Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
So, you want to do work-based learning at your school?Andrew Steinman
Is your district interested in integrating employer-based learning experiences for your high school students? Do you want to start or bring back a work-based learning (WBL) program for your schools? Join us on March 24th from 3-4 PM for a live webinar to hear from local district coordinators and their experiences with WBL. Topics covered include:
- the different types of WBL opportunities;
- key components of a WBL program;
- examples of school-WBL programs in Kent County from local coordinators; and
- must-have resources to get you started in developing your program.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
So, you want to do work-based learning at your school?Andrew Steinman
Is your district interested in integrating employer-based learning experiences for your high school students? Do you want to start or bring back a work-based learning (WBL) program for your schools? Join us on March 24th from 3-4 PM for a live webinar to hear from local district coordinators and their experiences with WBL. Topics covered include:
- the different types of WBL opportunities;
- key components of a WBL program;
- examples of school-WBL programs in Kent County from local coordinators; and
- must-have resources to get you started in developing your program.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
The Education Team at Dulwich College International shared data from over 4,000 student interviews conducted across nine Dulwich College International schools at this year’s IB Global Conference in Hong Kong. Read thought leadership articles from our Education Team on https://www.dulwich.org/careers/thought-leadership
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Aims of the workshop
To know and understand the Ofsted key evaluation areas
To consider strategies to help governors evaluate the
strengths and weaknesses of their schools, including how
to be an effective critical friend
To consider the focus and content of the next workshop
3. Some initial questions…
What contribution has the governing body made to
improving provision, especially teaching and outcomes for
pupils?
To what extent are you involved in the school’s processes
for self-evaluation and improvement planning?
What are the main barriers to learning in your school and
what action has been taken to overcome them? How
successful have the actions been?
How do you monitor and evaluate the effectiveness of the
school improvement plan?
Can you give examples of how you have supported
and challenged the school?
4. In order to ensure your contribution to school improvement,
governors need to know their school well and be aware of
the key questions to ask in order to acquire this knowledge.
The fundamental purpose of any school improvement
activity is to improve outcomes for all pupils.
Self-evaluation should therefore focus specifically on the
impact provision makes on these outcomes, and
understanding what the school‘s attainment and progress
data indicates about the quality of this provision is
fundamental to this process for governors.
5. High support
Supporters club Partners or critical friends
Low challenge High challenge
Abdicators Adversaries
Low support
6. How schools improve
A key driver for improvement
Well informed governors who challenge leaders
vigorously on the school’s performance
A barrier to change
Absence of self-critical approach and lack of
recognition of the need for change by governors
and senior leaders.
7.
8. Governors can support through
• Getting to know the school’s plan and finding out how key
elements are being implemented in the school
• Getting a detailed picture of the progress pupils are making in
the school
• Having standing items at governing body meetings linked to
pupils’ progress and the impact of the school’s plans
• Making sure that allocated funding is used to support
improvement in the school
8
9. The school improvement cycle
Possible questions for governors to consider
• How do we use the improvement cycle to set our priorities?
• What is the focus for monitoring/scrutiny and how will it be
done?
• What are the systems for reporting and evaluating progress?
• How do reports to the governing body reflect the priorities
and progress against them?
• How does the governor’s role fit into the cycle?
• What happens if we don’t meet the expectations of progress?
9
10. Ofsted four key areas
In judging the quality of the school, inspectors will make four key
judgements:
achievement
the quality of teaching
behaviour and safety
leadership and management
In judging the school’s overall effectiveness, inspectors will take
account of the four key judgements and how well the school
promotes pupils’ spiritual, moral, social and cultural
development.
10
11. • There is an even greater focus on:
narrowing gaps in performance for groups of pupils
the quality of teaching and its impact on learning and
progress
reading and literacy
behaviour and safety
• Focusing on pupils’ outcomes, including outcomes for
different groups of pupils and how well the school promotes
these outcomes
• Promoting improvement through making specific and detailed
recommendations based on the diagnosis of the school’s
strengths and weaknesses
11
12. Achievement
Progress + learning + attainment = achievement
• Inspectors will take account of standards of attainment and
progress in recent years and the learning and progress of
pupils currently in the school.
• Achievement of different groups of pupils, including those
with SEND, remains at the heart of the judgement.
• Learning and progress are key drivers of achievement, and will
be considered together with attainment.
12
13. Achievement
What sources of information are available to
governors?
What are the key questions you need to ask?
What action does the school take when it has
analysed pupil performance data?
14. The quality of teaching
• The most important role of teaching is to raise pupils’
achievement. It is also important in promoting their spiritual,
moral social and cultural development.
• Teaching includes planning and implementing learning
activities across the whole curriculum, as well as marking and
feedback. It comprises activities within and outside the
classroom, such as support and intervention.
• Inspectors gathering evidence in addition to lesson
observations to provide information about what impact
teaching has on learning over time, such as:
discussions with pupils about their work
analysis of school records
scrutiny and analysis of pupils’ work
14
15. The quality of teaching
• Teaching is evaluated in terms of its impact on learning and
progress.
• The prime source of evidence is through lesson observations.
