activity.
Asking people to do things they don’t know how to do. . .
Both individually and collectively
Investments in knowledge and skill drive improvement
Accountability provides the stimulus for individual and collective learning
As schools improve, the nature of the work changes. . .
From autonomous practice in isolated classrooms to team work across classrooms
Different levels of pressure and support at different stages of development
19
21. Proposed Next Steps (1 of 3)
1. Position instruction as central work of CPS; define five other strategic priorities
(performance management, portfolio management, human capital, safety and security,
central office) by their relationship to instructional improvement.
2. Ongoing advice and support from Harvard and CCT to CPS on re-organization of
infrastructure for supporting teaching and learning.
3. Continue to participate in national education-related reform instructional leadership
networks (e.g. Harvard’s PELP, Aspen’s UMLN and ULLN).
20
22. Agenda
Chicago Education Reform History
Principles Of Instruction and Instructional Leadership At Scale
Teaching And Learning In Practice: Lessons From CPS
Leading In Practice: Lessons From CPS
Immediate Recommendations for 2009-10
21
23. Elementary Mathematics Curriculum Implementation
Chicago Math & Science Initiative
• Extensive support materials provided to
implementing teacher classrooms (student
books, manipulatives, calculators, pacing
guides, etc.).
Effectiveness
400
Significant gains associated with core
instructional materials use
313
300
269
288
177
200
100
269
60
0
ISAT Scale Score
• Adoption of core instructional materials
(Everyday Mathematics and Math
Trailblazers at K-5; Connected
Mathematics and MathThematics at 6-8).
Reach
Schools
Implementation
+6.0
+6.2
+4.0
+4.0
+2.0
0 Years
Central office support from the Office of Mathematics and Science (IDA). In FY09, overall spend
was $7M with 45 FTE. Local schools contributed materials costs and PD stipends.
Everyday
Mathematics
1 Year
2 Years
Math Trailblazers
3 Years
Significant ISAT performance increases with
PD attendance.
• Some opt-in, some mandated adoptions;
based on funding year and funding source.
Budget FY09
+6.7
+4.9
None
ISAT Scale Score
• Quarterly benchmark assessment aligned
to instructional materials (pilot began in
2004-05, with ETC starting in 2006-7).
+7.2
+8.0
+0.0
• Workshop professional development on
implementation (54 hours/teacher, split
between summer and academic year), led
by materials authors at local universities.
• In-school coaching aligned to materials.
+9.0 +9.1
+10.0
+3.5
+4.0
+1.8
+2.0
+0.4
+1.5
+0.1 +0.2
+0.0
-+0.2
-2.0
-2.0
-4.0
-3.3
3rd Grade
Low
5th Grade
Moderate
8th Grade
High
Lessons Learned
I.
II.
III.
IV.
V.
Instructional program coherence matters.
Fidelity of implementation matters and can be managed.
Subject matter differences are considerable and need to be considered when executing at the district, school, and classroom level.
We can take external supports and move them to the central office; next big challenge is to move supports to schools.
Leadership development needs to be connected very closely with teacher development and curriculum implementation.
Source:
CMSI analysis, REA analysis, U of C CEMSE analysis; PRARIE group evaluation, NSF report
22
24. High School Algebra In The Middle Grades
8th Grade Algebra
Reach
• University partnership to develop
CPS-specific teacher
credentialing exam and
coursework.
More Students Are Taking 8th Grade Algebra,
More Students Passing
Schools Offering 8th Grade
Algebra
Schools
• High-stakes end-of-course exam.
• Centrally managed curriculum
supports and tools, based on HS
IDS model.
• Tools to help schools identify
students for middle grades
algebra.
• Major policy revisions to enable
course registration, transcripts,
course placement and course
credits at HS.
Effectiveness
160
140
120
100
80
60
40
20
0
150
Year
29%
2055
36%
3235
The number of CPS teachers with the “CPS
algebra credential” is increasing.
2006-07 2007-08 2008-09 2009-10
Expansion coupled with “scale up” funds from
FY08 and FY09.
• Extensive, ongoing program
evaluation.
