This audit tool provides a framework for schools to assess their current practices in preventing violent extremism. It covers four areas: leadership and values, teaching and curriculum, pupil support, and risk management. Schools can use the tool to identify strengths and priorities for improvement. It includes example actions, and prompts schools to provide evidence for their self-assessment and identify next steps. The goal is for schools to develop and continuously improve their approaches in each of the four areas.
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
This paper presents highlights from a synthesis of research findings associated with schoolwide projects. The synthesis focuses on three aspects: (a) characteristics of faculties and districts with a comprehensive education; (b) programmatic and organizational components of educational achievement and (c) evidence of the effectiveness of organizing operations, particularly in terms of student performance.
Source: https://ebookschoice.com/the-effectiveness-of-academic-standards/
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
This paper presents highlights from a synthesis of research findings associated with schoolwide projects. The synthesis focuses on three aspects: (a) characteristics of faculties and districts with a comprehensive education; (b) programmatic and organizational components of educational achievement and (c) evidence of the effectiveness of organizing operations, particularly in terms of student performance.
Source: https://ebookschoice.com/the-effectiveness-of-academic-standards/
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
Что мы делаем:
- Слушаем, как звонят Ваши менеджеры
- Проводим анализ разговоров с клиентами (быстрота ответа, знание продукта, использование сленга, доброжелательность, отработка возражений, закрытие на следующий шаг, работа по скрипту),
- Даем рекомендации, как можно оптимизировать работу отдела продаж и увеличить продажи за счет эффективности ваших менеджеров.
- Сопоставляем информацию из телефонного звонка с тем, что менеджер написал в CRM
-Сообщаем Вам о забытых клиентах
- Проверяем, как менеджеры следуют скриптам продаж, обрабатывают ли возражения, закрывают ли на следующий шаг, берут ли контакты клиента
- Сигнализируем вам о конфликтных ситуациях
- Собираем обратную связь от рынка - пожелания/жалобы клиентов
- Собираем лучшие и худшие примеры звонков: вы получаете удобный инструмент для обучения новых сотрудников.
- Составляем рейтинги менеджеров по всем самым важным показателям
- Анализируем конкурентов
- Контролируем заполнение CRM сотрудниками и анализируем статистику звонков.
- Фиксируем тайные махинации сотрудников
- Составляем рейтинги менеджеров и отделов: вы получаете удобный инструмент для работы с мотивацией персонала.
- Фиксируем, сообщают ли менеджеры об акциях и продают ли дополнительные услуги/продукты, за счет этого вы повышаете свой средний чек и стимулируете менеджеров к доппродажам.
Plano completo de estudos, estruturado em ciclos semanais, com períodos de revisão, reposição e revisão na semana que antecede do Exame. A cada dia haverá um grupo de disciplinas a serem estudas proporcionalmente conforme o número de questões cobradas em Exames anteriores.
مقدمة حول أهمية إدماج التكنولوجيا في التعليم: مفاهيم وأفكار
من أجل إدماج أمثل لتكنولوجيا المعلومات والاتصال في العملية التعليمية
محتويات العرض
نبذة حول إدماج التكنولوجيا في التعليم.
مفاهيم وأفكار - Concepts & Idea
ما المقصود بالموارد الرقمية؟
أصناف الملفات والمستندات.
مقدمة في الحوسبة السحابية Cloud Computing
منصات تعليمية عربية رائدة لتعزيز ثقافة التكوين الذاتي.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
Provide a 150 word minimum reflection for each.2. Review the s.docxwoodruffeloisa
Provide a 150 word minimum reflection for each.
2. Review the strategic plan for school. Note personnel involved in the plan’s development, implementation, and evaluation. Provide support and concerns from various parties involved. Include your findings and recommendations. (150 word minimum)
3. Review the ways in which assessment data is used to impact practice by the following: board of education. Write a reflective statement about how the leader would seek to improve the use of assessment data in the school.
4. Review and critique the processes used by the school to monitor the ongoing communication between the school and faculty and parents.
5. Choose a current issue in the school. Include a plan and a critique on areas where the previous resolution failed.
6. Provide a summary and recommendations of areas where principals and teachers believe decisions should be reached collaboratively.
7. Provide recommendations for school policy changes, additional training, and/or consequences to ensure increased ethical practices by certified personnel.
11. Compare and contrast the significant events that affect the school systems today vs older days.
12. Provide a summary of requirements and the role of the superintendent in the process.
13. Provide a summary of concerns and recommendations of a teacher for a positive culturally diverse climate in the school.
