Building open ecosystems of teacher leadership (poh)
•Download as PPTX, PDF•
2 likes•344 views
This document discusses open ecosystems of teacher leadership. It argues that open ecosystems look like many teachers connecting in many ways, through sharing, collaboration, and peer-led inquiry. Open ecosystems are democratic, equitable, multimodal, and focus on agency, listening, coalition building, and growth across classrooms and communities. The goal is for teachers to connect externally and within their own schools and districts to continuously learn and improve.
Report
Share
Report
Share
Recommended
Maximising your leadership capacity
This presentation on Leadership Capacity was given at the 2013 Evolve conference.
The meaning of Leadership Capacity was explained.
Building leadership capacity
This document discusses the need to build leadership capacity in the academic fieldwork coordinator (AFWC) role. It notes that the AFWC role requires diverse skills and faces high turnover rates. A 2014 AFWC Institute provided training to AFWCs but participants desired more hands-on learning, mentorship, and resources tailored for different experience levels. Recommendations include ongoing training, multi-day programs, and developing multiple layers of leadership training to better support AFWCs and promote retention in the role. Stakeholders like AFWCs, students, and academic programs would benefit from further efforts to develop AFWC leadership skills and address job satisfaction.
TLI 2014 Participant Orientation
The Teacher Leadership Initiative is a pilot project for teacher leaders. Three partner organizations administer this exciting work: National Education Association, Center for Teaching Quality, and the National Board for Professional Teaching Standards.
Collaborative Leadership Frameworks
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Developing Teacher Leadership
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
Teacher leadership in the minds of teachers
This document discusses teacher leadership and strategies to encourage its adoption. It defines teacher leadership as "an ethical stance" that empowers teachers to shape education for the long-term benefit of students and communities. While teacher leadership signals changes, responses can be either embracing or resisting it. The document then examines theories of intrinsic and extrinsic motivation and how understanding teachers' needs and wants can inform strategies to motivate adopting teacher leadership roles. It also analyzes potential sources of resistance, such as traditional school structures, and proposes addressing these through training and clearly defining temporary leadership positions.
Capacity Building: What it is and Why it Works!
Capacity building refers to actions that strengthen an organization's ability to achieve its mission effectively. It benefits organizations by increasing sustainability, efficiency, and effectiveness, and benefits those served by improving program effectiveness and outcomes. Capacity building includes strategic planning, leadership development, organizational development, program development, fundraising strategies, and community engagement. Evaluation evidence shows that capacity building improves organizations' abilities to achieve their missions, and greater support through workshops, technical assistance, and funding leads to larger capacity gains.
How to ensure successful leadership and capacity building in your organisatio...
In this free webinar Elise Sernik, Founder of Leadership Space, and Director of People for Purpose provides the tools, ideas and perspectives which will help to make you more successful in your leadership roles.
Watch the on demand webinar at www.blackbaud.com.au/notforprofit-events/webinars/past
Recommended
Maximising your leadership capacity
This presentation on Leadership Capacity was given at the 2013 Evolve conference.
The meaning of Leadership Capacity was explained.
Building leadership capacity
This document discusses the need to build leadership capacity in the academic fieldwork coordinator (AFWC) role. It notes that the AFWC role requires diverse skills and faces high turnover rates. A 2014 AFWC Institute provided training to AFWCs but participants desired more hands-on learning, mentorship, and resources tailored for different experience levels. Recommendations include ongoing training, multi-day programs, and developing multiple layers of leadership training to better support AFWCs and promote retention in the role. Stakeholders like AFWCs, students, and academic programs would benefit from further efforts to develop AFWC leadership skills and address job satisfaction.
TLI 2014 Participant Orientation
The Teacher Leadership Initiative is a pilot project for teacher leaders. Three partner organizations administer this exciting work: National Education Association, Center for Teaching Quality, and the National Board for Professional Teaching Standards.