1114
2008-09
49
Pass Rate
2007-08
81
Exams Taken
2006-07
139
300
245
250
Teachers
Implementation
200
161
150
100
79
43
50
0
2004
Budget FY09
$1.4M from Office of Mathematics and Science (IDA) and HS Teaching + Learning.
Local schools pay for materials. Managed centrally by 2 FTE; support via contract to
IDS vendors.
103
2005
2006
2007
2008
Participation in 8th grade algebra is associated with statistically
significant achievement gains on 9th grade EXPLORE, even when
controlling for demographics, prior achievement, and teacher
characteristics. (REA analysis)
Lessons Learned
I. Instructional program coherence matters.
VI. High expectations plus adult supports leads to student achievement
VII. Universities have an important role to play, particularly in developing teacher content knowledge.
VIII.We can develop high-stakes assessments that measure what we intend them to, but it takes time and money.
Source:
CMSI analysis, REA analysis
23
25. HS Instructional Development Systems (IDS)
One of 6 “High School Transformation” levers
Implementation
Reach
• Product of year-long research and
design effort, led by Boston Consulting
Group.
• Three “course support” elements: (1)
aligned series of courses, (2)
instructional materials, (3) quarterly
assessments.
• Three “teacher support” elements: (4)
coaching, (5) workshop PD, (6) teacher
leadership development.
• Led by external vendors identified
through competitive bid. (Including 4
local universities.)
IDS Implementation By Grade And Year
50
Schools
• One of six components of overall “High
School Transformation” strategy.
Effectiveness
13
25
0
13
0
13
11
2006-07
2007-08
13
11
11
19
19
2008-09
2009-10
0
Grade 9
Grade 9 & 10
Grade 9 & 10 & 11
• Wave 1 (2006-07 start) and Wave 2 (2007-08 start)
opt-in.
• Wave 3 (2008-09 start) forced-in.
• No expansion (except CEdO turnarounds) planned
for 2009-10.
• Differences between schools trump differences
between individual IDSs. (BCG Year 1 analysis)
• Student performance as measured by EXPLORE to
PLAN gains is flat. (HST+L analysis)
• Quality of instruction in IDS schools the same as in
Ren10 schools. (CCSR)
• Considerably more reluctance in Wave 3 schools.
(CCSR)
Budget – FY10 Proposed
$36.1M ($6.8M from schools, $3M from Gates) for waves 2 and 3. $3M for wave 1 support in year 4.
$0M for grade 12 support. 11.2 FTE central office
Lessons Learned
II.
V.
IX.
X.
Fidelity of implementation matters and can be managed.
Leadership development needs to be connected very closely with teacher development and curriculum implementation.
High schools are complex institutions that are difficult to change.
School-level buy-in is difficult and important; dysfunctional schools do not respond rationally to external pressures.
Source:
SRI evaluation; CCSR evaluation; BCG analysis; HST+L internal analysis
24
26. Lessons Learned and Proposed Next Steps (2 of 3)
Recap: Lessons Learned
Proposed Next Steps
I.
Instructional program coherence matters.
4. Avoid the “black box.”
II.
Fidelity of implementation matters and can be
managed.
III.
Subject matter differences are considerable
and need to be considered when executing at
the district, school, and classroom level.
IV.
We can take external supports and move them
to the central office; next big challenge is to
move supports to schools.
V.
Leadership development needs to be
connected very closely with teacher
development and curriculum implementation.
VI.
High expectations plus adult supports leads to
student achievement
VII. Universities have an important role to play,
particularly in developing teacher content
knowledge.
VIII. We can develop high-stakes assessments that
measure what we intend them to, but it takes
time and money.
IX.
High schools are complex institutions that are
difficult to change.
X.
School-level buy-in is difficult and important;
dysfunctional schools do not respond rationally
to external pressures.
5. For lower tier schools,
consider expansion of core
curriculum implementation.
(Leadership will be essential.)
6. Focus school level
performance management on
connecting assessment and
instructional materials
implementation.
7. Accelerate curriculum
definition, design, and
implementation work in
science, arts, bilingual
education and world
language, social science, and
CTE.
25
27. Agenda
Chicago Education Reform History
Principles Of Instruction and Instructional Leadership At Scale
Teaching And Learning In Practice: Lessons From CPS
Leading In Practice: Lessons From CPS
Immediate Recommendations for 2009-10
26
28. Strategic Vision
School Leadership In Context
Move capacity to the school.
