Teachers attended a professional development session to design assessments aligned to new standards for the upcoming school year. The session provided an overview of standards and assessment design, allowed time for teachers to work in professional learning communities to unpack standards and design assessments, and included sharing and feedback. The goal was for teachers to leave with at least one standards-aligned assessment to use in their classrooms in the 2012-2013 school year.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
This document provides a report on the Peer Mediation Committee's leadership program activities at Ricks Institute in Liberia from September 2009 to June 2010. The program included training of trainers, workshops, peer counseling, career advising, discussions, and peace games. Over 200 students directly benefited from the various activities. Unsolicited feedback from some students highlighted positive impacts, including improved conflict resolution and counseling skills, greater empathy, and career guidance. The report evaluates the student facilitators and details the integrated program activities and their substantial benefits to students and the school community.
Enhancing Professional Practice Book Study Day 3, 2011Ginny Huckaba
This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, Day 3 of 3. This presentation is intended for use by those individuals participating in the Arch Ford ESC book study, days 1-3.
The document contains evaluations of a team's effectiveness, leader, and group dynamics over multiple weeks. Charts show ratings in areas like goals/direction, interaction, conclusions/achievements, organization, communication, attitude, and task/relation/self-oriented behaviors. Takeaways note positives like improved listening and goal accomplishment, but also needed improvements like equal work delegation and open feedback. The leader evaluations saw mixed results, with better follow-up but worse resource management. Group evaluations indicated skills were exhibited better but no large behavior changes and issues with full participation remained.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
The cognitive theory is based on concepts of thinking, remembering, and decision making. It views these activities as behaviors that can be analyzed to understand their effects on learning. Key figures in cognitive theory include Paivio, Gagne, Gardner, and Bloom. Paivio's dual coding theory proposes that combining verbal and visual information enhances recall. Gagne identified different types and domains of learning. Gardner proposed multiple intelligences like linguistic, logical-mathematical, and interpersonal. Bloom defined cognitive, affective, and psychomotor domains, and his taxonomy has six levels of cognition from knowledge to evaluation.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
This document provides a report on the Peer Mediation Committee's leadership program activities at Ricks Institute in Liberia from September 2009 to June 2010. The program included training of trainers, workshops, peer counseling, career advising, discussions, and peace games. Over 200 students directly benefited from the various activities. Unsolicited feedback from some students highlighted positive impacts, including improved conflict resolution and counseling skills, greater empathy, and career guidance. The report evaluates the student facilitators and details the integrated program activities and their substantial benefits to students and the school community.
Enhancing Professional Practice Book Study Day 3, 2011Ginny Huckaba
This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, Day 3 of 3. This presentation is intended for use by those individuals participating in the Arch Ford ESC book study, days 1-3.
The document contains evaluations of a team's effectiveness, leader, and group dynamics over multiple weeks. Charts show ratings in areas like goals/direction, interaction, conclusions/achievements, organization, communication, attitude, and task/relation/self-oriented behaviors. Takeaways note positives like improved listening and goal accomplishment, but also needed improvements like equal work delegation and open feedback. The leader evaluations saw mixed results, with better follow-up but worse resource management. Group evaluations indicated skills were exhibited better but no large behavior changes and issues with full participation remained.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
The cognitive theory is based on concepts of thinking, remembering, and decision making. It views these activities as behaviors that can be analyzed to understand their effects on learning. Key figures in cognitive theory include Paivio, Gagne, Gardner, and Bloom. Paivio's dual coding theory proposes that combining verbal and visual information enhances recall. Gagne identified different types and domains of learning. Gardner proposed multiple intelligences like linguistic, logical-mathematical, and interpersonal. Bloom defined cognitive, affective, and psychomotor domains, and his taxonomy has six levels of cognition from knowledge to evaluation.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
El documento presenta los resultados de pH sanguíneo de 30 personas. Proporciona la media, mediana y moda de los resultados totales y divididos por sexo. La media total es 7.33, la mediana es 7.32 y la moda es 7.32. Para los hombres, la media es también 7.33, la mediana es 7.33 y la moda es 7.33. Para las mujeres, la media, mediana y moda son todas 7.32. También calcula los cuartiles, percentiles y realiza una tabla de frecuencias de los resultados.
