The Arab Unity School action plan for 2012-2013 contains the following key points in 3 sentences:
The plan aims to improve student attainment in Islamic Education and Arabic, ensure teaching meets the needs of all students through better assessment and support for special needs students, provide appropriate challenges, improve teacher recruitment and training, and ensure student safety. It also focuses on accurate self-evaluation, allowing greater parent, teacher, and student input, and providing necessary resources and training to implement the plan. The success indicators outline how improvements will be measured in areas like attainment levels, student and teacher skills, engagement, and progress monitoring.
This document outlines the monthly instructional supervisory plan for Maitim Elementary School in March 2022. It includes three key objectives: 1) Maintaining school effectiveness and people effectiveness by leading strategically through research training and proposal submissions; 2) Performing instructional supervision through document analysis and classroom observations to achieve learning outcomes; 3) Enhancing teachers' practice and professional learning through institutionalizing faculty development activities. The plan details the strategies, timelines, targets, and expected outputs to accomplish the objectives and improve school performance under the leadership of the school head and master teacher.
Malaysia Education Blueprint 2013-2025Tracey Akiam
The document outlines Malaysia's education blueprint for 2013-2025. It aims to transform the education system through 11 shifts, including benchmarking learning standards to international levels, ensuring students are proficient in Bahasa Malaysia and English, developing values-driven citizens, improving teacher quality, empowering school leaders, leveraging technology, strengthening ministry capabilities, increasing partnerships and transparency. The blueprint will be implemented in three waves to first turn around the system, then accelerate improvement, and ultimately move towards excellence.
This document discusses best practices for creating a positive learning environment. It defines best practices as strategies that develop critical thinking, value diversity, and incorporate teamwork. Best practices are important because students must be able to work in diverse teams globally. They include teaching a balanced curriculum from multiple perspectives, integrating subjects, differentiating instruction for individual needs, and providing active, real-world learning opportunities. The document provides examples of how to implement best practices and develop critical thinking and creativity in the classroom.
In this slide, you will understand inclusion in schools in depth. You will be introduced to the barriers of inclusive education and not only that but also the ways in which teachers can address these barriers in the classroom.
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
This document outlines the monthly instructional supervisory plan for Maitim Elementary School in March 2022. It includes three key objectives: 1) Maintaining school effectiveness and people effectiveness by leading strategically through research training and proposal submissions; 2) Performing instructional supervision through document analysis and classroom observations to achieve learning outcomes; 3) Enhancing teachers' practice and professional learning through institutionalizing faculty development activities. The plan details the strategies, timelines, targets, and expected outputs to accomplish the objectives and improve school performance under the leadership of the school head and master teacher.
Malaysia Education Blueprint 2013-2025Tracey Akiam
The document outlines Malaysia's education blueprint for 2013-2025. It aims to transform the education system through 11 shifts, including benchmarking learning standards to international levels, ensuring students are proficient in Bahasa Malaysia and English, developing values-driven citizens, improving teacher quality, empowering school leaders, leveraging technology, strengthening ministry capabilities, increasing partnerships and transparency. The blueprint will be implemented in three waves to first turn around the system, then accelerate improvement, and ultimately move towards excellence.
This document discusses best practices for creating a positive learning environment. It defines best practices as strategies that develop critical thinking, value diversity, and incorporate teamwork. Best practices are important because students must be able to work in diverse teams globally. They include teaching a balanced curriculum from multiple perspectives, integrating subjects, differentiating instruction for individual needs, and providing active, real-world learning opportunities. The document provides examples of how to implement best practices and develop critical thinking and creativity in the classroom.
In this slide, you will understand inclusion in schools in depth. You will be introduced to the barriers of inclusive education and not only that but also the ways in which teachers can address these barriers in the classroom.
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
The document provides guidelines for the implementation of the National Learning Camp (NLC) program in the Philippines. It outlines four types of camps - Enhancement Camp, Intervention Camp, Consolidation Camp, and Remedial Classes. It describes the purpose, duration, grade levels, learning areas, and other details for implementing each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, and monitoring and evaluation of the NLC program.
The document discusses various curricular strategies for developing educational objectives and implementing curriculum, including:
1) Educational strategies involve selecting content, organizing content, selecting methods, selecting settings, and managing the curriculum through basic directional decisions.
2) Common educational strategies include problem-based learning, integrated content, community-based settings, electives, and systematic approaches.
3) Quality improvement strategies for curriculum involve defining interventions to improve outcomes related to methods, settings, organization of content, and management.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
PRINCIPLES OF CURRICULUM DEVELOPMENT IN THE SECONDARY LEVEL (1).pptxJelaiSulit
The document outlines 9 principles of curriculum development for secondary education. These principles include: totality of experiences, being child-centered, conservation and creativity, integration, flexibility, utility, character formation, mental discipline, and social fulfillment. The curriculum should consider the whole range of a student's experiences, be tailored to students' needs and abilities, allow for changes over time while conserving cultural heritage, integrate different subjects and skills, and aim to develop students' character and prepare them for society.