Collaborative Leadership Frameworks
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Developing Teacher Leadership
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
Teacher leadership in the minds of teachers
This document discusses teacher leadership and strategies to encourage its adoption. It defines teacher leadership as "an ethical stance" that empowers teachers to shape education for the long-term benefit of students and communities. While teacher leadership signals changes, responses can be either embracing or resisting it. The document then examines theories of intrinsic and extrinsic motivation and how understanding teachers' needs and wants can inform strategies to motivate adopting teacher leadership roles. It also analyzes potential sources of resistance, such as traditional school structures, and proposes addressing these through training and clearly defining temporary leadership positions.
Capacity Building: What it is and Why it Works!
Capacity building refers to actions that strengthen an organization's ability to achieve its mission effectively. It benefits organizations by increasing sustainability, efficiency, and effectiveness, and benefits those served by improving program effectiveness and outcomes. Capacity building includes strategic planning, leadership development, organizational development, program development, fundraising strategies, and community engagement. Evaluation evidence shows that capacity building improves organizations' abilities to achieve their missions, and greater support through workshops, technical assistance, and funding leads to larger capacity gains.
How to ensure successful leadership and capacity building in your organisatio...
In this free webinar Elise Sernik, Founder of Leadership Space, and Director of People for Purpose provides the tools, ideas and perspectives which will help to make you more successful in your leadership roles.
Watch the on demand webinar at www.blackbaud.com.au/notforprofit-events/webinars/past
Research ppt
This document analyzes an article about the role of professional communities in action research. It discusses key concepts like communities of practice and situated learning theory. Professional communities can strengthen teacher professional learning by allowing teachers to share experiences, support each other's research, and disseminate knowledge. Developing professional communities involves cultivating joint enterprise, mutual engagement, and a shared repertoire among members.
Critical Digital Pedagogy
This document discusses critical digital pedagogy, which centers teaching and learning around community, collaboration, and critique of oppressive power structures. It advocates moving beyond traditional education models that prioritize assessment over engagement. Critical digital pedagogy draws from theorists like Paulo Freire and promotes problem-posing education and learner agency over passive information transmission. It also calls for critically examining technology tools to ensure they enhance rather than hinder reflective dialogue and learner empowerment.
The importance of understanding the learning process when trying to improve p...
This document discusses the importance of understanding the learning process when trying to improve public engagement with health research. It argues that learning requires engagement and motivation from the learner in order to go beyond just memorization. When research is conducted in a participatory way where community members identify with the topic and help shape the research questions, it can lead to deeper engagement and learning as people incorporate new information into their own knowledge framework. The document advocates for "glocal" research conducted by teachers that bridges global scientific knowledge with local community contexts in a way that is meaningful and personal to encourage public learning and engagement.
Philosophy
This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
8 steps to diy pd surreydinner
This document outlines Sheryl Nussbaum-Beach's presentation on connected learning and leading in the 21st century. She discusses the need for schools to transform their culture from a traditional model to one focused on connected learning using tools and networks. She emphasizes developing communities of practice and personal learning networks to encourage collaboration and knowledge sharing among educators. The presentation provides strategies for teachers to become agents of change in leveraging connected learning.
Formacao online Monterrey2010
The document discusses a research study on how an interdisciplinary attitude emerges through logbook narratives in the online development of school managers. The study used an action-research approach to analyze content from three school managers' logbooks. The analysis revealed that the tutor's helpful guidance and each manager's reflections showed an attitude of partnership developed through their written interactions. This interdisciplinary approach was found to be valuable for online development environments by allowing each manager's unique perspective to be captured as part of their ongoing learning journey.
Cffbc 2010
Teachers are using technology in new ways to enhance instruction. Communities of practice and personal learning networks allow teachers to learn from each other across schools and countries. Coaches help distribute leadership and facilitate collaborative learning among teachers.
Daniels Article Presentation
This article explores applying postmodern theory to educational leadership by discussing the inadequacies of modernist thought in organizing schools. It proposes that from a postmodern perspective, schools should be viewed as communities defined by relationships and discourse rather than hierarchies. Power would be decentralized and decision-making collaborative. The focus shifts from structures to communication, reflection, and building trust within the school community.
