Building a Great School Faculty
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Tips on recruiting, hiring, induction, professional development, and building strong professional culture to support teacher retention.
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1) Developing student personality by collecting information about students and creating an environment where students feel adjusted.
2) Providing occupational information by observing students' interests and abilities and informing them about career options.
3) Understanding students by accepting their emotions, understanding variations, and knowing their psychological behaviors.
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2. The types of guidance including educational guidance, vocational guidance, and personal guidance.
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The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
Schools Supporting Teachers
How schools can work with and for teachers to optimize environments for teaching and learning. PPT from 1-hour session at the 2010 National Association of Independent Schools Annual Conference titled "The Intentional Teacher: Better Teaching Through School-Teacher Dialogue." Supplementary resources include the book THE INTENTIONAL TEACHER: FORGING A GREAT CAREER IN THE INDEPENDENT SCHOOL CLASSROOM by Peter Gow (Avocus, 2009)
Community Event, Winter 2008
Launched in 2004, the Chalkboard Project is a non-profit, non-partisan organization working to unite Oregonians to make our K-12 public schools among the nation’s best. We aim to help create a more informed and engaged public that understands and addresses the tough choices and trade-offs required to build strong schools.
Community Event, Winter 2008
Launched in 2004, the Chalkboard Project is a non-profit, non-partisan organization working to unite Oregonians to make our K-12 public schools among the nation’s best. We aim to help create a more informed and engaged public that understands and addresses the tough choices and trade-offs required to build strong schools.
Learn more: http://www.chalkboardproject.org/about-us.php
Hjbrent storyboard
This document outlines a plan to introduce the educational networking platform Edmodo at Thomas G. Pullen K-8 Academy to improve student outcomes. It discusses identifying a need for Edmodo, researching the platform, developing a marketing strategy, facilitating adoption, and evaluating effectiveness. Key people to promote Edmodo include the technology specialist, administrators, and early adopter teachers. The plan emphasizes gaining support, providing training, collecting usage and impact data, and leveraging change agents to ensure successful integration of Edmodo.
Insead - Schools and Leadership
The document discusses the challenges facing schools and leadership in education. It identifies 7 key contextual issues, including declining education funding, a lack of focus on emerging economies, and growing inequality. 5 key challenges for schools are outlined: building adaptive capacity, achieving equity in outcomes, strengthening teacher autonomy and design capacity, ensuring effective learning conditions, and enabling school-level leadership. Renaissance leadership is discussed as practicing personal mastery, having a global mindset, enabling collaboration and learning across boundaries, thinking ahead to the future, driving systematic change, and leading with passion. The document argues that schools need less state control and more support for leadership and teachers.
Midlands Conference 2013 - employability at the heart of the student experience
Midlands Conference 2013 - employability at the heart of the student experienceAssociation of University Administrators
The document discusses the importance of employability in higher education. It provides definitions of employability from various sources and perspectives. It also outlines the steps Birmingham City University (BCU) is taking to embed employability in the student experience, including making employability skills explicit in degree programs, providing work-related experiences for all students, and supporting staff development through programs like the Master of Education.Ei YoU! prototypes for Implementation
Presentation of prototypes for innovational education towards youth motivation. Gathered from crowdsourcing durin EiYoU! project
Event 3 Lp Presentation
The document discusses assessment in secondary schools and strategies for improving assessment systems. It explores how assessment is currently done and its shortcomings, such as being separated from daily teaching and focusing too much on tests. Ideas are generated for a new assessment system, including involving students more and using assessment to inform teaching. The importance of changing mindsets around assessment is also discussed.
Introduction to Social Research Careers
Presentation about careers in social research from the Institute of Employment Studies, December 2018
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Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Teaching Excellence Series: The Educator Perspective
This document discusses teaching excellence from the perspectives of several educators at Newcastle University. Key points discussed include:
- Dr. Phil Ansell raises the question of what constitutes excellent teaching with small vs. large class sizes.
- Katie Wray provides an example of an innovative teaching approach using multidisciplinary teams.
- Jason Steggles discusses his approach to lecturing large classes and the challenges of marking and feedback.
- Various educators reflect on their experiences with the university's teaching excellence award process and criteria.
- The discussion considers how to define teaching excellence and whether innovation is required, or if fitting the context is most important. Student perspective is also acknowledged as important.
A questions of fundamentals
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Open classroom – A European Commission Perspective
The document discusses the European Year of Creativity and Innovation (EYCI) which aims to:
1) Increase public awareness and interest in creativity and innovation.
2) Facilitate policy debate and identify good practices at all levels.
3) Build an evidence base for policymaking.