14. Summarize how different departments and grade levels can work together to strengthen cross content collaboration.
19. Compare and contrast strengths and weaknesses given by students and teachers with respect to accessibility, engagement, and other areas with the national/school technology plans.
21. Summarize for improving/expanding the strengths of co-curricular activities into other subject areas.
22. Summarize concerns and recommendations for students responding to their parents’ divorce, single parent needs, and after school care
24.-----none
26. Summarize the instructional assistant duties, time, and expertise in academic assistance to students.
27. Compile a list of all professional development activities completed by the faculty. Make recommendations for greater involvement
28. Compile a list of questions to be used in hiring faculty or staff. Summarize legal questioning/assessment strategies for hiring/
30. Choose a current issue at school. Develop a list of concerns that side believes about the opposing sides. Devise a resolution that helps both sides achieve their goals and addresses all concerns. Include the goals, list of concerns, and consensus on goals
31. Provide a brief summary of the school’s initiatives in parent involvement and a plan for hard to reach parents.
32. Compile a list of social agencies that are available to help and support the students, faculty, and administration.
37. Provide a brief outline of the essential steps school administrators must take for a school crisis or emergency.
...
Understanding the Role of an Education Policy Analyst: 1. Policy Evaluation 2. Research and Data Analysis 3. Stakeholder Engagement 4. Advocacy and Reform 5. Policy Development
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
3. - 1 -
Introduction
This Audit Tool is designed to help governors, school managers and curriculum leaders
assess their school’s current practice and help identify priorities for improvement when
using the Working together to be safe Toolkit.
The audit provides you with a framework to review your school’s current practice to build
on the universal, targeted and specialist work identified in the Toolkit and develop it
further, in conjunction with other activities that are taking place locally. This Audit Tool
builds on the Practical advice to schools section of the Toolkit in the four areas of:
Leadership and Values; Teaching, Learning and the Curriculum; Pupil Support and
Challenge; and, Managing Risk and Responding to Events.
Please note that all contact details and web links included in this guide were correct at
time of publication.
Targeted activities
related to
preventing violent
extremism
Universal
actions
Promote ECM outcomes, community
cohesion, equalities and wellbeing
Implement effective anti-bullying policies
Focus on narrowing the attainment gap for all
groups
Promote pupils’ wider skill development in
teaching and learning, e.g. SEAL.
Encourage active citizenship and pupil voice
Links with families and local communities,
including through extended schools initiatives
Use the curriculum to challenge extremist
narratives
Allow space for debate and increase staff
confidence in discussing controversial issues
Understand local issues and tensions with
help from the local authority and the police
Develop a network of community contacts
and links with mentors and role models
Provide effective pupil support processes
Raise staff awareness on key issues
Form good links with police and other
partners to share information
Access external support from statutory or
voluntary organisations
Support to
individuals
4. - 2 -
What is the tool for?
This tool can be used in:
INSET and staff development – as a staff self-assessment activity or to support school-wide and curriculum team action planning
policy review and impact assessment activities – as a source of good practice indicators to support school governors and managers
when conducting policy reviews, when involved in school development planning or when monitoring progress in different areas
committee and focus group discussions – to give groups a quick overview of key actions and a basis for identifying priorities.
How do we use it?
The Example school actions column provides examples of effective school practice.
Go through each Action area and tick either box A, B or C using the following key:
A = we are confident about this; work has already been done in this area and is ongoing
B = we haven’t done much on this yet, but know what needs to be done and how to go about it
C = we still need to do work on this area and to identify our initial priorities.
Use the Evidence, tasks and priorities column to identify your examples of existing good practice (if you tick box A), the case for
improvement (if you tick boxes B or C). Since the perception of current practice may vary from one area or person to another, make sure
you identify specific evidence that supports your response.
The ultimate aim is to be able to tick the A box for every Action area, so use the Evidence, tasks and priorities column to identify your
school’s next steps towards this. Once you have identified your priorities, incorporate them into the relevant action plan. The action plan
should spell out in detail the practical arrangements to achieve and evaluate the tasks, name those who will be responsible and provide a
timescale for review.
What next?
Depending on your priorities, you can audit all Action areas or focus on those most appropriate to your school and curriculum offer.