RAVETKAR - DISHA INFRASTRUCTURES - COMPANY PROFILEAmol Ravetkar
RAVETKAR - DISHA INFRASTRUCTURE, is a Pune based Real Estate Group with projects across the City. This group offers projects from Stand-alone Building of about 12 Flats to a multi apartment complex of more than 1800 flats.
I did my MBA in Marketing from Punjab College of Business Administration (2002), I have over 13 years’ experience in (Operations, Sales, Retail, Visual Merchandising, Merchandising, Business Development, Management, Manufacturing, Production, Planning, Audit, Analysis, Customer Services, HR, IT solution, Store locations, Inventory control, Staff Training, Sourcing, Branding, & Marketing)
.My working Experience,
---REGIONAL CHIEF (OPERATIONS & MARKETING) AT RAYMOND PAKISTAN NEXSOURCE INTL, INTERNATIONAL INDIAN BRAND CHAIN 2013 TILL TO DATE:
---HEAD RETAIL, SALES & OPERATIONS AT LOOP TEX APPAREL MANUFACTURING, DESIGN & SOURCING 2010 To 2013:
---REGIONAL MANAGER PUNJAB (OPERATIONS & MARKETING) AT FIFTH AVENUE CLOTHING SUBSIDIARY OF SHABBER GROUP OF INDUSTRIES 2006 to 2010:
---MANAGER MARKETING STRATAGIES DEVELOPER AT 10-Q STORE INTERNATINAL BRANDS 2004 TO 2006:
---Manager Merchandising Hispania Textile 2002 to 2004:
I have good analytical abilities. I can work in a team. I would like to get an opportunity to meet you and explain how my skills and qualities will help your organization. Our discussion will be mutually beneficial. If given an opportunity, I will work hard and help the organization develop. It will be a dream come true for me if I get to work with your esteemed organization.
I am enclosing my resume for your perusal. If you have any question, you can contact me on phone at (+92321) 8445367 or email address - moiztrs@gmail.com.
Yours truly,
MoizNaveed Khan
I.D CARD NO:3520248374127
O documento descreve a Floresta Amazônica, a maior floresta tropical do mundo, localizada principalmente no Brasil. A floresta possui a maior biodiversidade do planeta e está ameaçada pelo desmatamento. Regiões da Amazônia foram reconhecidas como patrimônio mundial devido à sua importância ambiental.
This document outlines the agenda for a class on reflection and advocacy in teaching. It includes activities like reflecting on what students have learned, sharing words of wisdom, and discussing reflective practice and its role in teaching. It also covers maintaining relationships with colleagues, parents, and community members to support students. Students brainstorm ways to advocate for art, such as displaying student work, organizing art shows, and presenting their ideas to other art educators.
The document discusses evaluating lessons through reflection and provides guidance on effective evaluation practices. It defines evaluation as a purposeful, cyclical process of collecting, analyzing, and interpreting information to make educational decisions. Evaluation helps teachers understand what went well and what needs improvement by considering student learning, teaching processes, and outcomes. Key aspects to evaluate include lesson objectives and content, teaching strategies, student participation and skills application, and overall lesson effectiveness. Multiple sources can inform evaluation, including self-reflection, student and peer feedback, and assessment results. Ongoing evaluation is critical for continuous improvement and high-quality teaching.
This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
This document provides information about the professional learning communities (PLCs) at Franklin Elementary School. It discusses how the PLCs were started with support from the district and board of education. It also provides demographic information about the school. The document outlines how teachers have demonstrated commitment to PLCs by meeting regularly and collaborating. It describes the different types of PLCs, including grade-level and cross-grade-level teams. Benefits are discussed such as collaborating with colleagues, analyzing student work, and sharing best practices. Data is presented showing improved student performance on standardized tests over time that PLC proponents attribute to their work.
