BuildingLeadershipSelfAssessment
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This document contains a self-assessment survey for educators to evaluate their ability to encourage leadership skills in students. The survey consists of 10 questions where educators rate themselves on a scale of 1 to 5. It aims to provide personal feedback to help educators reflect on their teaching style and how they can better develop leadership skills in students. Scores are totaled and interpreted as indicators of an educator's performance in this area, with higher scores suggesting greater ability to help students become leaders.
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BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
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EC410 Cultural Diversity
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This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
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Norah Al-BaniFaten AlnassarFrom questions to a problemChap.docx
Norah Al-Bani
Faten Alnassar
From questions to a problem
Chapter 4
4.3 & 4.4
Make the research about something in your field or something you know about .
Ask for help.
Look for Problems as you read.
Look at your own conclusion.
How to find a good research problem
You need to practice.
Formulate a questions.
Believe that your problem can be solved.
Learning to work with the problems
Thank you for listening
Responses MUST have citations and references. MUST be a minimum of 150 words each response
MUST be Plagiarism FREE!! and APA formatted
Chapter 4
1. In your words, define human development. What is its relationship to socialization/culture?
2. What Is Temperament?
3. Explain The Goodness of Fit Between Temperament and Culture
4. What are the sources behind Temperamental Differences?
Chapter 5
1. How do you define intelligence? How is the concept of intelligence different from academic achievement?
2. Explain Culture and Math Abilities
3. Explain Culture and Problem Solving
4. Explain Culture and Dialectical Thinking
Manage with a plan!
Set goals and take the right steps to achieve big results.
Amal AlMajed 201500583 Nada Alhindas 201402303
Leen AlYami 201500492 Nura alhindas 201402328
Aram Alshebel 201500063 Faten alnassar 201302248
Ghadeer Alanazi 201600226
Outline
With a Plan, You Can!
No Title Necessary
Set Annual Goals and Develop a Plan to Achieve Them.
Plan for the Unexpected.
Manage for Results.
Plan for Success.
Leadership Action Steps.
With a Plan, You Can!
The Secret to get things done.
The greatest skill.
Enlisting Allies.
No Title Necessary!
Quality is never an accident; It is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives
-William Foster
“
Set Annual Goals and develop a Plan to Achieve Them
Review your vision and the key roles in your life.
Develop annual goals in each role using the SMART method.
Share your goals.
Develop a plan and set milestones.
Post your goals in a prominent place.
Plan for the Unexpected
How often do things go as planned?
Is there time to brainstorm when crisis hits?
Look for a contingency plan before the time of crisis.
“When the time to perform arrives, the time to prepare is past”
True leaders go beyond their status quo and inspiring others to do the same.
A successful leader builds a strong team of individuals who share the same vision and goals.
Develop winning Team
Enlist help from coworkers or family members to carry out your plan.
Use talent around to enable the program used to manage a business effectively.
Joint performance in an organization is very efficient in making strengths of an organization effective and their weaknesses irrelevant.
Manage for Results
As a leader, an individual need to harness a variety of resources to ensure that a c ...
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Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
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Designing online learning like a game: Quests, challenges and badges
Similar to BuildingLeadershipSelfAssessment
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
Applying coaching and mentoring strategies in the workplace
This document outlines strategies for applying coaching and mentoring in the workplace. It discusses distinguishing between coaching and mentoring, identifying principles for coaching others, and how coaching and mentoring can develop employees. The Grow model for coaching is introduced, which involves setting goals, understanding reality, exploring options, and establishing willingness. Learning contracts are also covered as a tool to clarify learning goals and roles between supervisors and employees. The overall message is that coaching, mentoring, and feedback are important for supervisors to facilitate employee growth and performance.
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...