It highlights the importance of stakeholders in ensuring the EYCI addresses the right issues and opportunities, and that its objectives are endorsed in education policies. It also discusses definitions of creativity and innovation and some of the key drivers of the Year such as lifelong learning.
Signaling Student Experience
This document summarizes a webinar on evidence of learning and alternative credentials. The webinar featured a panel of experts who discussed defining evidence of learning, the value of ePortfolios, challenges with alignment across institutions, and a student transformative learning record program. The panel also discussed why capturing broader evidence of learning is important now, how it benefits institutions, students and employers, and considerations for implementation and outcomes assessment.
David Price
The document discusses how arts advocates can better frame their arguments to join education reform debates and shift school culture to promote creativity. It provides two case studies of international education programs, Learning Futures and Musical Futures, that focus on engaging pedagogy and fostering student interest to indirectly enable creativity. The document argues advocates should focus on student engagement over standardized test accountability and draw from creative learning outside of schools.
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The disconnect between education and workforce development
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Midlands Conference 2013 - employability at the heart of the student experience
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More from Peter Gow
Assessment in the Curriculum Design Process
This is a (longish) PPT deck (in PDF form here) has been my evolving script for school workshops on what assessment is, how to do it, and how to think about it. The slides by themselves are not so long a read and serve as kind of an intro–to–intermediate-level text.
Peter Gow's Resume
Peter Gow is an educator, author, and speaker who has spent over 38 years working in independent schools. His life's work is helping independent schools deliver the best possible educational experience based on their mission. He does this through writing, speaking at conferences, and advising schools on issues like curriculum, assessment, professional development, and school culture. In his free time, he enjoys writing, maritime life, technology, and finding ways to improve education.
Assessing 21st-Century Learning Capacities
Presentation from the April 2012 Independent Curriculum Group conference, "New Directions in Assessment." A quick overview of new assessments and some novel ways to use conventional assessments, based on work by Doug Lyons and Andrew Niblock.
School Change, Gently REY-PG
Two experienced independent school middle managers share lessons on making change that sticks while minimizing conflict and resistance. From NAIS Annual Conference, 2011.
Alive & Well: Mantras from the Field
Some basic principles of school leadership in our time, as gleaned from research done in the spring and summer of 2009 for the National Association of Independent Schools.
Presented as part of the "Leading Toward a Sustainable Future" workshop at the NAIS 2010 annual conference.
Building Innovative Curriculum
Workshop session on "How Schools Build Innovative Curriculum" from the Independent Curriculum Group conference, "Re-Imagining High School," October 27, 2009 at Beaver Country Day School in Chestnut Hill, Massachusetts.
Revitalizng the Veteran Teacher
Ideas for bringing fading veteran teachers back into full bloom, and for preventing fading in the first place.
Rubrics Overview
A rubric is a tool used to assess student performance on assignments and provide feedback. It defines the expectations and objectives of the assignment and describes what constitutes high quality performance. Developing rubrics with students helps them understand what is expected of their work. Using rubrics provides specific feedback and makes grading more consistent and objective. It also helps students understand how to improve by focusing on the objectives. There are different types of rubrics such as numeric scales and qualitative descriptions. Regardless of the type, rubrics should clearly define the performance levels so students understand how their work will be evaluated.
Evaluation Rubrics
This document discusses evaluation rubrics and provides guidance on how to create them. It defines a rubric as a set of criteria used to evaluate student work. It emphasizes that rubrics should clearly define performance levels and provide students with clear feedback. The document then provides examples of different rubric formats and discusses how to design rubrics, including identifying important evaluation categories and defining different performance levels for each category. It also provides tips on using rubrics to grade student work.
The Progressive Education Tradition
Progressive education began in the early 20th century as a reform movement aimed at moral and social transformation through child-centered educational approaches. It grew from the philosophies of thinkers like John Locke and Jean-Jacques Rousseau. Major early proponents included John Dewey and Maria Montessori. In the 1930s, the Eight-Year Study found that progressive education was as effective at preparing students for college as traditional methods. While progressive education waned in popularity in the 1950s, many of its values and approaches saw a resurgence in the 1960s and continue to influence education today.
Intro to Curriculum Design
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
Stages of Curriculum Reform
An older presentation from the NAIS annual conference detailing the process of curriculum reform at one independent school.
Recruiting and Hiring Independent School Teachers
Manage the process of recruiting and hiring teachers in independent schools, with some tips on induction and mentoring, as well.
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Building a Great School Faculty
- 1. BUILDING A FACULTY Recruiting, Training, and Retaining the Finest Teachers Peter Gow for The Canadian Association of Independent Schools October 2008
- 3. 1. Pre-Hiring, Recruiting, and Hiring Some principles, practices, and reflections
- 11. 2. The New Teacher Experience What all teachers new to a school need
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