Action Plan
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The document outlines a 100-day action plan to improve student academic vocabulary. The vision is for all students to acquire Tier 2 and 3 vocabulary words. To support this, the principal will train teachers to implement SNAP mini-lessons across subjects to teach 15 words per week. The principal will observe lessons and collect student work samples in PLC meetings to assess effectiveness. Specific actions include meeting with a literacy coach, training teachers, observing demonstration lessons, and debriefing with teachers.
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The document provides an overview of assessment, instruction, conferring, and strategy groups in the CAFE book model. It discusses:
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As a team we decided to implement Shared Reading three times a week for 8 weeks to develop students' inferencing skills. The three day cycle included front loading vocabulary and reading for fluency and literal meaning on day 1, recapping vocabulary and reading for fluency and deeper thinking on day 2, and having students answer inference questions in writing to show their understanding on day 3. The team's plan was to create an inference assessment, collect baseline student data in December, plan and implement the lessons from January to March, and evaluate student progress at the end of March.
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The document outlines nine top instructional strategies to increase student achievement, including essential questions, previews, summarizing, non-verbal representations, active engagement, extending thinking skills, differentiated instruction, vocabulary in context, and student writing. It then focuses on student writing, noting that writing should be integrated across all content areas in both fiction and non-fiction. Effectively using student writing includes focusing on important learning, creating detailed prompts, avoiding yes/no responses, allowing collaborative and peer work, and using writing as a springboard for other projects.
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3. The document provides details on the expectations for each career stage to help teachers understand where they are at currently and what it takes to progress to higher stages over their career.
Kindergarten school business management ppt.ppt
Awash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
8.991997°N 38.782110°E
Key people
Tsehay Shiferaw, CEO
Yohannes Merga, CIO
Tadesse Gemeda, Chief Wholesale Banking Officer
Ato Henock Tessema, Chief Retail & SME Banking Officer
Tilahun Geleta, Chief Finance & Facilities Management Officer
Abebe Deressa, Chief Corporate Strategy Officer
Dessalegn Tolera, Chief Credit Operation Officer
Products Financial services
Revenue 5.87 billion birr (2020/21)
Owner Awash Bank S.C
Number of employees
More than 18000
Website www.awashbank.com
Awash International Bank (Amharic: አዋሽ ኢተርናሽናል ባንክ) is a commercial bank in Ethiopia that was established in 1994 by 486 founding shareholders with a paid-up capital of birr 24.2 million and started banking operations on 13 February 1995. As of end of June 2020 the number of shareholders and its paid-up capital increased to over 4369 and Birr 5.87 billion, respectively. Likewise, as of end June 2020, bank's total assets reached Birr 95.6 billion with over 700 branches found across the country, Awash Bank continues to be leading private commercial Bank in Ethiopia.[1][2]
History
Awash International Bank was founded on 10 November 1994 and started operation on 13 February 1995 with 486 shareholders and paid-up capital of 24.2 million birr.[3][4][5][6] It is named after Awash River.[7] In 2013/14 fiscal year, the bank gained roughly more than 1.37 billion birr, accounting 40% of the whole private banks.[8]
On 24 November 2014, Awash partnered with Misys FusionBanking Essence, a financial software company, to boost its continual growth and the branching process.[9]
References
"Awash Bank – Nurturing Like The River". www.awashbank.com. Retrieved 2022-05-28.
"Company Profile". www.awashbank.com. Retrieved 2022-05-28.
"Ethiopia's Awash International Bank : Growth amid challenges - Shiferaw". The Africa Report.com. 2013-10-14. Retrieved 2022-11-01.
"Awash Bank Ethiopia - All you need to know 2021!". Retrieved 2022-11-01.
"About Awash International Bank". ethiopia.financialadvisory.com. Retrieved 2022-11-01.
"Assessment of Customers' Satisfaction" (PDF). 1 November 2022.
"assessment of credit risk management policies" (PDF). 1 November 2022.
"Battle of the Titans". Retrieved 2022-11-01.
"AIB pioneers core and branch modernisation with Misys" (PDF). 1 November 2022.
External links
Official WebsiteAwash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
Business Administration power point.ppt
13. Key Issues
Based on the analyses made, the following key issues are drawn.
• BNPL Financing is a type of short-term financing that allows consumers to make purchases and pay for them at a future date. It is becoming an increasingly popular payment option;
• BNPL has fully digital operating landscape that enables superior customer experience and business efficiency. Thus, it is expected to capture a significant portion of the market with strong growth prospect;
• Dashen Bank is the only bank that provides BNPL financing so far. However, as a substitute product Cooperative Bank of Ethiopia provide the Michu financing.
