AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
Raise Your Hand Texas funds the tuition expenses for a selective group of campus leaders from Houston-area school districts to participate in REEP at Rice University.
The Rice University Education Entrepreneurship Program is for current and aspiring school leaders in the Houston area who want to dramatically impact public education at a deeper, more systemic level.
This unique program combines a world-class business school education with an innovative educational leadership curriculum that results in transformative experiences for local K-12 leaders.
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
Raise Your Hand Texas funds the tuition expenses for a selective group of campus leaders from Houston-area school districts to participate in REEP at Rice University.
The Rice University Education Entrepreneurship Program is for current and aspiring school leaders in the Houston area who want to dramatically impact public education at a deeper, more systemic level.
This unique program combines a world-class business school education with an innovative educational leadership curriculum that results in transformative experiences for local K-12 leaders.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
AHDS Conference November 2014 - Workshop; Poverty, Attainment & LeadershipAHDScotland
AHDS Annual Conference 2014 'Teaching Scotland's Future: Whate you need to know and do. Workshop bt Graeme Young, HT at St Bartholomews Primary School and Susan Hannah, Scottish Government
AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
AHDS Conference November 2014 - Workshop; TB: Reporting and ProfilingAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on Profiling and Reporting by George Sinclair from Education Scotland and Robert Hair, HT at Kinloss Primary, Moray and AHDS Vice-President
AHDS Conference November 2014 - Keynote by Gillian HamiltonAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote Speaker, Gillian Hamilton, chief executive of the Scottish College for Educational Leadership (SCEL)
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
Employer engagment is an essential area for schools to develop in order that teaching for pupils can have a real conext for learning.This presentation gives the advantages for pupil, school and employer when they engage in thie partnership.
AHDS Conference November 2014; GIRFEC WorkshopAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' GIRFEC Workshop by Lynn Townsend, Scottish Government.
AHDS Conference November 2014 - workshop; SCELAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by George Gilchrist, primary HT and a participant in the SCEL Fellowship programme.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
AHDS Conference 2014 - Workshop; TB: Tracking Progress and AchievementAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
AHDS Conference November 2014 - Workshop; Dundee University
1. Tayside & Fife Teacher Education Partnership
Working Together to
Enhance Learning
AHDS Conference
6th November, 2014
Teresa Moran, Neil Taylor & Derek Robertson
University of Dundee, ESWCE
2. A Longstanding Partnership
• The University and the Local Authority areas of Angus,
Dundee City, Fife and Perth and Kinross Councils have
been members of a ‘Partnership Committee’ for over
20 years.
• The Committee recognised the need for change in
order to respond to ‘Teaching Scotland’s Future’.
3. An Unique Partnership
• 98% of students undertake placements in 4 Local
Authorities
• 90% of students go on to the induction scheme in
one of these four Local Authorities
• The availability of funding from the Scottish
Government presented an excellent opportunity to
be innovative
4. Scottish Government:
Sankey Diagram
A Teacher's Journey
Postcode to HEI to
Teacher Induction
Scheme to
Employment (2011/12)
5. An Aspirational Partnership
• Recognising the challenge of the constraints under
which we all work, we wanted to pool resources
whilst improving the experience of teachers at the
beginning of their career
• A proposal with three separate elements was
submitted to the Scottish Government and funding
was awarded
6. An Ambitious Partnership
Part 1
A Coordinated Programme of Support for teachers in
their induction year incorporating expertise from a
wide range of recognised experts both locally and
nationally
7. An Ambitious Partnership
Part 2
A Programme developing capacity in schools for
student teacher mentors, to build the ‘all teachers as
teacher educators’ aspiration of the Donaldson report
8. An Ambitious Partnership
Part 3
To further develop the culture of research informed
practice as exemplified by the critical analysis of
Masters study enhancing the quality of teaching and
learning
10. They (teachers) will be encouraged to
review and reflect on their practice and
to engage in CPD. They will be
committed to learning as a lifelong
process.
11. …four influential "paradigms" of
teacher professionalism: the effective
teacher, the reflective teacher, the
enquiring teacher and the
transformative teacher…
12. Extended professionals are agents of
change, not passive or reluctant
receivers of externally-imposed
prescription.
13. New and strengthened models of
partnership among universities, local
authorities, schools and individual teachers
need to be developed.
14.
15. …sets practical experience in a much
more reflective, inquiring culture and
which makes optimum use of ICT for
professional learning.
16.