The document provides an agenda and materials for a district leadership team planning retreat focused on empowering student learning and achievement. The retreat will cover [1] expectations for core instruction and interventions, [2] aligning these expectations to school improvement plans, and [3] developing protocols for monitoring implementation and results.
This document provides an overview of Responsiveness to Instruction (RtI) training for educators. It discusses the objectives of building consensus around RtI, developing the necessary infrastructure to support implementation, and providing guidance on implementation. Educators participate in activities to analyze their school's current practices and core instructional programs to identify strengths and areas for improvement. They also discuss next steps for enhancing the state's RtI model through additional professional development opportunities.
The document summarizes a presentation given by reading specialists to teachers about professional learning communities (PLCs). It discusses what PLCs are, the roles of reading specialists in a PLC, and struggles and lessons learned. Specifically, it notes that PLCs focus on student learning through collaboration and results. Reading specialists play instructional, assessment, and leadership roles in PLCs. Their roles include collaborating with teachers, assessing students, and leading professional development. Challenges in establishing effective PLCs include developing shared visions and transparent conversations among teachers.
Daily Schedule Teacher Centres Workshops - Norms and Standards and Integrated Strategic Planning Framework for Teacher Education and Development in South Africa
The document discusses the importance of collaboration for 21st century learners, noting that it helps develop communication, social, and problem-solving skills while simulating real-world work environments. Several aspects of effective collaboration are outlined, including establishing guidelines, sharing knowledge and resources, engaging in student-student interaction, and reflecting on the learning process. Examples of both effective and ineffective professional learning communities are provided to illustrate best practices for collaborative learning.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
Here are the responses:
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. TRUE
7. FALSE
8. FALSE
9. FALSE
10. TRUE
Generation Y workers are motivated by meaningful work that makes a difference. They value collaboration and diversity in the workplace. While technology-savvy, they also expect work-life balance.
The document summarizes the agenda and goals for a 4-day curriculum review week at Ridgewood Elementary School. The schedule outlines the daily activities, which include establishing learning targets and criteria for success, examining big ideas and essential questions, and finalizing curriculum guides. Participants will work to create draft curriculum guides that identify what students need to learn, how student learning will be assessed, and how to support students who are struggling or excelling. The desired outcomes are to develop pacing guides to guide instruction and begin the process of continuous teaching and learning improvement.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.
El documento presenta los resultados de pH sanguíneo de 30 personas. Proporciona la media, mediana y moda de los resultados totales y divididos por sexo. La media total es 7.33, la mediana es 7.32 y la moda es 7.32. Para los hombres, la media es también 7.33, la mediana es 7.33 y la moda es 7.33. Para las mujeres, la media, mediana y moda son todas 7.32. También calcula los cuartiles, percentiles y realiza una tabla de frecuencias de los resultados.
RAVETKAR - DISHA INFRASTRUCTURES - COMPANY PROFILEAmol Ravetkar
RAVETKAR - DISHA INFRASTRUCTURE, is a Pune based Real Estate Group with projects across the City. This group offers projects from Stand-alone Building of about 12 Flats to a multi apartment complex of more than 1800 flats.
