E x E c u t i v E S u m m a r y
Leading
Learning
communities
Standards for What
Principals
ShouldKnow
and Be able
To Do
S E c O N D E D i t i O N
U p d at e d a n d e x pa n d e d
Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do was created by the
National Association of Elementary School Principals in partnership with Collaborative Communications Group.
National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314
Phone: 800-38-NAESP
Fax: 800-39-NAESP
E-mail: [email protected]
Web site: www.naesp.org
The mission of the National Association of Elementary School Principals (NAESP) is to lead in the advocacy
and support for elementary and middle level principals and other education leaders in their commitment to all
children. Over 30,000 members of NAESP provide administrative and instructional leadership for public and private
elementary and middle schools throughout the United States, Canada and overseas. Founded in 1921, NAESP is an
independent professional association with its own headquarters building in Alexandria, Virginia. Through national
and regional meetings, award-winning publications and joint efforts with its 50 state affiliates, NAESP is a strong
advocate for both its members and for the 33 million American children enrolled in preschool, kindergarten and
grades 1 through 8.
Gail Connelly, Executive Director
Fred Brown, Senior Associate Executive Director, Leadership Development and Outreach
Merrie Hahn, Assistant Executive Director, Professional Development Programs
Collaborative Communications Group, Inc.
1029 Vermont Avenue, NW
Ninth Floor
Washington, D.C. 20005
Phone: 202-986-4959
Fax: 202-986-4958
E-mail: [email protected]
Web site: www.collaborativecommunications.com
Collaborative Communications Group is a strategic consulting firm that builds the capacity of individuals,
organizations and networks to work collaboratively to create solutions that are better than any single entity could
produce on its own. Through strategic consulting, dialogue and convening, creation of publications and tools, and
community conversations, Collaborative helps organizations and networks to identify, share and apply what they
know in ways that increase productivity and effectiveness. The ultimate objective of Collaborative’s work is the
improvement of the quality of public education and community life.
Funds for this publication were generously donated by Lifetouch Inc., of Minneapolis, MN, Paul Harmel,
Chairman and Chief Executive Officer. Lifetouch Inc. connects with families and communities, not only in the
images it captures, but also in its support of many worthwhile causes.
Funds for this publication were generously donated by Landscape Structures, of Delano, MN. Since 1971,
Landscape Structures, the industry’s leading provider of high-quality school playground equipment, has been
committed to promoting sustain ...
The document discusses the creation of a practice group called "Building Collaborative Cultures" by several national organizations focused on school mental health and student well-being. The practice group aims to [1] establish connections across stakeholder groups, [2] build representation from various organizations, and [3] establish routine communication to identify shared interests and collaborate. [END SUMMARY]
Healthy Communities Must Have Healthy Schoolsnoblex1
Healthy schools and healthy communities depend on and nourish each other. Healthy schools aren't sustainable if their surrounding communities are in peril. Healthy communities can't exist for long if they fail to nurture productive, committed, engaged, aware, and resourceful citizens for the future.
It is an appropriate way to begin a conversation about bridging two groups with much in common - those who work hard to make schooling much better for children and those who are just as committed to revitalizing communities, especially in our poorest urban and rural areas. These groups need bridges to each other if their hopes and work are to flourish. The deep changes that are needed in schools and communities will not happen until all segments of the community work together and together hold the systems accountable.
Despite having the same goal - the well-being of children, families and communities - community-based education reformers and community builders and funders often do not connect. Many community organizations play a crucial role in reforming schools, but is that role well understood and appreciated? Many funders support efforts either for school reform or community renewal, frequently both, but do they realize how much these initiatives need to connect (both within the community and within their own foundations) to be effective and sustaining?
What Strong Schools and Strong Communities Share
Community renewal and school reform are shared work. Strong schools and strong communities are similar in many essential ways:
- They are guided and energized by clear values - core convictions about what every person deserves in a democracy. While "values" can be a loaded term, the concepts at the heart of flourishing schools and communities are those such as equity, excellence, inclusion and respect, all of which are inter-dependent.