• Fin-tech and telecommunication companies that work in partnership with domestic banks are potential competitors to BNPL business that provide and facilitate digitized credit facility;
• The domestic experience revealed that:
o The eligibility for the service requires the customers age should be 18 years and above; have a monthly income, which they can prove from their employer or a business license in the case of business owners;
o The maximum spending limit on Dube Ale is currently set at Birr 700,000 and is determined at branches;
o Payments can only be made using the app, and withdrawals are not allowed;
o Customers charged a subscription, guarantee, and convenience fee; The maximum loan duration is 12 months;
o Interest Ranges from 2% to 2.5% on monthly basis;
o The customer should repay the previous credit first to get another credit and the credit can be paid fully or partially; and
o Charges vary depending on the credit period and if payment is made after the due date there will be a penalty fee.
• The market need assessment shows that there is a demand of BNPL financing and almost all interviewed sampled organizations were voluntary to give their employees information when requested by the bank;
• Majority of the sampled respondents prefer loan repayment through mobile banking and also most of the respondents prefer if the duration of loan repayment period up to a year and shall base on value of the purchased item;
• There are five BNPL financing models that are widely applicable. Partnering with Fin-tech to build BNPL solution and Rent out balance sheet are the best models that CBE can adopt right now. Furthermore, the Bank may entertain integrating installments in to credit cards. Acquiring a BNPL company and Rent a technology can also be adopted in line with the banks business model and when the need arise by the market;
• Currently, two local potential fin-tech companies EAGLELION System Technology (Dube Pay) and Seregela PLC approached and show an interest and signed memorandum of understanding to work with CBE through the two business models;
• The expected benefits of BNPL financing for the CBE are the loan is short term; it address the needs of credit access of retail customers; increase and diversify the credit portfolio; and the bank will have a special product that calls for and held its retail customer fr
Teaching and learning top ten feb march 2015
1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups.
2. Positive relationships and emotional intelligence when dealing with students should be promoted.
3. Lessons should provide an appropriate level of challenge for students through differentiated tasks.
M4
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
Elementary World Languages PLC Sept 2, 2015
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Daniel moonasar-lesson-planning
This document discusses the PPP (Present, Practice, Produce) lesson plan format for teaching English as a foreign language. It explains that PPP is a 3-stage format used widely in South Korea. The stages are: 1) Presenting new language through methods like pictures, videos, drills; 2) Practicing language through controlled activities with feedback; 3) Producing language through open-ended tasks. PPP allows teachers to introduce, practice, and assess language skills in a structured yet flexible way.
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This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
Schools That Work
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
Pals strategy powerpoint
PALS (Peer Assisted Learning Strategies) is an instructional method that pairs students together to work on reading and math skills. Teachers identify specific skills individual students need help with and pair students so partners can help each other, taking turns as the "coach" and "player." PALS creates opportunities for differentiated instruction as students work simultaneously on different activities tailored to their individual needs. Research shows PALS improves student achievement in reading and math when implemented for 90 minutes per week with pairs consisting of students with differing abilities.
8.docx
The document discusses school curriculum and the role of teachers. It explains that there are different types of curriculum - the recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, and hidden curriculum. It also describes how teachers plan lessons, implement lessons through various teaching strategies, and assess learning outcomes to determine if their objectives were achieved. Teachers must understand the different curricula, write lesson plans aligned with objectives and assessment, and ensure learning takes place.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Escasinas, Rhegee F. TIP-CourseBook-3 pg 1-25.pdf
The document outlines the Philippine Professional Standards for Teachers (PPST) which defines teacher quality through 4 career stages and 7 domains, 37 strands, and indicators. Each career stage articulates the expected professional practices of teachers at different points in their career. The PPST is intended to help teachers understand expectations of teaching practice and guide their professional development goals based on the standards.
Sped 6334 project
This document describes plans for an elementary school that will be designed based on Universal Design for Learning (UDL) principles. The school will house kindergarten through 4th grade students. It will have accessible features like ramps, wide doors, and accessible bathrooms. The playground will include equipment for students with disabilities. Classrooms will have natural light, adjustable desks, and UDL-trained coaches to support teachers. Classes will be heterogeneous with flexible grouping. Instruction will utilize the three UDL principles of multiple means of representation, engagement, and action/expression. Teachers will receive UDL training and collaborate weekly on lesson planning.
Teaching 1 to-1
This teacher training session focuses on teaching successful one-on-one English lessons. It discusses both the advantages and challenges of individualized instruction, including having the student's undivided attention versus potential boredom. The session also addresses structuring a customized curriculum based on a student's needs and abilities, using both standardized course books and tailored materials. Teachers are encouraged to get to know each student as an individual and adapt activities originally designed for groups. A variety of multimedia resources are suggested to engage lone learners. The conclusion emphasizes that well-planned, student-centered one-on-one lessons can be highly beneficial if they maximize speaking time and practice of the target language.
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Redefining Literacy in Your School
Presentation given with Dr. Keith Stephenson at the Mississippi Association of Secondary School Principals Conference June 2017.