The Connected Educator: Professional Learning in a Digital Age
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Ce keystone
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
8 steps to diy pd surreydinner
This document outlines Sheryl Nussbaum-Beach's presentation on becoming a connected educator and agent of change. It discusses developing a growth mindset and embracing do-it-yourself learning through online networks. It also emphasizes the importance of collaboration, developing a learning tribe, and transforming school culture from one focused on compliance to one centered around empowering learners. The overall message is that educators must lead the way in changing schools to prepare students for a world where connected learning is the norm.
The small group miracle: Where learning & performance meet
This document discusses how learning occurs at the individual, small group, and organizational levels. It argues that true organizational learning requires disciplined learning within small groups of 4-6 people. When many small groups ("Circles") engage in discourse learning within an organization, their learning experiences inevitably interweave. Intensive discussion within Circles produces both individual and shared knowledge and insights. Participants feel compelled to discuss and resolve ideas with others, leading to spillover of discussions to the larger group and organization. By coupling individual, small group, and organizational learning through parallel Circles, organizational impact and change can be achieved.
Debate: Is the educational system designed for extroverts?
Debate: Is the educational system designed for extroverts?MEFP-British Council Programme IES Al-Qázeres
The document argues that the educational system is not designed solely for extroverts. While some aspects of school like group work can favor extroverts, schools provide alternatives like individual assignments and homework that allow introverts to learn in their own way. The educational system accommodates both learning styles by offering a mix of collaborative and independent work, demonstrating it supports both extroverted and introverted students.Pl Ppresncaetc2
This document defines community and discusses different types of virtual learning communities. It summarizes key aspects that make a healthy community, including consistent participation, a sense of ownership among members, and viewing one's role as part of the community rather than owning it. Ranking should be based on the value of contributions, not just frequency of posting. The document also discusses the importance of professional learning communities for quality teaching.
2011 week 3 kuma 1 and 2
This summary provides an overview of a discussion on conceptualizing teacher roles and post-method pedagogy in TESOL:
1) The discussion focuses on three roles for teachers: passive technicians who follow methods strictly, reflective practitioners who adapt methods, and transformative intellectuals who challenge sociopolitical assumptions.
2) Post-method pedagogy is presented as a more flexible framework than rigid language teaching methods, allowing teachers to develop context-sensitive approaches based on guiding principles.
3) While some argue methods are irrelevant concerns for practicing teachers, others note teachers have long blended techniques from different methods based on their expertise and classroom needs.
Philosophy of Education At The Movies
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
15_02_2023_41526209.pdf
The document outlines the objectives, outcomes, units, and references for a course on universal human values. The key points are:
- The objective of the course is to develop a holistic perspective based on self-exploration, understand harmony in human beings and nature, strengthen self-reflection, and develop commitment to act.
- The five course outcomes relate to understanding human values and prosperity, evaluating the relationship between self and body, identifying responsibility for family and social harmony, understanding harmony at all levels, and developing appropriate technologies.
- The five units cover topics like self-exploration, harmony in human beings and relationships, harmony in family and society, harmony in nature and existence, and implications for professional ethics
15_02_2023_41526209.pdf
The document outlines the objectives, outcomes, units, and references for a course on universal human values. The key points are:
- The objective of the course is to develop a holistic perspective based on self-exploration, understand harmony at different levels, strengthen self-reflection, and develop commitment to act.
- The five course outcomes relate to understanding human values and prosperity, evaluating the relationship between self and body, identifying responsibility for family/society harmony, understanding harmony at all existence levels, and developing appropriate technologies.
- The five units cover topics like self-exploration, harmony within and between individuals, family and society, nature and existence as coexistence, and implications for professional ethics.
Session 8
This document outlines an agenda for a teacher's class that focuses on the roles of teachers, students, parents, and communities in education. It includes activities like a video on educating the "whole child", blog responses to the video, and a Socratic seminar discussing what makes the perfect parent. It also previews student presentations on a school reform model and wraps up by assigning an article on segregation of American teachers to review.
Clc2011 iste
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.More Related Content
Similar to Building open ecosystems of teacher leadership (poh)
Research ppt
This document analyzes an article about the role of professional communities in action research. It discusses key concepts like communities of practice and situated learning theory. Professional communities can strengthen teacher professional learning by allowing teachers to share experiences, support each other's research, and disseminate knowledge. Developing professional communities involves cultivating joint enterprise, mutual engagement, and a shared repertoire among members.