- Their visions grow out of the values they hold and can be assessed through measurable outcomes. Strong schools and strong communities can answer such questions as: "What is the future we want? How should students, teachers, learning conditions and community conditions be different in 10 years? What is "success" and how will we measure it? What outcomes are "nonnegotiable" for us?
- They live by a spirit of accountability to results. Strong schools and communities cultivate a capacity for self-assessment and are able to ask and answer such questions as: "Are people becoming better off because of our efforts? Are we making progress toward our vision? If the results are not acceptable, who and what must change?"
- They nurture a spirit of efficacy, a prevailing sense of confidence that human action, however small, can have a positive impact, that people have the power to shape their environment, their choices and their future.
Source: https://ebookschoice.com/healthy-communities-must-have-healthy-schools/
Building Collaborative Cultures PresentationDeb Park
The document discusses the creation of a collaborative culture between school-employed and community-employed stakeholders to better support student health and well-being. It was developed by five national organizations focused on school counseling, psychology, social work and special education. The goals are to establish connections, build representation from various groups, and identify shared interests to address issues collectively. By collaborating, stakeholders can better partner for systemic change, ensure equity and access, and promote student development.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
It Takes All of Us: A Seminar Series About Educating and Developing Youth, Pa...Friends for Youth, Inc.
This document summarizes a webinar presented by Friends for Youth and the Kettering Foundation about community educators and expanding education beyond schools. Dr. Patricia Moore Harbour discussed how community members and organizations provide learning experiences for youth to improve academic performance and community connections. Special guests from two organizations discussed their work. The webinar encouraged participation through polls and a question-and-answer section. Community educators were defined as ordinary people working together to shape the future of youth and their community through innovative after-school programs and bringing together citizens, community, and institutions.
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
The document outlines the vision, mission, and values of an educational institution. The vision is to achieve excellence in helping educate students through consideration and affection. The mission is for students, families, educators, management, and society to work together to help students grow up. Key values include commitment to the educational project, affectionate relationships, exemplary conduct, teamwork, autonomy, and innovation.
The document discusses the creation of a practice group called "Building Collaborative Cultures" by several national organizations focused on school mental health and student well-being. The practice group aims to [1] establish connections across stakeholder groups, [2] build representation from various organizations, and [3] establish routine communication to identify shared interests and collaborate. [END SUMMARY]
Healthy Communities Must Have Healthy Schoolsnoblex1
Healthy schools and healthy communities depend on and nourish each other. Healthy schools aren't sustainable if their surrounding communities are in peril. Healthy communities can't exist for long if they fail to nurture productive, committed, engaged, aware, and resourceful citizens for the future.
It is an appropriate way to begin a conversation about bridging two groups with much in common - those who work hard to make schooling much better for children and those who are just as committed to revitalizing communities, especially in our poorest urban and rural areas. These groups need bridges to each other if their hopes and work are to flourish. The deep changes that are needed in schools and communities will not happen until all segments of the community work together and together hold the systems accountable.
Despite having the same goal - the well-being of children, families and communities - community-based education reformers and community builders and funders often do not connect. Many community organizations play a crucial role in reforming schools, but is that role well understood and appreciated? Many funders support efforts either for school reform or community renewal, frequently both, but do they realize how much these initiatives need to connect (both within the community and within their own foundations) to be effective and sustaining?
What Strong Schools and Strong Communities Share
Community renewal and school reform are shared work. Strong schools and strong communities are similar in many essential ways:
- They are guided and energized by clear values - core convictions about what every person deserves in a democracy. While "values" can be a loaded term, the concepts at the heart of flourishing schools and communities are those such as equity, excellence, inclusion and respect, all of which are inter-dependent.
- Their visions grow out of the values they hold and can be assessed through measurable outcomes. Strong schools and strong communities can answer such questions as: "What is the future we want? How should students, teachers, learning conditions and community conditions be different in 10 years? What is "success" and how will we measure it? What outcomes are "nonnegotiable" for us?