Blended Vocabulary: Digital Tools & More!
This document discusses blended vocabulary instruction and digital tools. It introduces Dr. Angela Peery and provides her contact information. Key aspects of vocabulary instruction are reviewed, including the importance of vocabulary, levels of word knowledge, and selecting words to teach. A blended vocabulary model is presented along with digital tools that can be used, such as dictionary apps and games. The goal is to provide strategic and engaging vocabulary instruction using both traditional and technology-based methods.
SNAP Vocabulary Lesson
This document provides information about words with the prefix "un-": undecided, uncertain, and unwilling. It defines each word and notes that they are all adjectives that describe a lack of doing or knowing something. The document suggests activities for teachers to help students understand and use these words, such as having groups brainstorm examples of things that could be undecided, uncertain, or unwilling and having students commit to using two of the words in upcoming conversations. Synonyms and antonyms are also provided to help students distinguish between the meanings of the words.
SNAP Vocabulary
This document discusses improving vocabulary instruction in classrooms. It notes that simply having students look up words or study lists is ineffective for retention. Factors like increasing poverty rates and more rigorous academic standards require boosting students' vocabularies. The author discusses strategies they used successfully as a teacher, like having students find and record unknown words from their independent reading and share words in "word talks." The goal is for students to learn vocabulary naturally through reading and use, not just for tests.
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Peer Conference Sheets
The document is a template for a writer seeking help and a listener providing feedback. It includes sections for the writer to specify what they need help with and for the listener to share one thing they liked, ask one question, and make a suggestion. The writer is responsible for deciding what to do next, with the option of doing nothing excluded. The template is repeated four times.
Better Questions, Better Results!
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
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This document discusses strategies for teaching academic vocabulary. It describes two forthcoming books on blended vocabulary instruction and effective mini-lessons. It explains the importance of vocabulary and different levels of word knowledge. It also provides examples of strategies like modeling vocabulary use, reading aloud, connecting words, and using TIP charts and vocabulary logs. Recommended websites for vocabulary practice are also included.
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The document discusses effective vocabulary instruction strategies. It introduces Angela Peery and her work on blended vocabulary instruction. Peery advocates using direct instruction, digital tools, and effective mini-lessons to systematically teach tier 2 and 3 words. The document provides examples of mini-lessons that follow the SAP structure of seeing and saying words, naming categories, acting on words, and producing original examples. Attendees are encouraged to apply these strategies to make vocabulary instruction more impactful.
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Action Plan
- 1. Learning-Focused Leadership 100-Day Action Plan Vision or Goal Statement (Guiding Statement for the Action Plan) All students will acquire the necessary academic vocabulary for success in school and beyond (Tier 2 and Tier 3 words per Isabel Beck). Professional Goal(s) Related to the Guiding Statement in #1 I will support teachers in implementing SNAP mini-lessons across the content areas. SNAP mini-lessons take no more than 15 minutes and incorporate seeing and pronouncing the target words, naming/describing a category in which the words fit, applying the words in an activity (usually done cooperatively among students), and an individual product using the words (usually done in writing). All teachers will be trained in the SNAP protocol and then will be expected to employ it beginning Nov. 1. Personal Goal(s) Related to the Guiding Statement and Professional Goal(s) I will remind teachers of the “why” of improved literacy for our students. As needed, I will share important research about poverty, metacognition, family literacy, career readiness, and other topics. Teachers will need support in setting and keeping high expectations for their students and in maintaining good relationships with students and families. High-Leverage Leadership Strategies to Employ I will observe teachers during the mini-lessons and ask them to keep work samples so we can determine the effectiveness of this new process. We will bring work samples into our PLC meetings at least once a month to check student progress.
- 2. Action Plan Tracking Date Specific Actions Communication Needed (Who, when, and what?) Date Completed 11-1-15 Meet with literacy coach and discuss the SNAP mini-lesson protocol with her Email literacy coach today; set up meeting prior for Nov. 1 10-26-15 11-4-15 At monthly faculty meeting, co- teach the SNAP mini-lesson protocol with the literacy coach; teachers who want to host demonstration lessons stay with the literacy coach and me after the meeting to discuss further Email all faculty Nov. 1 top remind them of meeting; attach something to read about SNAP 11-11-15 up to Thanksgiving break Literacy coach teaches SNAP mini-lessons in 5 teachers’ classrooms; several teachers observe each demonstration Literacy coach makes and communicates schedule of demonstrations and observations no later than 11-10- 15 12-1-15 up to Christmas break Teachers use SNAP mini- lessons and are observed by the literacy coach and me Literacy coach ensures all materials are copied and disseminated prior to Thanksgiving break; we begin our classroom visits 12-1-15 12-1-15 up to Christmas break Meet with each teacher to debrief observation Email each teacher after observation to set up debriefing during teacher’s prep time (and so on…)