I did my MBA in Marketing from Punjab College of Business Administration (2002), I have over 13 years’ experience in (Operations, Sales, Retail, Visual Merchandising, Merchandising, Business Development, Management, Manufacturing, Production, Planning, Audit, Analysis, Customer Services, HR, IT solution, Store locations, Inventory control, Staff Training, Sourcing, Branding, & Marketing)
.My working Experience,
---REGIONAL CHIEF (OPERATIONS & MARKETING) AT RAYMOND PAKISTAN NEXSOURCE INTL, INTERNATIONAL INDIAN BRAND CHAIN 2013 TILL TO DATE:
---HEAD RETAIL, SALES & OPERATIONS AT LOOP TEX APPAREL MANUFACTURING, DESIGN & SOURCING 2010 To 2013:
---REGIONAL MANAGER PUNJAB (OPERATIONS & MARKETING) AT FIFTH AVENUE CLOTHING SUBSIDIARY OF SHABBER GROUP OF INDUSTRIES 2006 to 2010:
---MANAGER MARKETING STRATAGIES DEVELOPER AT 10-Q STORE INTERNATINAL BRANDS 2004 TO 2006:
---Manager Merchandising Hispania Textile 2002 to 2004:
I have good analytical abilities. I can work in a team. I would like to get an opportunity to meet you and explain how my skills and qualities will help your organization. Our discussion will be mutually beneficial. If given an opportunity, I will work hard and help the organization develop. It will be a dream come true for me if I get to work with your esteemed organization.
I am enclosing my resume for your perusal. If you have any question, you can contact me on phone at (+92321) 8445367 or email address - moiztrs@gmail.com.
Yours truly,
MoizNaveed Khan
I.D CARD NO:3520248374127
O documento descreve a Floresta Amazônica, a maior floresta tropical do mundo, localizada principalmente no Brasil. A floresta possui a maior biodiversidade do planeta e está ameaçada pelo desmatamento. Regiões da Amazônia foram reconhecidas como patrimônio mundial devido à sua importância ambiental.
This document outlines the agenda for a class on reflection and advocacy in teaching. It includes activities like reflecting on what students have learned, sharing words of wisdom, and discussing reflective practice and its role in teaching. It also covers maintaining relationships with colleagues, parents, and community members to support students. Students brainstorm ways to advocate for art, such as displaying student work, organizing art shows, and presenting their ideas to other art educators.
The document discusses evaluating lessons through reflection and provides guidance on effective evaluation practices. It defines evaluation as a purposeful, cyclical process of collecting, analyzing, and interpreting information to make educational decisions. Evaluation helps teachers understand what went well and what needs improvement by considering student learning, teaching processes, and outcomes. Key aspects to evaluate include lesson objectives and content, teaching strategies, student participation and skills application, and overall lesson effectiveness. Multiple sources can inform evaluation, including self-reflection, student and peer feedback, and assessment results. Ongoing evaluation is critical for continuous improvement and high-quality teaching.
This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
This document provides information about the professional learning communities (PLCs) at Franklin Elementary School. It discusses how the PLCs were started with support from the district and board of education. It also provides demographic information about the school. The document outlines how teachers have demonstrated commitment to PLCs by meeting regularly and collaborating. It describes the different types of PLCs, including grade-level and cross-grade-level teams. Benefits are discussed such as collaborating with colleagues, analyzing student work, and sharing best practices. Data is presented showing improved student performance on standardized tests over time that PLC proponents attribute to their work.
The document provides an agenda and materials for a district leadership team planning retreat focused on empowering student learning and achievement. The retreat will cover [1] expectations for core instruction and interventions, [2] aligning these expectations to school improvement plans, and [3] developing protocols for monitoring implementation and results.
This document provides an overview of Responsiveness to Instruction (RtI) training for educators. It discusses the objectives of building consensus around RtI, developing the necessary infrastructure to support implementation, and providing guidance on implementation. Educators participate in activities to analyze their school's current practices and core instructional programs to identify strengths and areas for improvement. They also discuss next steps for enhancing the state's RtI model through additional professional development opportunities.
The document summarizes a presentation given by reading specialists to teachers about professional learning communities (PLCs). It discusses what PLCs are, the roles of reading specialists in a PLC, and struggles and lessons learned. Specifically, it notes that PLCs focus on student learning through collaboration and results. Reading specialists play instructional, assessment, and leadership roles in PLCs. Their roles include collaborating with teachers, assessing students, and leading professional development. Challenges in establishing effective PLCs include developing shared visions and transparent conversations among teachers.