This document discusses using CLASS observations to provide feedback to teachers as a way to promote professional growth. It emphasizes that teacher-child interactions are key to improving student outcomes. Effective feedback involves identifying areas of focus, providing specific examples from observations, and asking reflective questions. The teacher's readiness to change should influence how feedback is delivered, with less ready teachers needing more information and awareness building. Developing goals and action plans can help teachers work on improving their interactions. Coaching and professional development support teachers in transferring feedback into practice.
Norah Al-BaniFaten AlnassarFrom questions to a problemChap.docx
Norah Al-Bani
Faten Alnassar
From questions to a problem
Chapter 4
4.3 & 4.4
Make the research about something in your field or something you know about .
Ask for help.
Look for Problems as you read.
Look at your own conclusion.
How to find a good research problem
You need to practice.
Formulate a questions.
Believe that your problem can be solved.
Learning to work with the problems
Thank you for listening
Responses MUST have citations and references. MUST be a minimum of 150 words each response
MUST be Plagiarism FREE!! and APA formatted
Chapter 4
1. In your words, define human development. What is its relationship to socialization/culture?
2. What Is Temperament?
3. Explain The Goodness of Fit Between Temperament and Culture
4. What are the sources behind Temperamental Differences?
Chapter 5
1. How do you define intelligence? How is the concept of intelligence different from academic achievement?
2. Explain Culture and Math Abilities
3. Explain Culture and Problem Solving
4. Explain Culture and Dialectical Thinking
Manage with a plan!
Set goals and take the right steps to achieve big results.
Amal AlMajed 201500583 Nada Alhindas 201402303
Leen AlYami 201500492 Nura alhindas 201402328
Aram Alshebel 201500063 Faten alnassar 201302248
Ghadeer Alanazi 201600226
Outline
With a Plan, You Can!
No Title Necessary
Set Annual Goals and Develop a Plan to Achieve Them.
Plan for the Unexpected.
Manage for Results.
Plan for Success.
Leadership Action Steps.
With a Plan, You Can!
The Secret to get things done.
The greatest skill.
Enlisting Allies.
No Title Necessary!
Quality is never an accident; It is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives
-William Foster
“
Set Annual Goals and develop a Plan to Achieve Them
Review your vision and the key roles in your life.
Develop annual goals in each role using the SMART method.
Share your goals.
Develop a plan and set milestones.
Post your goals in a prominent place.
Plan for the Unexpected
How often do things go as planned?
Is there time to brainstorm when crisis hits?
Look for a contingency plan before the time of crisis.
“When the time to perform arrives, the time to prepare is past”
True leaders go beyond their status quo and inspiring others to do the same.
A successful leader builds a strong team of individuals who share the same vision and goals.
Develop winning Team
Enlist help from coworkers or family members to carry out your plan.
Use talent around to enable the program used to manage a business effectively.
Joint performance in an organization is very efficient in making strengths of an organization effective and their weaknesses irrelevant.
Manage for Results
As a leader, an individual need to harness a variety of resources to ensure that a c ...
PDP presentation
The document outlines the objectives and process for teachers to develop a Professional Development Plan (PDP) and choose a model for evaluation as part of the FCPS teacher evaluation system. Teachers will identify a goal for professional growth, choose an evaluation model, and develop a PDP to work towards their goal. The document provides information on PDP tiers for tenured vs. untenured teachers, potential models of evaluation like classroom visitation or using artifacts, and guidance for teachers to write goals and map out plans aligned with the Danielson framework.
Caligiuri, ryan webquest
This document provides an overview of a WebQuest designed to help high school students prepare for job interviews. The WebQuest involves students researching the interview process and then participating in a mock interview for a teaching position. Students are split into groups and take on different roles (principal, teacher, candidate). They conduct research online to help develop interview questions and answers. Their final task is to create a presentation covering common interview questions, appropriate answers, and questions to ask as interviewers. The document outlines the process, resources, evaluation rubric and standards addressed.
Developing Student Confidence
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
Student Leader's Career Development
This presentation covers what employers are looking for, resumes, interviewing, LinkedIn, and Leader vs. Manager to a student leader audience.
