Peer tutoring - Online tutoring - Peer learningGovindaraj S
Students work in pairs or small groups, provides explicit teaching support with peer groups, use students as teachers. Types of peer tutoring is effective for handling students with mild disabilities
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Stetson & Associates, Inc. Differentiated Instruction Training Sample SlidesTriciaWillms
We have prepared this training to ensure that teachers and administrators receive practical, classroom-friendly resources to support their efforts toward quality instruction for all students. These materials should act as a companion to a district’s curriculum framework. Our goal is to provide resources to guide teachers in applying highly-effective, differentiated instructional strategies that extend the opportunities for all students to be successful within the context of the district’s curriculum.
Peer tutoring - Online tutoring - Peer learningGovindaraj S
Students work in pairs or small groups, provides explicit teaching support with peer groups, use students as teachers. Types of peer tutoring is effective for handling students with mild disabilities
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Stetson & Associates, Inc. Differentiated Instruction Training Sample SlidesTriciaWillms
We have prepared this training to ensure that teachers and administrators receive practical, classroom-friendly resources to support their efforts toward quality instruction for all students. These materials should act as a companion to a district’s curriculum framework. Our goal is to provide resources to guide teachers in applying highly-effective, differentiated instructional strategies that extend the opportunities for all students to be successful within the context of the district’s curriculum.
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
'Teacher Professionalism Quality Assurance and Evaluation.' (National Educati...GTC Scotland
'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009.
Over the past two decades Scottish education has increasingly been subject to systems of QAE, with particular emphasis on self evaluation and inspection using Quality Indicators. This workshop explores the terms by which teachers define "quality" in education, and the impact of QAE on teachers' works and their professional autonomy.
It discusses the findings of a recent survey of teachers in England and Scotland, and compares the nature of QAE systems in the two systems, with some reference to comparative data from the Nordic countries. The study is part of a research project Fabricating Quality in European Education funded by the ESRC and European Science Foundation.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013:
Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them.
Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system.
In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Training program - assessment in education (PYP)NiketaSuri
Presentation during an interactive training program for EYFS & PYP teachers, on Assessments and Evaluations in Education (Emphasis on IB PYP), during our orientation program.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Home assignment II on Spectroscopy 2024 Answers.pdf
Developing teacher quality and effectiveness in new teachers for nyu
1. Developing Teacher Quality and
Effectiveness in New Teachers
MARY E. DIEZ, PH.D.
DEAN, SCHOOL OF EDUCATION
ALVERNO COLLEGE
2. Assumptions
A vision of teaching guides descriptions of quality
practice
Teacher quality and effectiveness builds
developmentally over the professional life span
Effectiveness is best measured using multiple
sources of data
3. How clear are we on the vision of teaching
and teacher quality?
Black box story
Institution with excellent results on standardized test scores of
the students of their graduates
Explanation: Success comes from
admitting students after they’ve completed the content major
having a 5 year program
teachers graduating with a master’s degree
4. How clear are we on the vision of teaching
and teacher quality?
Alverno story
Institution consistently identified as producing strong teachers
who persist in the profession (85% still teaching after 5 years, a
great percentage in urban schools) and have a positive impact
on learners and school cultures
Studies: Zeichner for NCTAF, US D.O.E., Levine, Edutopia
Explanation: Success comes from
being clear about outcomes (grounded in the work of teaching)
using performance assessments that come ever closer to the
performance of the outcomes
implementing a pedagogically developmental curriculum
using feedback and self assessment across the program
5. A vision of teaching guides descriptions
of quality practice
What are expectations for
high quality, effective
beginning practice?
InTASC Standards 2011
Changes from 1992
standards
Four categories of standards
The Learner and Learning
Content and Application of
Content
Instructional Practice
Professional Responsibility
6. Sample standards
The teacher understands how to connect concepts
and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative
problem solving related to authentic local and global
issues.
The teacher understands and uses multiple methods
of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
7. How do we build for beginning teacher
quality and effectiveness?
What are developmental paths for high quality,
effective beginning practice? (Change Magazine
article)
Three metaphors for current teacher preparation
Survivor
Emphasis on dynamic personality traits/focus on practice,
Armchair Tourist
Emphasis on prior academic achievement/focus on theory
Expeditionary Learning
Emphasis on development—both academics and dispositions/
integrated approach to theory and practice
8. How do we build for ongoing development of
teacher quality and effectiveness?