Daily Schedule Teacher Centres Workshops - Norms and Standards and Integrated Strategic Planning Framework for Teacher Education and Development in South Africa
The document discusses the importance of collaboration for 21st century learners, noting that it helps develop communication, social, and problem-solving skills while simulating real-world work environments. Several aspects of effective collaboration are outlined, including establishing guidelines, sharing knowledge and resources, engaging in student-student interaction, and reflecting on the learning process. Examples of both effective and ineffective professional learning communities are provided to illustrate best practices for collaborative learning.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
Here are the responses:
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. TRUE
7. FALSE
8. FALSE
9. FALSE
10. TRUE
Generation Y workers are motivated by meaningful work that makes a difference. They value collaboration and diversity in the workplace. While technology-savvy, they also expect work-life balance.
The document summarizes the agenda and goals for a 4-day curriculum review week at Ridgewood Elementary School. The schedule outlines the daily activities, which include establishing learning targets and criteria for success, examining big ideas and essential questions, and finalizing curriculum guides. Participants will work to create draft curriculum guides that identify what students need to learn, how student learning will be assessed, and how to support students who are struggling or excelling. The desired outcomes are to develop pacing guides to guide instruction and begin the process of continuous teaching and learning improvement.
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
This document discusses strategies for teacher collaboration, particularly for small schools and teachers in uncommon subject areas. It explores creating vertical teams across grade levels and cross-disciplinary teams to help teachers in unique subjects overcome isolation challenges. The document outlines the seven stages of development for effective professional learning communities and provides examples of how schools have restructured schedules and teams to improve collaboration.
This document discusses building educator success through teamwork for new and early career teachers. It promotes deliberate practice, fostering professional learning cultures, communities of practice, peer-to-peer collaboration, and supporting teacher effectiveness through fall 2016. Key elements include engaging in deliberate practice, fostering professional learning cultures and communities of practice, promoting peer-to-peer collaboration, and supporting teacher effectiveness.
This document outlines an agenda for a two-hour blended redesign workshop. It introduces participants to the concept of blended learning and guides them through a five-step process to redesign one of their courses to a blended format. In the workshop, participants will learn about blended learning approaches, reflect on their instructional design, and begin redesigning a course. They will identify learning technologies, apply practices for designing blended courses in Blackboard, and communicate their new blended course design in a syllabus. The goal is to help participants feel more comfortable redesigning their courses in a blended format through a guided process.
The document outlines the goals and structure of a mentoring program for new teachers. The goals are to identify effective mentor qualities and roles, examine mentoring research and skills, and provide observation and coaching opportunities. The program covers topics like learning styles, the phases of new teachers' attitudes, the benefits of mentoring and induction programs, and effective coaching techniques.
This document discusses mentoring and coaching concepts for school heads participants. It defines mentoring as an offline supportive learning relationship where someone shares knowledge to help another. Coaching focuses on short-term skills and goals for high performance. The session objectives are to define performance mentoring and coaching, accomplish a performance monitoring and coaching framework, and appreciate feedback. Impacts of mentoring and coaching on mentees, mentors, and organizations are improved satisfaction, engagement, and retention. Activities include using performance reviews to conduct monitoring, coaching, and feedback sessions.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
The document summarizes Day 2 of a 3-day PCS Curriculum Review Week being held at Eastern Elementary School from June 18-20, 2013. It provides an agenda and instructions for the day's group work activities, which include reviewing the previous day's work, understanding how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of courses, and establishing pacing for mid-marking period benchmarks. The group is tasked with creating essential questions, learning targets, criteria for success, and assessment ideas for the first half of the courses/years they are responsible for and aligning them to standards.
This document outlines the schedule and agenda for a week-long PCS Curriculum Review Week being held at Eastern Elementary School from June 18-22, 2013. The goals for the week are to create draft district curriculum pacing guides and begin the process of continuous improvement of teaching and learning. Each day will focus on different aspects of curriculum development like establishing big ideas, essential questions, learning targets, and vertical alignment across grades. Teachers will work in groups to develop these elements for their assigned content areas and grades.