2012-02-17 Formative Assessments.pptx
This document discusses formative assessment and its benefits. Formative assessment involves gathering evidence of student learning during instruction to help teachers and students adjust teaching and learning. Research shows formative assessment can improve achievement by up to 0.7 standard deviations. It provides feedback to help close the gap between students' current and desired performance. Formative assessment is distinguished from summative assessment, which evaluates learning after instruction.
ELPS 465 Class June 09 2011
The document discusses erasing inequities in schools and provides guidance on assessment practices, grading practices, and personal leadership goals. It lists six types of inequities that can be addressed, including issues around access, tasks, formative assessment, summative assessment, grading, and response to intervention. Key recommendations are provided around ensuring grading practices are accurate, fair, specific, and timely. Educators are asked to reflect on practices in their own schools and set goals to stop, continue, and begin actions to reduce inequities.
DetailsNOTE Please review the attached document Leadership R
Details:
NOTE: Please review the attached document Leadership Reflection, located under course materials, before beginning this assignment.
In 750 words reflect on what you learned from your leadership interview.
Describe what you learned from your interview.
Describe how you will use the information in your own leadership experiences.
Prepare this assignment according to the guidelines found in the APA Style Guide and Typing Template, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following programmatic competencies: 2.4: Evaluate intrapersonal skills.
Attachment #1:
PSY-693 Professional Capstone
Benchmark Assignment - Leadership Reflection Paper
Step 1:
Chose a leader in your prospective career field to interview. He or she should be someone who is respected and viewed as an effective and/or exemplary leader in their organization or field. The leader must be preapproved by your instructor.
Step 2:
Set a date and time for the interview. This should be, preferably, a face-to-face interview. A phone interview will suffice if your leader lives out of state. Be sure to organize the interview well in advance. An email interview is not acceptable.
Step 3:
From the list below, choose at least four questions you would like to ask your leader. You are also required to
create three of your own questions
, specific to that leader or field. Make sure your questions are open-ended and address the Five Practices of Exemplary Leadership
· How did you enter your career field?
· What were some of the biggest challenges?
· What is your educational background?
· How important is networking?
· What steps/advice do you recommend for those entering the field?
· What strengths do you believe you possess as a leader? Weaknesses?
· What are three to four actions you believe are essential to enable others to be successful?
· What advice do you have for building relationships and trust in an organization?
Step 4:
Conduct your interview using a recording device or taking effective notes. Include the date, time, and location of your interview.
What you will turn in:
three original questions, notes from interview (questions and answers), and reflection assignment. Also, be prepared to share your interview and reflection with other learners in this class.
This benchmark assignment assesses the following programmatic competencies: 2.4: Evaluate intrapersonal skills
Attachment #2: This is the interview
Leadership Reflection Paper
Step 1:
Chose a leader in your prospective career field to interview. He or she should be someone who is respected and viewed as an effective and/or exempla ...
CoachingPresentation_VersionII
Sage NA is providing coaching training to reinforce a coaching model for driving organizational change. The training aims to heighten colleague engagement and foster greater motivation through coaching conversations. The agenda covers the case for change at Sage, what coaching is, the performance pyramid for setting goals, and the coaching model. The model involves creating dialogue through questions, balancing feedback, and planning for action. Managers are encouraged to use coaching to provide clarity on goals, build connections, and attain commitment from colleagues.
Teaching constructs (rp2)
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
Deliberate practice ppt draft
- Participants will create name tags with their name and school role. New staff should put a star by their title.
- The session will focus on deliberate practice, including reading about a swim coach example and developing a growth plan.
- Participants will understand deliberate practice and be able to execute it in schools by setting goals, engaging in focused practice, receiving feedback, and observing teaching.
- Groups will brainstorm a support plan for teachers using deliberate practice throughout the year.