The Department of Education is committed to learning recovery through a voluntary 3-5 week end-of-school-year break program. The program aims to improve learner outcomes and strengthen teacher competence. It involves collaborative practice between teachers, a registration template for camps, and a parent consent form. The department will provide updates to parents on their child's progress and monitor implementation through regional offices, school supervisors, and a consolidated evaluation at the central office level. Assessment will include pre-and post-tests for grades 7 and 8.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document is a monitoring tool used by the Department of Education Region 2 to track the progress of School-Based Management (SBM) implementation. It collects data on student enrollment, learning outcomes, SBM practices, teacher training and development, school awards, and issues/concerns. Key information includes enrollment trends for various grade levels, National Achievement Test results, the status of the school's improvement plan and governance structures, the educational attainment of teachers, and priority needs identified by the school.
Motivation to learn english language between local and foreign studentsMunirah Abd Latif
The document compares the motivation of local and foreign students to learn English in Malaysia. A graph shows local students have higher instrumental motivation while foreign students have higher integrative motivation. It then provides more details on the motivations of a local student, who wants to learn English for her future career and socializing, and a foreign student, who wants to interact with friends and cope with university classes. The conclusion is that local students are motivated by instrumental factors like career goals, while foreign students' integrative motivation comes from their environment and social interactions.
Arab Unity School Alumni Association 1st DAR Committee meetingManal Siddiqui
The document outlines plans for the first meeting of the Arab Unity School Alumni Association's Development and Alumni Relations committee and the first AUS Alumni Networking Night event. It provides an agenda for the committee meeting that includes discussions on the alumni association vision and roles. Details are given for the networking night event planned for September 30th, including the location, time, dress code, and eligibility. Ideas are brainstormed for initiatives like menus, name tags, photography, and cash registration. The document concludes by emphasizing the importance of personally inviting alumni to ensure attendance at the first networking event.
Pm key user presentation- Harith senarath/Janaka PathmendraJanaka Pathmendra
This document provides an overview of plant maintenance in SAP. It discusses the benefits of plant maintenance and ERP systems. It also outlines the key components of SAP's plant maintenance module, including master data preparation, the maintenance business process, and types of reports. The business process involves preventive and breakdown maintenance, including maintenance notifications, order processing, procurement, and cost settlement.
These thesis will focus on understanding and briefing introduction about Spring framework, superior properties, outstanding features in creative application that requires modularizing and capacity of reusing high. Beside that, further description of some technologies such as JMS, MongoDB, AngularJS and Bootstrap which are currently software companies use to create a web application enterprise with Spring framework
The document provides ways to motivate children to learn English, including filling their world with reading, encouraging expression and choices, celebrating achievements, and turning everyday events into learning opportunities. It also lists resources for teaching English such as using simple English, songs, cartoons, poems, stories, flashcards, games, colors, and numbers. The conclusion states that it is important to motivate children to build confidence but also require patience as all children develop at different paces.
This document discusses SOLID principles, dependency inversion, dependency injection, and AutoMapper. It covers the benefits of loose coupling code using dependency injection such as improved testability and separation of concerns, as well as potential downsides like increased complexity. It provides examples of dependency injection frameworks like Unity and Ninject and demonstrates how AutoMapper can simplify mapping between objects.
Sap plant-maintenance-pm-business-blueprint-bbp2gabrielsyst
This document outlines the planned implementation of the plant maintenance module in SAP for Vedanta Alumina Limited. It will cover master data, organizational structure, and business processes for plant maintenance. The plant maintenance implementation will include the alumina and power plants, while the smelter and JV plants will only have basic organizational structures. There will be four company codes corresponding to the four plants. Additionally, there will be four separate maintenance planning plants to allow for independent maintenance planning across all four production plants. The document describes the scope and objectives of the plant maintenance implementation and provides details on the "as-is" and "to-be" business processes.
The document discusses process mapping and how it can be used to analyze and improve processes within an organization. Process mapping involves visually displaying the steps in a process, including inputs, outputs, responsibilities and issues. This helps identify non-value added activities, bottlenecks and other problems. An effective process map requires identifying the scope, capturing details in sessions with stakeholders, and analyzing metrics to find areas for quick wins and process improvements.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
The document discusses plant maintenance strategies and terminology. It outlines various types of maintenance including corrective, preventative, and predictive maintenance. It emphasizes the importance of aligning maintenance goals with business goals to improve processes, asset performance, and uptime. Various maintenance planning, control, and terminology are defined to effectively manage strategic assets.