Fundamentally, we develop capacity at the school level to support
instructional change. Externally driven reforms will flatten unless ownership
is developed at the school level.
How To Get There At Scale
Teams enable adult
learning.
Data builds and sustains
teamwork.
• The changes we want are
transformational, not additive.
• These changes require
complex new knowledge,
skills, and dispositions.
• Deep understanding
demands repeated
opportunities to learn,
practice, reflect, and refine
with peers.
• Data is the fuel that starts
teams talking and sustains
that conversation.
• As much as possible, data
should be local (based on
local curriculum and teacher
actions) and actionable
(namely, not only annual
data).
Structures and routines
describe the practice of
leadership.
• Organizational routines (e.g.
weekly department meetings)
and the artifacts that result
(e.g. agendas, minutes)
define the practice of leading
schools.
• To improve teacher
leadership in practice, focus
on improving these
structures, routines, and
artifacts.
• Performance management
routines are a vehicle for
teaching these practices.
Knowledgeable principals are an essential foundation for the above work.
27
29. Whose job is it to make principals better?
OPPD
Recruitment
LSC
AIOs
Placement
OEAS
Induction
Talent Management
Coaching/
Mentoring
IDA, HST+L
Evaluation
New Schools
C&I Support
HS ILC
28
30. The AIO Case: Lessons In Leadership Development
Designed
Focus on improving instruction
• Strong network of support
• Best in class professional
development
• Candidates selected for their
instructional expertise
Professional Learning Community
Lived
Diffused focus
• Competition and management
• Procedural focus for professional
development
• Candidates selected for many
reasons with instructional expertise
somewhere on the list
Isolation
Clear Routines
• Walkthrough routine
• Principal meeting routine
Routines appropriated for purposes
beyond their original intent
Enhance learning culture
Preserved hierarchical culture
29
31. Proposed Next Steps (3 of 3)
8. Major effort to develop capacity of school leaders, school leadership teams, and “principal
managers”. Focus on the instructional core.
9. Frame performance management as a capacity building strategy; we can’t recruit and fire
our way to a world class education system.
30
32. Agenda
Chicago Education Reform History
Principles Of Instruction and Instructional Leadership At Scale
Teaching And Learning In Practice: Lessons From CPS
Leading In Practice: Lessons From CPS
Immediate Recommendations for 2009-10
31
33. Recap: Proposed Next Steps
1.
Position instruction as central work of CPS; define five other strategic priorities (performance
management, portfolio management, human capital, safety and security, central office) by their
relationship to instructional improvement.
2.
Ongoing advice and support from Harvard and CCT to CPS on re-organization of infrastructure for
supporting teaching and learning.
3.
Continue to participate in national education-related reform leadership networks (e.g. Harvard’s
PELP, Aspen’s UMLN and ULLN).
4.
Avoid the “black box.”
5.
For lower tier schools, consider expansion of core curriculum implementation. (Leadership is
essential.)
6.
Focus school level performance management on connecting assessment and instructional
materials implementation.
7.
Accelerate curriculum definition, design, and implementation work in science, arts, and social
science.
8.
Major effort to develop capacity of school leaders, school leadership teams, and “principal
managers”. Focus on the instructional core.
9.
Frame performance management as a capacity building strategy; we can’t recruit and fire our way
to a world class education system.
32
34. Some other deep dives for the near future…
Coaching
Assessment Design and Use
Leadership Development
New Teacher Induction
Curriculum, Standards, Instructional Materials
What else?
33
35. The Instructional Core
Principle #1: Increases in student
learning occur only as a
consequence of improvements in
the level of content, teachers’
knowledge and skill, and student
engagement.
CONTENT
Principle #2: If you change one
element of the instructional core,
you have to change the other two.
Principle #3: If you can’t see it in
the core, it’s not there.
Principle #4: Task predicts
performance.
Principle #5: The real accountability
system is in the tasks that students
are asked to do.
TEACHER
STUDENT
Principle #6: We learn to do the
work by doing the work.
Principle #7: Description before
analysis, analysis before prediction,
prediction before evaluation.
34