This document discusses implementing the Common Core State Standards and North Carolina Essential Standards. It outlines the administrator's role in ensuring proper implementation through teacher alignment, professional development, and instructional leadership. Key points of implementation include understanding the standards, communicating with stakeholders, allocating resources, ongoing support, common assessments, and data-driven evaluation. The principal's transition plan tool can help address areas like teacher knowledge, understanding, communication, and ongoing professional development to support successful implementation of the new standards.
The document provides an overview of revised Bloom's taxonomy (RBT) and its importance in understanding different levels of student work. It explains the changes from the original Bloom's taxonomy, such as becoming non-hierarchical and using a two dimensional table. The document aims to clarify RBT and encourage teachers to implement higher-order thinking tasks that engage students at various cognitive levels.
This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
The document outlines the schedule and activities for Day 2 of a PCS Curriculum Review Week, including reviewing the previous day's work, learning how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of the year/course, and establishing pacing for mid-term benchmarks. Participants will work in groups to draft essential questions, learning targets, and assessment criteria for their assigned content areas and grades.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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How to Download & Install Module From the Odoo App Store in Odoo 17
Designing an assessment
1. Common Core &
Essential Standards
Designing an
Assessment Aligned to
the New Standards
March 2, 2012
2. Today’s Objectives
Objective: Teachers will design an
assessment aligned to a one of the new
standards for the 2012-2013 school year
Essential Question: How do I know when a
student exhibits both the knowledge and
skills required to meet the new standards?
3. Agenda For the Day
• Overview (this presentation)
– Reminders of what we’ve already learned this year
– Reminders of good PLC procedures
– Definitions of important terms
• PLC Time: Work as a PLC to unpack a standard
and design an assessment
• Sharing Time: Come back together to share and
critique
• PLC Time: Finalize & submit the assessment to
your IC
4. Flashback #1
August 19, 2011
District-Wide PD Session: What?
New Standards? An
Introduction to What’s Ahead
5.
6. Flashback #2
October 28, 2011
District-Wide PD Day:
Focus on PLCs & RBT
7. Cultural Shifts in
a PLC
A Shift in the Work of Teachers
From isolation… to collaboration
From each teacher clarifying to collaborative teams building shared knowledge
what students must learn… and understanding about essential learning
From each teacher assigning to collaborative teams establishing the
priority to different learning priority of respective learning standards
standards…
From each teacher determining to collaborative teams of
the pacing of the curriculum… teachers agreeing on common
pacing
From individual teachers to collaborative teams of teachers helping each
attempting to discover ways to other improve
improve results…
8. Cultural Shifts in a
PLC
A Shift in the Work of Teachers
From privatization of to open sharing of practice
practice…
to decisions made collectively by building
From decisions made on the basis
sharing knowledge of best practice
of individual preferences…
From “collaborative lite” on to collaboration explicitly focused on
matters unrelated to student issues and questions that most impact
achievement… student achievement
From an assumption that to an assumption that “these are our kids”
“these are my kids, those are
your kids”…
9. 5 Attributes of Professional
Learning Communities
• PLCs focus exclusively on learning and teaching
• PLCs place decision-making in the hands of the teachers
• In PLCs, teachers focus on developing supportive relationships
• PLCs provide ongoing teacher professional development
• PLCs increase teaching expertise for participating teachers
10. Consensus
Means: Does NOT mean:
• All group members contribute • A unanimous vote.
and share opinions. • The result is
• Differences are viewed as everyone’s first choice
helpful. • Conflict or resistance
• Those who disagree indicate a will be overcome
willingness to experiment for a immediately.
certain time period.
• All members share the final
decision and the responsibility
to implement it.
11. Trust
• Trust is the foundation of teamwork.
• On a team, trust is all about vulnerability, which is difficult
for most people.
• Building trust takes time and courage
• Like a good marriage, trust on a team is never complete; it
must be maintained over time.