Motivation refers to the process by which a person's efforts are energized, directed, and sustained towards attaining a goal. There are three key elements: energy, direction, and persistence. Motivation theories include Maslow's hierarchy of needs theory, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's three-needs theory. These theories provide different perspectives on understanding human motivation and what drives employee performance.
SAP Plant Maintenance Training Material | www.sapdocs.infosapdocs. info
Download free SAP Plant Maintenance end-user training material from http://sapdocs.info/sap/plant-maintenance/download-free-sap-ecc-6-pm-training-material-pdf/
The document provides guidelines for the implementation of the National Learning Camp (NLC) program in the Philippines. It outlines four types of camps - Enhancement Camp, Intervention Camp, Consolidation Camp, and Remedial Classes. It describes the purpose, duration, grade levels, learning areas, and other details for implementing each camp. It also discusses learner placement, teaching resources, assessment, orientation activities, and monitoring and evaluation of the NLC program.
The document discusses various curricular strategies for developing educational objectives and implementing curriculum, including:
1) Educational strategies involve selecting content, organizing content, selecting methods, selecting settings, and managing the curriculum through basic directional decisions.
2) Common educational strategies include problem-based learning, integrated content, community-based settings, electives, and systematic approaches.
3) Quality improvement strategies for curriculum involve defining interventions to improve outcomes related to methods, settings, organization of content, and management.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
PRINCIPLES OF CURRICULUM DEVELOPMENT IN THE SECONDARY LEVEL (1).pptxJelaiSulit
The document outlines 9 principles of curriculum development for secondary education. These principles include: totality of experiences, being child-centered, conservation and creativity, integration, flexibility, utility, character formation, mental discipline, and social fulfillment. The curriculum should consider the whole range of a student's experiences, be tailored to students' needs and abilities, allow for changes over time while conserving cultural heritage, integrate different subjects and skills, and aim to develop students' character and prepare them for society.
The Department of Education is committed to learning recovery through a voluntary 3-5 week end-of-school-year break program. The program aims to improve learner outcomes and strengthen teacher competence. It involves collaborative practice between teachers, a registration template for camps, and a parent consent form. The department will provide updates to parents on their child's progress and monitor implementation through regional offices, school supervisors, and a consolidated evaluation at the central office level. Assessment will include pre-and post-tests for grades 7 and 8.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document is a monitoring tool used by the Department of Education Region 2 to track the progress of School-Based Management (SBM) implementation. It collects data on student enrollment, learning outcomes, SBM practices, teacher training and development, school awards, and issues/concerns. Key information includes enrollment trends for various grade levels, National Achievement Test results, the status of the school's improvement plan and governance structures, the educational attainment of teachers, and priority needs identified by the school.
Motivation to learn english language between local and foreign studentsMunirah Abd Latif
The document compares the motivation of local and foreign students to learn English in Malaysia. A graph shows local students have higher instrumental motivation while foreign students have higher integrative motivation. It then provides more details on the motivations of a local student, who wants to learn English for her future career and socializing, and a foreign student, who wants to interact with friends and cope with university classes. The conclusion is that local students are motivated by instrumental factors like career goals, while foreign students' integrative motivation comes from their environment and social interactions.
Arab Unity School Alumni Association 1st DAR Committee meetingManal Siddiqui
The document outlines plans for the first meeting of the Arab Unity School Alumni Association's Development and Alumni Relations committee and the first AUS Alumni Networking Night event. It provides an agenda for the committee meeting that includes discussions on the alumni association vision and roles. Details are given for the networking night event planned for September 30th, including the location, time, dress code, and eligibility. Ideas are brainstormed for initiatives like menus, name tags, photography, and cash registration. The document concludes by emphasizing the importance of personally inviting alumni to ensure attendance at the first networking event.
Pm key user presentation- Harith senarath/Janaka PathmendraJanaka Pathmendra
This document provides an overview of plant maintenance in SAP. It discusses the benefits of plant maintenance and ERP systems. It also outlines the key components of SAP's plant maintenance module, including master data preparation, the maintenance business process, and types of reports. The business process involves preventive and breakdown maintenance, including maintenance notifications, order processing, procurement, and cost settlement.
These thesis will focus on understanding and briefing introduction about Spring framework, superior properties, outstanding features in creative application that requires modularizing and capacity of reusing high. Beside that, further description of some technologies such as JMS, MongoDB, AngularJS and Bootstrap which are currently software companies use to create a web application enterprise with Spring framework
The document provides ways to motivate children to learn English, including filling their world with reading, encouraging expression and choices, celebrating achievements, and turning everyday events into learning opportunities. It also lists resources for teaching English such as using simple English, songs, cartoons, poems, stories, flashcards, games, colors, and numbers. The conclusion states that it is important to motivate children to build confidence but also require patience as all children develop at different paces.