Critical Digital Pedagogy
This document discusses critical digital pedagogy, which centers teaching and learning around community, collaboration, and critique of oppressive power structures. It advocates moving beyond traditional education models that prioritize assessment over engagement. Critical digital pedagogy draws from theorists like Paulo Freire and promotes problem-posing education and learner agency over passive information transmission. It also calls for critically examining technology tools to ensure they enhance rather than hinder reflective dialogue and learner empowerment.
The importance of understanding the learning process when trying to improve p...
This document discusses the importance of understanding the learning process when trying to improve public engagement with health research. It argues that learning requires engagement and motivation from the learner in order to go beyond just memorization. When research is conducted in a participatory way where community members identify with the topic and help shape the research questions, it can lead to deeper engagement and learning as people incorporate new information into their own knowledge framework. The document advocates for "glocal" research conducted by teachers that bridges global scientific knowledge with local community contexts in a way that is meaningful and personal to encourage public learning and engagement.
Philosophy
This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
8 steps to diy pd surreydinner
This document outlines Sheryl Nussbaum-Beach's presentation on connected learning and leading in the 21st century. She discusses the need for schools to transform their culture from a traditional model to one focused on connected learning using tools and networks. She emphasizes developing communities of practice and personal learning networks to encourage collaboration and knowledge sharing among educators. The presentation provides strategies for teachers to become agents of change in leveraging connected learning.
Formacao online Monterrey2010
The document discusses a research study on how an interdisciplinary attitude emerges through logbook narratives in the online development of school managers. The study used an action-research approach to analyze content from three school managers' logbooks. The analysis revealed that the tutor's helpful guidance and each manager's reflections showed an attitude of partnership developed through their written interactions. This interdisciplinary approach was found to be valuable for online development environments by allowing each manager's unique perspective to be captured as part of their ongoing learning journey.
Cffbc 2010
Teachers are using technology in new ways to enhance instruction. Communities of practice and personal learning networks allow teachers to learn from each other across schools and countries. Coaches help distribute leadership and facilitate collaborative learning among teachers.
Daniels Article Presentation
This article explores applying postmodern theory to educational leadership by discussing the inadequacies of modernist thought in organizing schools. It proposes that from a postmodern perspective, schools should be viewed as communities defined by relationships and discourse rather than hierarchies. Power would be decentralized and decision-making collaborative. The focus shifts from structures to communication, reflection, and building trust within the school community.
The Connected Educator: Professional Learning in a Digital Age
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Ce keystone
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
8 steps to diy pd surreydinner
This document outlines Sheryl Nussbaum-Beach's presentation on becoming a connected educator and agent of change. It discusses developing a growth mindset and embracing do-it-yourself learning through online networks. It also emphasizes the importance of collaboration, developing a learning tribe, and transforming school culture from one focused on compliance to one centered around empowering learners. The overall message is that educators must lead the way in changing schools to prepare students for a world where connected learning is the norm.
The small group miracle: Where learning & performance meet
This document discusses how learning occurs at the individual, small group, and organizational levels. It argues that true organizational learning requires disciplined learning within small groups of 4-6 people. When many small groups ("Circles") engage in discourse learning within an organization, their learning experiences inevitably interweave. Intensive discussion within Circles produces both individual and shared knowledge and insights. Participants feel compelled to discuss and resolve ideas with others, leading to spillover of discussions to the larger group and organization. By coupling individual, small group, and organizational learning through parallel Circles, organizational impact and change can be achieved.
Debate: Is the educational system designed for extroverts?
Debate: Is the educational system designed for extroverts?MEFP-British Council Programme IES Al-Qázeres
The document argues that the educational system is not designed solely for extroverts. While some aspects of school like group work can favor extroverts, schools provide alternatives like individual assignments and homework that allow introverts to learn in their own way. The educational system accommodates both learning styles by offering a mix of collaborative and independent work, demonstrating it supports both extroverted and introverted students.Pl Ppresncaetc2
This document defines community and discusses different types of virtual learning communities. It summarizes key aspects that make a healthy community, including consistent participation, a sense of ownership among members, and viewing one's role as part of the community rather than owning it. Ranking should be based on the value of contributions, not just frequency of posting. The document also discusses the importance of professional learning communities for quality teaching.