--Patrick Lencioni, The Five Dysfunctions of a Team
12. Ground Rules
•This is a safe room
•There is no rank in this room
•All ideas are valid
•Each person gets a chance to speak
•Each person gets a chance to listen
•We are here to focus on the future
•Our purpose is improvement, not blame
Victoria Bernhardt
13. Roles within a PLC
• Recorder – Take all of the notes for the meeting.
• Timekeeper – Ensures that the meeting adheres to the time
schedule.
• Facilitator – Facilitates the meeting.
• Gatekeeper – Keeps the meeting on topic.
Roles within the PLC should rotate regularly!
15. Flashback #3
January 17, 2012
District-Wide PD Day: How
Standards Are Constructed
16. ITES Sorting Activity
1. Sit in Groups of 4-6 K-2 3-5 6-12
2. Identify a group
facilitator
3. Create three columns (as
listed to the right)
4. Identify where each
standard falls
5. At the end, the
facilitator will check for
accuracy
16
17. Standards Organization
Example:
4.ML.1.1: Apply
expressive qualities
when singing or
playing a varied
repertoire of music
Strand
representing genres
and styles from
diverse cultures.
Essential Essential
Standard Standard
Clarifying
Clarifying Clarifying Clarifying
Objective
Objective Objective Objective
17
18. Implications for Planning Instruction
How this
standard is
reflected in
student work
Standard
How this
How I standard is
assessed:
teach this
formative
standard benchmark
Summative
18
19. What We’ve Learned
• Teachers want time to collaborate
• Teachers want time to unpack the standards
• Teachers want to know what the standards look like in action
• Simple is better
• Teachers who do not take the full allotted time feel the activities are
not beneficial
• Overall, teachers who invest the time given on these days to complete
activities as designed are more likely to learn needed content and
walk away feeling the time was well spent
20. Where do we go from here?
• Unpacking & Creating an Assessment
– In your PLCs: Select an objective, examine vertical alignment, select an
assessment, design the assessment (and all supporting materials), submit
the assessment (let’s look at the guide)
– Remember: Your assessment and supporting materials need to be friendly
enough so that another teacher could use it without your assistance
– Remember: You will submit your assessment and supporting materials
electronically to your IC at the end of the day. Take your time & don’t rush
• Important Term: Guiding/Essential Question
– Elementary Video
– Secondary Video
21. Reminders
• All materials & resources needed are on the Success for Every
Child website (http://successforeverychild.wordpress.com)
• You will submit your assessment and supporting documents
electronically to your IC
22. PLC Time: Begins
Now!
Go forth and create!
Return after lunch to
share your progress
and offer/receive
constructive feedback.
24. Sharing Activity – Get with another PLC
For the next 20-30 Minutes:
• Share your progress with each other (either your planning guide
or progress on your assessment itself)
• Offer both praise and critical feedback to the other group:
– identify what they did well AND
– offer a suggestion for improvement
• Ask clarifying questions of the other group so they can make
sure what they are developing is user-friendly by other teachers
25. PLC Time: Begins
Now!
Return to your PLCs and
finish your assessment –
once finished submit it and
all supporting materials to
your IC.
If you finish early complete a
second assessment.
Editor's Notes
Let’s start by going back to last August… Before students even reported for the first day of school we introduced you to this concept of new standards… Remember what you felt like that first day?
Here’s what that first day’s activity looked like
Then in October we spent our first full-day as a district beginning to look at these new standards. We focused on identifying characteristics of (and forming) Professional Learning Communities, we introduced the six shifts in the ELA curriculum, and we spent an afternoon working in PLCs to learn the Revised Blooms Taxonomy (RBT)
This provides a review of what was covered on October 28 – these slide are directly from the Oct 28 training. Read through the items OR have individual participants read them aloud.
Read through the items OR have individual participants read them aloud.
Read through these items. Challenge participants to mentally assess to what extent their team meetings mirror these 5 attributes of PLCs.Like the sheep from “Outlearning the Wolves” brought a variety of skills to the group, so do our teachers and staff. Hope is essential. It is easier to ‘keep hope alive” through supportive relationships in a PLC.