This document discusses SOLID principles, dependency inversion, dependency injection, and AutoMapper. It covers the benefits of loose coupling code using dependency injection such as improved testability and separation of concerns, as well as potential downsides like increased complexity. It provides examples of dependency injection frameworks like Unity and Ninject and demonstrates how AutoMapper can simplify mapping between objects.
Sap plant-maintenance-pm-business-blueprint-bbp2gabrielsyst
This document outlines the planned implementation of the plant maintenance module in SAP for Vedanta Alumina Limited. It will cover master data, organizational structure, and business processes for plant maintenance. The plant maintenance implementation will include the alumina and power plants, while the smelter and JV plants will only have basic organizational structures. There will be four company codes corresponding to the four plants. Additionally, there will be four separate maintenance planning plants to allow for independent maintenance planning across all four production plants. The document describes the scope and objectives of the plant maintenance implementation and provides details on the "as-is" and "to-be" business processes.
The document discusses process mapping and how it can be used to analyze and improve processes within an organization. Process mapping involves visually displaying the steps in a process, including inputs, outputs, responsibilities and issues. This helps identify non-value added activities, bottlenecks and other problems. An effective process map requires identifying the scope, capturing details in sessions with stakeholders, and analyzing metrics to find areas for quick wins and process improvements.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
The document discusses plant maintenance strategies and terminology. It outlines various types of maintenance including corrective, preventative, and predictive maintenance. It emphasizes the importance of aligning maintenance goals with business goals to improve processes, asset performance, and uptime. Various maintenance planning, control, and terminology are defined to effectively manage strategic assets.
Motivation refers to the process by which a person's efforts are energized, directed, and sustained towards attaining a goal. There are three key elements: energy, direction, and persistence. Motivation theories include Maslow's hierarchy of needs theory, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's three-needs theory. These theories provide different perspectives on understanding human motivation and what drives employee performance.
SAP Plant Maintenance Training Material | www.sapdocs.infosapdocs. info
Download free SAP Plant Maintenance end-user training material from http://sapdocs.info/sap/plant-maintenance/download-free-sap-ecc-6-pm-training-material-pdf/
The document discusses process mapping techniques to analyze a company's current ("As-Is") processes and design improved future ("To-Be") processes. It covers identifying process steps, mapping workflows, analyzing inefficiencies, defining metrics, and implementing improvements through a Plan-Do-Study-Act cycle. The goal is to understand processes, find opportunities for streamlining, and establish a shared understanding of work across departments.
Plant maintenance involves keeping industrial plants in good operating condition through day-to-day problem solving and resource management. It aims to control and improve plant availability and performance. Maintenance includes both corrective actions to restore facilities as well as preventive maintenance like lubrication, inspection, and condition monitoring to predict and prevent failures. The goal is to minimize downtime and repair costs while ensuring safety, quality production, and prolonging equipment life. Preventive maintenance is particularly important, requiring careful planning, record keeping, and parameter monitoring using specialized equipment. Both too much and too little preventive maintenance can be problematic, requiring judgment to determine the optimal approach.
Motivation refers to factors that arouse, direct, and sustain human behavior. There are several theories of motivation, including drive theory which proposes that internal drives or needs push people towards goals, and incentive theory which suggests that external rewards or goals pull people to act. Maslow's hierarchy of needs theory also explains motivation and proposes that people are motivated to fulfill lower level basic needs before pursuing higher level growth needs. Managers can create a motivating work climate by setting clear expectations, being fair and consistent, developing teamwork, recognizing contributions, allowing autonomy and growth, and addressing individual needs and values.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
The document provides a job description for teachers working for the Abu Dhabi Education Council (ADEC). Key responsibilities for teachers include delivering effective teaching to promote student achievement, developing students' knowledge and skills, maintaining communication with parents and staff, and complying with ADEC policies and procedures. Performance is measured based on student outcomes, satisfaction surveys, participation in professional development, and ensuring a positive classroom environment. Teachers must have a bachelor's degree in education or the relevant subject area along with minimum English language requirements and experience teaching depending on their nationality.
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
This resume is for Corinne R. Paiva, an educator seeking a position in elementary education or special education. She has over 15 years of experience in these fields, having worked as a special education teacher, substitute teacher, and behavioral aide. She is pursuing her Doctorate in Educational Leadership. Paiva is highly skilled in curriculum development, differentiated instruction, and classroom management strategies. She has a proven track record of helping all students succeed, including those with IEPs or other learning challenges.