Teaching and Learning and performance management
This document outlines a new approach to teacher performance management and professional development at Feltham Community College. The approach aims to make performance management more meaningful and focused on teaching and learning. Teachers are organized into groups to identify an area for improving teaching practice. They research the topic and support each other through collaborative sessions. The goal is to ground performance management in classroom practice and foster collaboration and evidence-based development. Examples of topics teachers are exploring include feedback methods and differentiation strategies. The approach aims to better engage teachers with educational research and improve teaching and learning.
ICS Mentor Training09
The document outlines the goals and components of an effective teacher mentoring program. It discusses identifying mentor qualities, applying mentoring skills through observations and coaching conferences, and examining data collection methods. The purpose of mentoring is to support new teachers' personal and professional development through guidance, feedback and ensuring confidentiality in the mentoring relationship.
Planning With the End in Mind
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
CCCA Performance Coaching (SVL)
This is an extract of CCCA's coaching methodology developed over a decade+ of Contact Center Experience from different perspectives at various organizational levels in different industry leading Contact Centers and BPOs. This document is intended to help First Level Managers (Supervisors, Team Managers, Team Leads, Trainers or Quality Representatives) improve their coaching skills in any call center world wide. It discusses techniques and insights, as well as introduces tools which will take your coaching to the next level!
Similar to BuildingLeadershipSelfAssessment (20)
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Applying coaching and mentoring strategies in the workplace
Applying coaching and mentoring strategies in the workplace
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...
Norah Al-BaniFaten AlnassarFrom questions to a problemChap.docx
Norah Al-BaniFaten AlnassarFrom questions to a problemChap.docx
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
DetailsNOTE Please review the attached document Leadership R
DetailsNOTE Please review the attached document Leadership R
BuildingLeadershipSelfAssessment
- 1. Statementof use:Feel free touse thishandoutforeducational purposes,personal use,orotherusesgivingcredit to the creator: Jacqueline Gibbons (jackiegibbons9022@yahoo.com) Building Leadership Self-Assessment “Know thyself.” –Oracle at Delphi This survey is designed to provide you with personal feedback about your level of ability in encouraging leadership skills among learners. Circle the number on the scale that you believe comes closest to your skill level in this area. Be honest with yourself about your choices. This is a self-assessment, so only you will know how you answered the questions below. Strongly Agree Agree Does Not Apply Disagree Strongly Disagree 1. I know at least one specific detail about each student’s passions/interests. 5 4 3 2 1 2. I incorporate student interests into lessons. 5 4 3 2 1 3. I encourage each student to develop his/her leadership skills through classroom activities. 5 4 3 2 1 4. I give students some autonomy in the classroom exercises and assignments. 5 4 3 2 1 5. I frequently praise student efforts even when the outcome may not be ideal. 5 4 3 2 1 6. I help students feel good about sharing thoughts and challenging ideas in the classroom. 5 4 3 2 1
- 2. Statementof use:Feel free touse thishandoutforeducational purposes,personal use,orotherusesgivingcredit to the creator: Jacqueline Gibbons (jackiegibbons9022@yahoo.com) 7. I make sure that students participate in their own learning. 5 4 3 2 1 8. I create an atmosphere of student growth through positive interaction and guidance. 5 4 3 2 1 9. I serve as a guide and source of knowledge more than a lecturer. 5 4 3 2 1 10. I hold my students to a higher standard that most other instructors. 5 4 3 2 1 TOTAL Total score for all 5 columns: __________ Final Score Scoring Total each of the five columns and then add the five columns together for your final score. The maximum score is 50 while the minimum score is 10. The following scoring is merely to assist you in reflecting on your teaching style and what areas may need adjustment to more effectively help students build needed leadership skills. The lower the score, the more you may need to consider the way you interact and instruct your students. The higher your score, the more ability you already possess to help your students become tomorrow’s leaders. Generally, a score of 40-50 means that you are performing activities to help build student leadership skills. A score from 21-39 means that you have some skills to encourage development of leadership skills in the classroom, but that you may need work in this area. A score of 20 and below indicates that you may need work in this area to become more effective in helping students build personal leadership skills.