5. - 3 -
LEADERSHIP AND VALUES (pg 21-26)
For review and action by governors, leadership team,
professional development leaders
Aim
An ethos that upholds core values of shared responsibility and wellbeing for
all pupils and promotes respect, equality and understanding
Action area A B C Example school actions Evidence, tasks and priorities
Uphold a clear ethos Evaluate the evidence that demonstrates to
pupils, staff and the community the school’s
commitment
Evidence of the school’s focus on narrowing the
attainment gap for all groups
Evidence of implementing effective anti-bullying
policies in school
Promote the core values of
a democratic society and
model the process
Evidence that demonstrates the school ethos to
pupils, staff and the wider community and
reviews of the policies and practices within the
school for pupils and staff which encompass
democratic values
Build staff understanding
of their roles and promote
confidence in their skills
Professional development needs for staff to build
capacity for preventing violent extremism
assessed and provision of training planned
6. - 4 -
Action area A B C Example school actions Evidence, tasks and priorities
Deepen engagement with
the communities the
school serves
Evaluate and develop the processes for
community engagement by the school –
especially with communities that may be
vulnerable because of prejudice, where there are
communication barriers or where those in the
wider school community are not represented in
the day-to-day life of the school
Access information and understand local issues
and tensions with help from the local authority
and police
Partnership working Evaluate and develop school links with local
partners and agencies and ensure contact points
for advice and support are clearly identified and
known to key staff
7. - 5 -
TEACHING, LEARNING AND THE CURRICULUM (pg27-32)
For review and action by curriculum managers, staff
who lead on links with external groups
Aim
A curriculum and pedagogy that promotes knowledge, skills and
understanding to build the resilience of pupils and explore controversial
issues
Action area A B C Example school actions Tasks and priorities
Promote pupils’ wider skill
development in teaching
and learning
Review school curriculum opportunities and
the range of teaching and learning
approaches, e.g. SEAL
Encourage active
citizenship and pupil voice
Identify skills development needs and
opportunities
Use curriculum to
challenge extremist
narratives
Review staff confidence in the core
approaches to dealing with controversial
issues, define professional development
needs and plan for them
Using external
programmes and groups
Local groups and individuals engaged in the
delivery of learning programmes that provide
positive role models to pupils and represent
the diversity of the communities the school
serves
Using external teaching
and learning resources
Prevent resources identified, reviewed and
planned into schemes of work/learning
opportunities
Allow space for debate
and increase staff
confidence in discussing
controversial issues
Review professional development needs for
staff to build capacity for preventing violent
extremism
8. - 6 -
PUPIL SUPPORT PROCESSES (pg33-36)
For review and action by pupil support staff managers
and staff who lead on family and community
engagement
Aim
Staff confident to take preventative and responsive steps, working with
partner professionals, families and communities
Action area A B C Example school actions Tasks and priorities
Understanding
what is happening
Raise staff awareness on key issues:
review professional development needs for staff to
build capacity for preventing violent extremism
Links with families and local communities:
evaluate and develop processes for community
engagement - especially with communities that may
be vulnerable because of prejudice, where there are
communications barriers or where those in the wider
school community are not represented in the day-to-
day life of the school
(1) Challenge and
support
processes
Develop network of community contacts and links
with mentors and role models:
use customised local information and advice from
other schools, the local authority and other agencies
to identify local groups to engage with the school
9. - 7 -
Action area A B C Example school actions Tasks and priorities
(2) Challenge and
support
processes
Access external support from statutory or voluntary
organisations:
evaluate school links with local partners, agencies
and the police to ensure contact points for advice and
support are clearly identified including the opportunity
for local interventions, e.g. mentoring, diversionary
activities etc
Problem solving
and repairing
harm
Review problem solving and personal support
available for pupils, staff and parents
Form good links
with police and
other partners to
share information
Agree information sharing, support and challenge
strategies locally with the multi-agency team
10. - 8 -
MANAGING RISKS AND RESPONDING TO EVENTS (pg 37-40)
For review and action by leadership team, ICT and site
managers
Aim
School that monitors risks and is ready to deal appropriately with issues that
arise
Action area A B C Example school actions Tasks and priorities
Harmful
influences on
pupils
Review relevant school personnel policies and processes
Accessing
inappropriate
content through
the use of ICT
Review of school ICT policy and practice to:
- ensure that hardware and software systems used in the
school are accredited through an accreditation scheme
(www.nextgenerationlearning.org.uk/safeguarding)
- review the Acceptable Use Policy of the school for pupils and
staff to ensure that use of materials related to violent
extremism is prohibited; and ensure pupils, staff and
governors are clear on the policy, monitoring practices and
sanctions
- ensure that staff, pupils and parents are aware of the issues
regarding risk and responsible use of on-line information and
are discerning and discriminating consumers
External groups
using school
premises or
facilities
Review school and local authority lettings policy and ensure that
staff managing school lettings know where to seek advice
Events in the
local, national or
international news
Review the school emergency plan including post-event actions
to ensure appropriate processes are incorporated for supporting
pupils and staff