Saadia Umair is seeking a teaching or teaching administration position. She has 6 years of experience in roles such as secondary school teacher, headmistress, senior elementary school educator, and mathematics teacher. Her experiences include developing lesson plans, assessing student progress, collaborating with other teachers, and motivating students. She has a Master of Education degree and Bachelor of Science and Education degrees.
This document outlines a teacher evaluation system created by CESA 6 to help districts evaluate and support teachers. It includes performance standards in areas like instructional planning, assessment, and professionalism. Evaluators rate teachers as distinguished, effective, developing, or unacceptable based on evidence. The system aims to increase student achievement by ensuring effective teachers and leaders through regular evaluations.
The document describes best practices used by San Francisco Elementary School to improve student performance. Some of the key practices discussed include:
1. Implementing intervention programs like Project USE to improve test scores and reduce dropout rates.
2. Strengthening community partnerships and parental involvement to support students.
3. Providing teacher training and professional development opportunities.
4. Implementing reading programs and projects to boost literacy skills.
The school aims to continuously improve teaching quality and help all students reach their full potential through systematic curriculum planning and targeted intervention strategies.
Professional Education 2 The Teaching ProfessionMarvinPealver2
This document discusses the Philippine Professional Standards for Teachers (PPST). It provides an overview of the objectives and topics to be discussed, including DepEd Order #42 which nationally adopted and implemented the PPST. The PPST aims to set clear expectations for teachers across career stages and domains of professional practice. It describes the seven domains that comprise the standards: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; assessment and reporting; community linkages and engagement; and personal growth. The standards define four career stages for teachers from beginning to distinguished practice.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
Mae Jones presented on three literacy curriculums - I-Ready, Amplify, and Benchmark. I-Ready is research-based and adapts to individual student needs through assessments. It increases literacy skills through games. Amplify provides monthly progress reports and measures literacy development. Benchmark provides structured literacy instruction and standardized assessments to track proficiency growth. Collaboration between teachers, specialists, and administrators is important for the success of any curriculum. Mae recommends I-Ready due to its ability to meet student needs regardless of learning style.
This document provides details of a proposed 5-day in-service training program for teachers at Policronio S. Dano Sr. High School in January 2024. The training will cover mid-year performance reviews, the national reading program, catch-up Fridays, inclusive education, and alternative delivery modes. It includes objectives, target participants, activities, schedules, budgets, and evaluation plans. [END SUMMARY]
A unified curriculum provides benefits like consistent instructional design, flexible resources to meet student needs, and robust professional development for teachers. It supports quality teaching and learning. A unified curriculum also allows for improved planning, monitoring of student progress, and identification of students who need extra help. Implementing a unified curriculum in partnership with Houghton Mifflin Harcourt streamlines instructional programs and professional development while ensuring best practices are followed consistently across schools.
EducateAlabama for Librarians: Madison County Library Association Back to Sch...Carolyn Jo Starkey
1) The document outlines the history and development of the Alabama Quality Teaching Standards and EducateAlabama process from 2006-present. It establishes a commission to promote effective teaching and outlines the adoption of 5 teaching standards.
2) It describes the development and pilot of the EducateAlabama formative evaluation process and how it aligns to the Alabama Continuum for Teacher Development.
3) The Continuum has 5 standards and 5 levels of practice (Pre-Service, Beginning, Emerging, Applying, Innovating) to guide teachers' career-long development.
EducateAlabama for Librarians Presentation for Jefferson County Library Assoc...Carolyn Jo Starkey
1) The document outlines the history and development of Alabama's Quality Teaching Standards and EducateAlabama process from 2006-present. It established a commission to promote effective teaching and raise student achievement.
2) Five teaching standards were adopted along with a process to provide formative feedback to educators called EducateAlabama.
3) The standards and a continuum of teacher development were established to guide educators' career-long growth through reflection, assessment, and goal-setting.
Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012whsmpg
The document discusses the importance of formative assessment in teaching according to OFSTED evaluations. It notes that OFSTED places greater focus on formative assessment during lessons to support learning. Formative assessment is likened to feeding and watering plants, directly affecting their growth, while summative assessment simply measures without impacting growth. Outstanding teaching involves systematically checking understanding during lessons and intervening effectively, while good teaching involves regularly questioning students to improve learning.
The document summarizes the Alliance High School model, which is designed to help increase student achievement and graduation rates, especially in low-performing schools. The model takes a comprehensive approach, focusing on creating a culture of high expectations and engagement, providing demanding curriculum and instruction, developing strong leadership and teaching, and using data-driven management. Key elements include establishing small learning communities, implementing college and career readiness programs, developing rigorous academic plans, and providing intensive support from an on-site Alliance Achievement team.
National Staff Development Council Standardsvera.weber
Staff development aims to improve student learning through organized adult learning. Effective staff development:
1) Organizes teachers into collaborative teams to align goals with school/district and improve daily work.