17. Change and transform attitudes to
the culture, behaviours and attitudes
to learning & teaching and CPD in the
digital space…
18. A Supportive Partnership
Part Two: Mentoring
• A group of 36 teachers from each of the 4 Local
Authorities work together on a Masters Level
mentoring module.
• The module aims to equip teachers with mentoring and
coaching skills to enable them to support newly
qualified teachers
19. An Enquiring Partnership
Part Three
• A group of 20 teachers from across the Local
Authorities are undertaking a ‘Research Methods’
Masters module.
• Having ‘research mentors’ in each Local Authority helps
to build capacity
20. Masters Level Projects
The partnership is also working together on three
Masters Level learning projects, funded by the
Government and supporting priorities for each Local
Authority. A variety of modules are being undertaken
with a focus on research, inclusive practice, leadership,
mathematics etc.
21. A Reflective Partnership
Both the Early Phase and the Masters Level learning projects are
to be evaluated using a mixed methods approach of:
• Initial questionnaire to establish why baseline experiences
and interests;
• Focus groups to discuss the various projects; and
• Final questionnaire to establish level of interest, impact and
potential future masters level learning.
22. What do we know already?
From initial Masters Level questionnaire
58 respondents from across all 4 LAs (Approx. 44% response rate)
54 Females (93%)
4 Males (7%)
23. What do we know already?
15+ years: 13 respondents
24. What do we know already?
Previous study included courses such as:
• PGCert. Educational Leadership & Management
• City & Guilds; reflection Upon Practice
• Developing mathematical Thinking – Chartered Teacher
• MSc in Public relations
• MTeach
25. What do we know already?
Why did you enrol on the course?
• To enhance learning and teaching through research (reading
and/or activity)(n=11)
• To enhance professional development (n=11)
• To extend subject knowledge (n=6)
• No cost (n=9)
26. What do we know already?
What do you think you will gain professionally?
• apply theory to practice (n=19)
• enhance skills of critical reflection (n=11)
• improve practice (n=8)
• carry out research(n=5)
• engage in professional dialogue with others (n=5)
• increase confidence (n=1)
27. What do we know already?
How will you use learning in your daily practice?
• systematically critically reflect on practice (n=14)
• better match teaching to individual’s needs (n=10)
• identify and respond to critical incidents within the
classroom(n=4)
• increase the opportunities for mathematical thinking in
lessons (n=4)
30. A Working Partnership
Teaching Scotland’s Future –
National Implementation Board
The Scottish Government established the
National Implementation Board in November
2012 to take forward work on implementing
proposals to improve the full spectrum of
teacher education.
• All local authorities and universities have
developed partnership arrangements for the
provision of the early phase of teacher
education and beyond;
• A new suite of professional standards,
updated advice on effective Professional
Review & Development and the introduction
of a new system of Professional Update all
aimed at enhancing commitment to Career-
Long Professional Learning;
• The establishment of the Scottish College for
Educational Leadership (SCEL).
31. Tayside and Fife Teacher Education Partnership (TFTEP)
Early Phase
• Using an online learning community this project
enables Early Phase teachers to work together to
identify, capture, share and discus their developing
practice. To support inductees and Early Phase
practitioners, each of the partner Local Authorities
will identify colleagues to participate in the student
teacher mentor pilot training.
• Also, Early Phase practitioners will be able to engage
in a piece of action research which can be used to
gain Masters Level credits at the University of
Dundee.
• TFETP has identified ways in which colleagues across
the partnership can work collaboratively to provide
student teachers a more coherent experienced as
they move from their period of initial teacher
education through to completion of induction.
Masters Level Learning
• A suite of provision at Masters Level learning tailored
to Local Authority priorities.
– Teachers may wish, to submit their work to be assessed and
potentially gain up to 60 M Level credits free of charge
(equivalent to a PG Cert.).
– These credits can then be used towards a full Masters
qualification at a later date.
• Examples of modules being offered are:
– ‘Reflection Upon Practice’;
– ‘Working Towards Inclusion’;
– ‘Mentoring’;
– Continuity of children’s development: Birth to Eight’;
– Developing Mathematical Thinking’; and
– Leadership, Change and Organisational, Development
32. Perfect Timing!!!!!!!
GTC Scotland
Access for teachers
GTC Scotland is making more than 1,700 educational journals and 28 e-books. available for research during a year-long pilot.
The EBSCO Education Source package and the Leadership and Management Learning Centre will be available to all registered teachers during an
initial pilot running for one year
In addition to the launch of this new service, a Research Engagement Group (REG) will be set up to help support, promote and facilitate critical
engagement with research.