When decisions must be made in a PLC, consensus can be an important (and often misunderstood) element.The big idea is that everyone gets a say in the decision-making process and that once the group reaches consensus, members who did not get their first choice agree to “give it a sincere try”.
These notes are pretty self-explanatory. The key is that everyone feels comfortable participating on his or her own terms. Also ,PLC meetings are not moaning and whining sessions- they are solution –oriented.
Members in a PLC should be allowed to volunteer for these roles at an initial PLC meeting.These roles need to be rotated on a periodic basis so that one person is not “stuck” in the same role or that one person is not always the “facilitator”.
Remember this activity? Again, these slides are directly from the January 17 PPTs
Strands provide common threads of understanding across all grade and proficiency levels; every content area has a different number of strandsEvery strand has multiple Essential StandardsFocused on what students NEED TO KNOW, not what’s nice for them to knowThey delineate what students should know and be able to do, andThey are FEWER in number, CLEARER in expected student outcomes, and HIGHER in cognitive processEssential Standards focus on big, conceptual ideas and enduring understandings to be learned. They also focus on the levels of cognitive processing needed to ensure student success throughout the K-12 learning process, into higher education, and the world of work.Essential standards can be assessed in the classroom using formative, benchmark/interim, and summative assessments.Clarifying Objectives are aligned with each Essential Standard and express the necessary knowledge and processes students must master to achieve the Essential Standard for a particular level. The clarifying objectives identify the most important content for clear understanding of the Essential Standard.Decoding Example (from music standards): 4 indicates “4th Grade”Strand is “ML” (Musical Literacy)1 indicates the first essential standard under strand (requires students to apply the elements of music and musical techniques in order to sing and play music with accuracy and expression).1 indicates it’s a clarifying objective for the larger essential standardMore examples will be examined in the PLC time later this session
Because of the embedded standards and the changes in how standards are constructed (meaning changes in learner expectations), planning for instruction must changeEducators must answer multiple questions to design good lessons for learners:How will this standard be reflected in student work?How will this affect how I assess student performance on the standard (ie, how will I know students have mastered the standard)?How do I then need to teach in order for students to demonstrate proficiency in this way?
Focus on the underlined and bolded sections… All feedback submitted from prior trainings has been examined carefully (and we’ve tried to adapt our trainings based on that feedback – hence today being more “simple” than January 17) There were more negative responses to the previous training than we would have liked, but a closer examination of the data indicated an overwhelming majority of the negative comments submitted were by groups who did not put in the recommended time. For example, the afternoon activity began sometime between 12:15 and 12:45 (depending on the school) – for those teachers that submitted their feedback on the day’s training at before 1:30 they OVERWHELMINGLY gave it negative reviews (such as “this was a waste of time” or “I didn’t learn a thing”); for those who submitted their feedback after 3:00 (in other words, they took the suggested timeframe of 2.5-3 hours to complete the activities) they overwhelmingly offered better feedback and felt the training was worthwhile. Having said that, there were some people who did take the suggested time and they offered negative feedback – their feedback we paid much closer attention to (and used it to adjust plans for today) since we as a team felt their feedback was legitimate. Reinforce with teachers the importance of taking their time on this.
If you want to watch a shortened version of the video, select the Elementary version and start it at 1:11 and end it at 10:27.Walk participants through the blog post, the print-out, and show them how to access the PPT. As a faculty view one of the PD360 videos on the guiding/essential question (choose the one most appropriate for your grade level).Group discussion/activity after viewing the video: 1) What is the difference between a guiding question and an objective? 2) Look at the examples of guiding questions 3) Compare guiding questions with a SIOP objective
Dismiss teachers into their PLCs. When they return after lunch they need to bring a progress report on how far they have gotten so they can share with another group and get/give feedback
Remind teachers that ALL materials need to be submitted to their IC (not just the assessment itself but any supporting documents like rubric/scoring guides/answer keys/exemplars)