2) Requires skilled leaders to guide instructional improvement through policies and support for ongoing professional learning.
3) Utilizes resources like time, money, and people to support adult collaboration and learning.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which is the framework that defines effective teaching in the Philippines. It is based on seven domains that represent the desired features of teaching and learning: 1) Social regard for learning, 2) Learning environment, 3) Diversity of learners, 4) Curriculum, 5) Planning, assessing and reporting, 6) Community linkages, and 7) Personal growth and development. Each domain contains descriptors that further outline the knowledge, performance skills, and values that teachers are expected to demonstrate. The document also introduces the Philippine Professional Standards for Teachers (PPST), which contains seven similar domains that form the basis for teacher learning, development, selection, and
Preparing for Success Ananda Global School's Approach to CBSE Board ExaminationsAnanda Global School
Discover the unique approach Ananda Global School takes to prepare students for CBSE board examinations. This blog outlines the school's comprehensive strategies, innovative methodologies, and supportive environment designed to ensure success and holistic development
Rachel Vidd is an educator with over 10 years of experience in curriculum and instruction, special education, and intervention. She holds a MA in Education from Ashland University and certifications in mild/moderate intervention and integrated social studies. Her resume summarizes her roles teaching at various schools from 2007 to present, including her current position as an academic resource center instructor at Solon High School where she collaborates with others to create personalized academic plans for students and monitors their progress.
1. ARAB UNITY SCHOOL
ACTION PLAN
2012-2013
ARAB UNITY SCHOOL ACTION PLAN 2012-13 Page 1
2. Introduction to School Action Plan
Arab Unity School has welcomed the suggestions made by KHDA following the inspection of March 2012. The school is fully committed
to continuous improvement throughout all sections of the school operations.
The following Action Plan is based on suggestions made by KHDA inspection:
Improve students’ attainment in Islamic Education and Arabic;
Ensure that teaching meets the needs of all students by:
o Using assessment accurately and effectively;
o Identifying and meeting the needs of students with special education needs;
o Providing appropriate challenge for all students in their learning;
o Improving the recruitment, retention and training of teachers;
Ensure the safety of all students at the end of the school day;
Ensure that self-evaluation is accurate and focuses on the priorities for improvement;
Allow parents, teachers and students to have a greater say in the development of the school.
ARAB UNITY SCHOOL ACTION PLAN 2012-13 Page 2
3. To improve students’ attainment in Islamic Studies:
Success Indicators:
All Muslim students should be able to recite the different Surahs correctly and understand the meaning of the Surahs according to their year level.
Students have increased awareness of the Islamic culture and traditions as well as perform the social obligations as residents of UAE.
All Muslim students to be clearly aware about significance of the important Islamic events and able to link their knowledge to their daily life.
ACTION IMPLEMENTATION
Raise the profile and quality of Islamic Special assemblies focusing on Islamic history and celebration of Islamic events will be organized.
studies across the school Activities for spreading Islamic awareness across the school will be organized.
Devise step by step learning program to include :-
a) history of Islam taught across year groups effectively, focusing on major events, their significance
To develop a common set of criteria b) to compare it with the modern world leading to creating a link while incorporating and implementing with the Islamic values in their
of effective lessons based on: daily life.
- link between Islamic History and Establish interdisciplinary connections between Islamic Studies, Arabic and other subjects.
Modern World
- depth and knowledge of Islam Regular Quranic recitation with more focus on correct
pronunciation and intonation.
Assess students’ level in Quaranic recitation. Plans implemented for individual improvement.
Improve students recitation abilities
and skills
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4. To accelerate pupils’ progress and attainment in Arabic:
Success indicators:
All students should be able to read, comprehend, converse and compose simple to complex sentences according to year level objectives.
To develop sufficient vocabulary to be able to conduct basic conversations.
To incorporate effective lesson planning and teaching with focus on differentiated learning.
ACTION IMPLEMENTATION
To lay more stress on speaking Arabic Students will be encouraged to converse only in Arabic during Arabic lesson.
language for the Non-Arabic students Provide support to students in correct pronunciation of Arabic words.
Use a variety of speaking activities in the form of role plays, story time, debates, quizzes, short skits, conversations, speaking about
their experience & hobbies.
Improve communication skills Modify assessment system to include listening, speaking.
Enhance students reading skills by more extensive use of library resources.
P.D. throughout the year as per department needs.
Improve reading skills
Training and support of teachers
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5. Ensure teaching meets the needs of all students by: Using assessment accurately and effectively:
Success Indicators:
Teachers use data and Class Profiles to track pupils and inform planning.
Target setting is used consistently and effectively across the school to ensure pupil progress and raise standards.
Assessment strategies are embedded consistently across the school and have an impact on children’s learning, progress and attainment.