• Inspectors will continue to take account of the school’s own
evaluation of the quality of teaching.
15
16. Triangulating evidence
Lessons observations
Secure
judgements
Performance data talking with pupils/
planning/work scrutiny etc
17. The quality of teaching
Questions for the headteacher
•What percentage of teaching and learning is good or better?
How do we know this?
•What are we doing about teaching and learning that is not
consistently good?
18. Questions for teachers
•How does your classroom environment help children to learn?
•What did your children learn in this lesson? How do you know?
Questions for children
•What are you learning today/ How do you know?
•Tell me about your target in mathematics/writing. What will you
need to do to achieve it?
19. When several sources say the same thing
it’s a basis for action
When several sources give conflicting messages
it’s a cause for investigation
20. Behaviour and safety
This judgement takes account of a range of evidence on
behaviour and inspectors have more time to look at these issues
in more depth:
• behaviour in the classroom and attitudes to learning
• behaviour around the school
• attendance and punctuality
• a focus on freedom from bullying
Central to the judgement is the collection of evidence that
provides a picture of what behaviour is typically like, not just
that observed during the inspection.
The views of parents, pupils and staff are important sources of
evidence to consider when assessing pupils’ behaviour over
time.
20
22. Leadership and management
The focus is on how effectively leaders and managers at all
levels, in the context of the individual school:
• lead on and improve teaching
• promote improvements for all pupils and groups of pupils
• enable pupils to overcome specific barriers to learning
• self-evaluation
• capacity for improvement
The requirement to evaluate the school’s compliance with
statutory requirements on safeguarding remains.
22
23. Leadership and management
• One single judgement on leadership and management
• No separate judgement for capacity to improve
• An evaluation of the provision of a broad, balanced
curriculum that meets the needs of all pupils
• A greater emphasis on engaging with parents and carers in
supporting outcomes for pupils
23
24. The implications for leadership
Demonstrating a deep and accurate understanding
of the school’s performance
24
25. The implications for leadership
(Achievement)
To what extent does the school’s evidence:
• Show monitoring and evaluation of pupil performance data
supports school leaders to prioritise actions?
• Demonstrate school self-evaluation systems inform leadership
about the quality of learning?
• Demonstrate pupil tracking provides a clear indication of
progress and attainment in phonics and in reading across the
school?
• Demonstrate clarity about the difference between attainment
and progress in reading, writing, mathematics other subjects?
• Show the school is aware of the comparative achievement of
different groups of pupils?
25
26. The implications for leadership
(quality of teaching)
There is a relentless focus on improving teaching
and learning
26
27. The implications for leadership
To what extent does the school’s evidence:
• Demonstrate a broad evidence base to support the school’s
judgement about the quality of teaching and learning over
time?
• Provide an evaluation of the impact of teaching on pupil
progress over time?
• Show teaching stimulates, interests and engages pupils in
learning?
• Indicate there is a shared understanding of good teaching and
learning?
• Show assessment for learning impacts on the quality of
provision and rates of progress?
27
28. The implications for leadership
(behaviour and safety)
The school’s curriculum promotes positive
behaviour and safety.
28
29. The implications for leadership
To what extent does the school’s evidence:
• Demonstrate the culture of the school supports and enables positive
behaviour, safety and good behaviour for learning?
• Show understanding of the school’s culture and how widely that is shared
and understood across the school community (including parents)?
• Indicate how effectively and consistently school policies to underpin
positive behaviour and safety are implemented
• Show a focus on improving positive behaviour for learning is embedded in
the school culture?
• Demonstrate the effectiveness of systems to enable pupils to recognise
and address issues around bullying and safety?
29
30. The implications for leadership
(leadership)
An uncompromising and highly successful drive
to strongly improve or maintain achievement.
30
31. The implications for leadership
To what extent does the school’s evidence:
• Show that leaders consistently promote high expectations
across the whole school community?
• Demonstrate the school improvement cycle has impacted
positively on the achievement of all pupils?
• Demonstrate the work of leaders at all levels has impacted
positively on the:
achievement of all pupils
quality of teaching and learning
quality of the curriculum?
• Indicate the school’s culture supports the engagement of
parents/carers in their children’s learning and good
behaviour?
• Indicate that the work of the GB acts as a critical friend and
holds leaders to account for all aspects of the school’s
performance?
31
32. Overall effectiveness
• This takes account of the four judgements and how the school
promotes the pupils’ spiritual, moral, social and cultural
development (SMSC).
• A key aspect of judging overall effectiveness will be weighing
the four judgements together with the evidence for the
school’s promotion of the pupils’ SMSC development.
32
33. And finally…
• What steps do you need to take back in
school?
• Next workshop
34. Nolan - 7 principles of public life
1. Integrity – do not allow the influence of bodies outside the
school to affect your duties
2. Objectivity – make choices on merit
3. Accountability – submit to appropriate scrutiny
4. Openness – only restrict information when the public interest
clearly demands this e.g. Data Protection
5. Honesty – declare any private interest and remove yourself
from discussion and decision making where this applies.
6. Leadership – promote and support the principles of leadership
by example e.g. confidentiality
7. Selflessness – act always in the public interest, not for
personal gain