2011 week 3 kuma 1 and 2
This summary provides an overview of a discussion on conceptualizing teacher roles and post-method pedagogy in TESOL:
1) The discussion focuses on three roles for teachers: passive technicians who follow methods strictly, reflective practitioners who adapt methods, and transformative intellectuals who challenge sociopolitical assumptions.
2) Post-method pedagogy is presented as a more flexible framework than rigid language teaching methods, allowing teachers to develop context-sensitive approaches based on guiding principles.
3) While some argue methods are irrelevant concerns for practicing teachers, others note teachers have long blended techniques from different methods based on their expertise and classroom needs.
Philosophy of Education At The Movies
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
15_02_2023_41526209.pdf
The document outlines the objectives, outcomes, units, and references for a course on universal human values. The key points are:
- The objective of the course is to develop a holistic perspective based on self-exploration, understand harmony in human beings and nature, strengthen self-reflection, and develop commitment to act.
- The five course outcomes relate to understanding human values and prosperity, evaluating the relationship between self and body, identifying responsibility for family and social harmony, understanding harmony at all levels, and developing appropriate technologies.
- The five units cover topics like self-exploration, harmony in human beings and relationships, harmony in family and society, harmony in nature and existence, and implications for professional ethics
15_02_2023_41526209.pdf
The document outlines the objectives, outcomes, units, and references for a course on universal human values. The key points are:
- The objective of the course is to develop a holistic perspective based on self-exploration, understand harmony at different levels, strengthen self-reflection, and develop commitment to act.
- The five course outcomes relate to understanding human values and prosperity, evaluating the relationship between self and body, identifying responsibility for family/society harmony, understanding harmony at all existence levels, and developing appropriate technologies.
- The five units cover topics like self-exploration, harmony within and between individuals, family and society, nature and existence as coexistence, and implications for professional ethics.
Session 8
This document outlines an agenda for a teacher's class that focuses on the roles of teachers, students, parents, and communities in education. It includes activities like a video on educating the "whole child", blog responses to the video, and a Socratic seminar discussing what makes the perfect parent. It also previews student presentations on a school reform model and wraps up by assigning an article on segregation of American teachers to review.
Clc2011 iste
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Similar to Building open ecosystems of teacher leadership (poh) (20)
The importance of understanding the learning process when trying to improve p...
The importance of understanding the learning process when trying to improve p...
The Connected Educator: Professional Learning in a Digital Age
The Connected Educator: Professional Learning in a Digital Age
The small group miracle: Where learning & performance meet
The small group miracle: Where learning & performance meet
Debate: Is the educational system designed for extroverts?
Debate: Is the educational system designed for extroverts?
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Building open ecosystems of teacher leadership (poh)
- 1. Building Open Ecosystems of Teacher Leadership Paul Oh (@poh) National Writing Project This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
- 2. Closed Light Bulb Terrarium, by jfeuchter
- 3. One To Many
- 4. What Does A More Open Ecosystem of Teacher Leadership Look Like?
- 6. Many to Many
- 7. Open Ecosystems of teacher leadership look like this …
- 8. And this …
- 9. And these.
- 10. Open Ecosystems of Teacher Leadership are writable as well as readable.
- 11. They’re remixable and open source and not solely static and proprietary.
- 12. Democratic, equitable & multimodal.
- 13. They’re about agency. via budtheteacher
- 14. And inquiry.
- 15. They’re about listening … “Teachers need to be attuned not only to their students’ silences, but also to their own.” -Kathy Schultz, author of Rethinking Classroom Participation: Listening to Silent Voices
- 17. … in your classrooms, schools, districts and across the country.
- 19. External Networks Communities of Practice Work Teams … in all spheres of your
- 20. So go out and start building. Photo by toomin
Editor's Notes
- It doesn’t look like this
- Inquiry & research
- Organizations, people, networks
- Writable