ACTION IMPLEMENTATION
Review the assessment procedure & Assessment, Reporting policy & procedures modified.
policy
Increase student involvement in Encourage & promote self-assessment, peer assessment & reflections at all levels.
assessment Lesson plans to reflect student involvement in assessments.
Comparative analysis of students’ data critically reviewed.
Statistical analysis of students marks
for the academic year
P.D. provided for staff on assessment, data entry and analysis.
Support and training of staff in Assessment Coordinator, Supervisors & HoD’s train, support teachers in assessments through lesson observations and monitor
assessment, data analysis implementation of effective assessments.
Lesson Observation rubrics modified.
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6. Ensure teaching meets the needs of all students by: identifying and meeting the needs of students with special education needs:
Success Indicators:
Progress is improved as appropriate interventions are put into place.
Staff are armed with strategies to meet the needs of all learners.
Greater number of parents consenting to and participating in their child’s targeted support.
ACTION IMPLEMENTATION
Staff become more aware of policy Inform/remind staff of procedures and policies at Dept. meetings.
and procedures of the school Ensure policy, procedures and proformas are on intranet.
Counselor explains role in supporting staff, parents, and students.
Improve procedures for early Counselor develops stepped procedures for identification and referral.
identification and referral of students
with additional needs
Target staff to attend appropriate training in supporting students.
Increase staff knowledge and
understandings about students with
complex additional needs
Departmental meetings assess the needs and determine strategies/steps to ensure growth in learning.
Consistent analysis of data to ensure Training by counselor how to identify & assess SEN students.
appropriate support for
underachieving students and provide
challenging tasks to high achievers IEPs to cater for SEN.
Strategies to ensure progress of Emirati students.
Support to SEN students Differentiated activities further developed and implemented.
IEPs to be developed more extensively.
Learning expectations of SEN to be reviewed & updated regularly as per students’ progress.
Continuation of existing modifications to programmes, exams, support times.
Parents to be oriented to support need of SEN.
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7. Provision for gifted and talented Regular meetings between School Counselor and relevant teachers.
students Computerisation of student welfare files.
Handover of updated student observations records to new class teachers at beginning of academic year.
Opportunities for gifted and talented students to work with like-minds.
IEPs developed according to needs, regularly reviewed.
Lessons, activities arranged to ensure appropriate challenges.
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8. Ensure teaching meets the needs of all students by: providing appropriate challenge for all students in their learning:
Success Indicators:
All staff recognize, plan and implement to deliver appropriate strategies, support and challenges for every student.
Students will complete more appropriate and relevant learning, staff will be designing and guiding quality learning projects.
Greater student engagement and parental support.
ACTION IMPLEMENTATION
Review of curriculum Emphasis on depth of curriculum, subject and ICT Integration, collaborative unit planning, daily lesson plans across all levels.
Provision of variety of learning experiences to challenge and engage all students in a meaningful way.
Learning engages students
Assessment at beginning, during and end of units to gauge understanding and need for explicit teaching.
Variety of tools/strategies used to clarify student needs.
Focus on student learning to suit the
individual needs of students Targets set according to ability, learning styles of students.
Targets monitored ,modified as required.
Learning styles are recognized and catered for.
Students work with teachers to Tasks include research, higher order thinking, individual and team work.
establish targets Tracking of all students to gauge and support learning. Emirati students encouraged to actively participate.
P.D. throughout the year, special focus on differentiation, continuous assessment and target setting.
Training and support of teachers
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9. Ensure teaching meets the needs of all students by: Improving the recruitment and training of teachers:
Success indicators:
Policy and procedures in place and supporting staff.
Decreased staff turnover.
Performance management has identified areas that staff members need to develop and support has been arranged.
Improved staff morale and satisfaction in the workplace.
ACTION IMPLEMENTATION
Establish an active recruitment Review and update recruitment plans, needs and practices, both short and long-term.
committee
Update and maintain a recruitment plan that reflects best
Implementation of recruitment plan to recruitment for short and long-term practices.
meet school employment needs, both
short- and long-term
Contact recruitment agencies, international job sites.
Review current sources of potential Encourage employee referrals to assist with recruitment.
job applicants
Develop, maintain AUS Web site recruitment sections in order to market and appeal to potential applicants.
Use technology methods to attract
highly effective employees
Scheduled induction program implemented at all levels to facilitate transition into AUS employment.
Provide induction for newly hired
employees Audit of training needs, P.D. plan developed.
Training and development -Assess Review and revise performance management evaluation.
training needs of all staff Provide performance management training to supervisors.
Ensure that all performance management procedures are completed according to protocol.
Evaluation process for all employees
to promote expected Recognize and celebrate the contributions of AUS staff in an ongoing, consistent, appropriate manner.
performance and behaviors Improved amenities & facilities for staff.