InTASC developmental rubrics to guide professional
development
Following principles for good professional development
Accompanied by suggestions for the kinds of experiences that
can help teachers develop across the professional lifespan
Enhanced by videos of practice – classroom, teacher team
meeting, teacher reflection
9. And… And…
Using data from multiple The teacher uses and/or designs The teacher uses formative
types of assessments, the a variety of classroom formative classroom assessments to
teacher draws conclusions assessments, matching the maximize the development of
about student progress method with the type of knowledge, critical thinking, and
toward learning objectives learning objectives. S/he problem solving skills embedded in
and uses this analysis to provides students with multiple learning objectives.
inform instruction to meet ways to demonstrate
learner needs. performance using The teacher works individually and
contemporary tools and with colleagues to gather
S/he keeps digital and/or resources. additional data needed to better
other records to support understand what is affecting
his/her analysis and The teacher uses data to guide learner progress and to advocate
reporting of learner the design of differentiated for necessary change. S/he works
progress. learning experiences. with colleagues to analyze progress
against standards and expand the
The teacher participates in S/he works with colleagues to range of supports for students with
collegial conversations to analyze performance across varied instructional needs.
improve individual and groups of learners and engages
collective instructional in joint development of S/he joins with others to use
practice based on the strategies for improving assessment information to
assessment data. instruction and support. evaluate the effectiveness of
curriculum and instruction.
10. How do we build for ongoing development of
teacher quality and effectiveness?
Lessons from the MET study
If most teachers are not reaching the kind of teaching practice described by the
upper levels of the measures
Two of Fullan’s ―Wrong Drivers‖
Accountability–using test results and teacher appraisal to reward or punish
teachers and schools vs. capacity building
Individual teacher and leadership quality—promoting individual vs. group
solutions
Fullan’s Criteria for Effective Drivers
Foster intrinsic motivation of teachers and students
Engage educators and students in continuous improvement of instruction and
learning
Inspire collective team work
Affect all teachers and students
11. How do we best measure teacher quality
and effectiveness?
For readiness to enter practice
Current practice varies widely
No clear best practice in measurement
Teacher Performance Assessment Consortium Model
Embedded signature assessments
Teacher Performance Assessment
Validity/reliability studies show strong evidence of
trustworthiness
12. How do we best measure teacher quality
and effectiveness?
What combination for initial practice?
Value added scores of students
TPA
Teacher observations, documentation, reflections
Other data (InTASC suggestions): Observations or records of
team meetings, planning documents, samples of student work
For advanced practice
Value added scores of students
National Board for Professional Teaching Standards
Assessments
Teacher observations, documentation, reflections
Other data (see InTASC suggestions)
13. Areas of controversy
Selection as the primary determiner of quality:
Are good teachers born or developed?
Current research
Implications for policy and practice
Appropriateness of measures of learning:
Do standardized tests tell the whole story?
Implications for policy and practice
Conceptualization of teaching as simple or complex:
what is quality teaching?
Implications for policy regarding evaluation tools
14. Relook at central question
How do we develop teacher quality and effectiveness in new
teachers?
Who should teach and how best recruit them into teaching?
What are expectations for high quality, effective beginning
practice?
What are developmental paths to readiness for high quality,
effective beginning practice?
What are supports for continuing development in teaching
quality?
15. Resources
Diez, M.E., Athanasiou, N., & Pointer Mace, D. (2010). Expeditionary learning: The
Alverno College teacher education model. Change: The Magazine of Higher Learning,
November/December 2010, 18-24.
Edutopia. (2007). Ten leading schools silence the critics: Innovative teacher prep.
www.edschools.org/teacher_report.htm
Fullan, M. (2011) Choosing the wrong drivers for whole system reform. East Melbourne,
Victoria, Australia: Centre for Strategic Education.
Gathering Feedback for Teaching (2011). MET Project Policy and Practice Brief. Bill and
Melinda Gates Foundation.
InTASC Model Core Teaching Standards: A Resource for State Dialogue. Washington, D.C. :
Levine, A. (2006). Educating school teachers. Washington, D.C.: The Education Schools
Project.
Zeichner, K. (2000). Ability-based teacher education: Elementary teacher education at Alverno
College. In L. Darling-Hammond (Ed.), Studies of excellence in teacher education:
Preparation in the undergraduate years. Washington, D.C.: American Association of Colleges
for Teacher Education and the National Commission on Teaching and America’s Future.
Editor's Notes
The other two areTechnology—investing in and assuming that the wonders of the digital world will carry the day vs.. instructionFragmented strategies –vs. integrated or systemic strategies