Timetable and workloads reviewed and monitored.
Recognition of staff
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10. Ensure the safety of all students at the end of the day:
Success Indicators:
Road safety training is integrated into personal, social and health programmes at all levels of the school community.
Improved dispersal practice is evident.
ACTION IMPLEMENTATION
Train and increase awareness for Create awareness campaign around safe crossing practices; reinforce parents’ model good behaviour by always using school crossing
safety procedures throughout the points in all areas.
school community Safe Crossings -Paint a logo designed by the students at safe crossing points.
Reinforcement of road safety messages at school assemblies.
Facilities for parking & waiting area to provide for students using private transport.
Bus area to be paved & marked to show walkway to students.
ID to be made compulsory for all students.
Orientation of parents on safety to be given at the beginning of academic year.
Organise a column in the school newsletter to circulate road safety information and messages.
Set up Road Safety Plan notice board in public viewing area, to include bus routes, road safety information.
Display the Safety Plan at Parent/Teacher evening.
Update school prospectus and new entrant information, bus route, safe drop off zones, road safety information.
Communicate importance and Road Safety Plan on the school’s website.
expectations to parents and Design, develop and use leaflets to advice drivers of safe road conduct and parking.
community Hold a school event to promote the Plan.
Board to discuss and make contact.
Engage support of RTA and police
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11. Ensure that self-evaluation is accurate and focuses on the priorities for improvement:
Success Indicators:
Established robust and rigorous line management procedures at all levels of leadership; all line managers at all levels know their roles and responsibilities.
Self-review accurately indicates progress and areas for development.
AUS staff demonstrate a sustained and substantial presence in whole school improvement.
ACTION IMPLEMENTATION
To use the KHDA self-evaluation Develop shared understanding of criteria, evidence, making judgments.
handbook as a supplementary guide
ensuring commitment to continuous
improvement
Reflect on current practices.
Embed processes of accurate self- Develop understanding rigorous self-evaluation helps the school to improve.
review throughout all levels of the
school SLT, Dept. meetings:-
-alignment of timing and cycles to manage School Self Evaluation
Review and update self-evaluation - tools to ensure accurate judgments
processes -identify types of monitoring and reporting.
Plan scheduled time frame for monitoring, lesson observations and departmental reviews.
Create timelines for focused lesson observation.
Analyse students’ progress against benchmarks, external results and compare with international standards.
Analyse data relating to students’ progress and attainment so that it can be easily understood and analysed to show trends over time.
Judgments are moderated.
Training on data collection, analysis, reflection, lesson observations, peer observation, monitoring and dept. reviews.
Develop common understandings of underperformance by staff, students and departments
Understandings shared with staff, students and departments.
Measurement and monitoring are SLT training and development.
reliable P.D. for Middle management-HoDs about-attainment and achievement using online and other in-school data across all subjects,
monitoring student’s personal development and well being.
Staff support
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12. Performance criteria agreed within
departments
Leadership at all levels to take
responsibility in the accountability
process
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13. Allow parents, teachers and students to have a greater say in the development of the school:
Success Indicators:
School community members have opportunities to support school.
High level of satisfaction with school communication.
ACTION IMPLEMENTATION
School environment is welcoming Staff member is responsible as Parent Engagement Coordinator.
All staff, admin and teacher exhibit culture of welcoming.
Focus on ‘Working Together’
-induction, assemblies, newsletter
Develop home /school partnerships ‘Welcome Notice board’.
Review administrative procedures.
Procedures in place to ensure parent enquiries, concerns telephoning/emailing/visiting/writing are met with timely action to address any
The school’s systems respond issues/suggestions.
effectively to the needs of the
parents Twice yearly surveys-Analysis of evidence.
Regular feedback sought- Encourage membership of-Advisory Board/ Parent Forum/Student Council.
parent, teachers, students Expand membership of Parent Forum.
Board and Forum members take responsibility for organizing, conducting procedures.
Further a collaborative involvement Parent Forum sub-committee to organize seminars, presentations for students, activities, charity drives.
of school community members Board members regularly and timely attend meetings.
Garner the support of Alumni.
Teacher representation on Advisory Board.
Recognize teachers’ professional support-encourage them to recommend resources, programs for the school.
More active role developed for Student Council in-conducting activities, ascertaining views/needs of students.
Questionnaires given to students to garner their ideas.
Frequent meetings between SLT and Student Council to discuss ideas, provide feedback to students.
Teachers involvement
Students voice is recognized
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14. RESOURCES: School leadership will be providing resources –time, IT, book and non-book according to recommendations made after curriculum audits and
assessment needs have been conducted.
TIMELINES: Improvements to systems, policies and procedures will be continuous and dependent on committee recommendations.
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