- They live by a spirit of accountability to results. Strong schools and communities cultivate a capacity for self-assessment and are able to ask and answer such questions as: "Are people becoming better off because of our efforts? Are we making progress toward our vision? If the results are not acceptable, who and what must change?"
- They nurture a spirit of efficacy, a prevailing sense of confidence that human action, however small, can have a positive impact, that people have the power to shape their environment, their choices and their future.
Source: https://ebookschoice.com/healthy-communities-must-have-healthy-schools/
Building Collaborative Cultures PresentationDeb Park
The document discusses the creation of a collaborative culture between school-employed and community-employed stakeholders to better support student health and well-being. It was developed by five national organizations focused on school counseling, psychology, social work and special education. The goals are to establish connections, build representation from various groups, and identify shared interests to address issues collectively. By collaborating, stakeholders can better partner for systemic change, ensure equity and access, and promote student development.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
It Takes All of Us: A Seminar Series About Educating and Developing Youth, Pa...Friends for Youth, Inc.
This document summarizes a webinar presented by Friends for Youth and the Kettering Foundation about community educators and expanding education beyond schools. Dr. Patricia Moore Harbour discussed how community members and organizations provide learning experiences for youth to improve academic performance and community connections. Special guests from two organizations discussed their work. The webinar encouraged participation through polls and a question-and-answer section. Community educators were defined as ordinary people working together to shape the future of youth and their community through innovative after-school programs and bringing together citizens, community, and institutions.
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
The document outlines the vision, mission, and values of an educational institution. The vision is to achieve excellence in helping educate students through consideration and affection. The mission is for students, families, educators, management, and society to work together to help students grow up. Key values include commitment to the educational project, affectionate relationships, exemplary conduct, teamwork, autonomy, and innovation.
This document discusses the importance of school, family, and community partnerships. It provides definitions and theoretical models of effective partnerships. Six types of involvement are outlined, including parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Challenges and solutions are presented for each type of involvement. The document also discusses action teams, conducting an inventory of present practices, developing a multi-year plan, and continuing the planning process to strengthen partnerships.
Engaging stakeholders including parents and the community to sustain improved...Dr Lendy Spires
This document discusses engaging stakeholders, including parents and the community, to sustain improved reading outcomes in schools. It defines stakeholders as individuals or groups with an interest in an organization's success. Key stakeholders in education include students, parents, school staff, district staff, school boards, taxpayers, the business community, and other community members. While school staff can produce short-term improvements, external stakeholders are needed to help sustain gains over time as staff change. The document provides guidelines for genuinely engaging stakeholders around student achievement goals and data in order to establish partnerships focused on the school's mission of improving student learning outcomes.
This document discusses commitment to community and society from the perspective of an early educator. It focuses on two key angles: teaching leadership skills to students in the classroom, and engaging with the surrounding neighborhood and community. The educator wants to instill confidence, communication skills, and a never-give-up attitude in students to prepare them to be tomorrow's leaders. Additionally, the document emphasizes empowering community members by providing opportunities, resources, and engaging families through workshops and community service projects to build a stronger community. The overall goals are for children to become responsible community members and for communities to support each other through working together on shared goals.
Building Partnership with the Community.pptrhioamor001
The document discusses the importance of building partnerships between schools and their local communities. It provides objectives and activities for teachers to identify community resources and establish linkages. These include mapping community resources, norms, and practices that can help schools achieve goals. Quality education is a shared responsibility between schools and stakeholders like parents, organizations, and civic groups. The document offers tips for teachers to effectively coordinate with communities and enlist support through the PTA on issues like home visits, seminars, and two-way communication. [END SUMMARY]
Creating an Ecosystem for School Reform discusses expanding ideas around practices, programs, and services to support student success. It proposes using a framework for Whole Child Education to plan school reform and provide equity. This involves understanding how trauma impacts student development and learning through things like poverty and adverse childhood experiences. It also involves translating trauma theory and ecological systems theory into classroom practices and a strategic plan for school reorganization focused on student and family needs. The goal is to expand visions of student success and accountability.
The document discusses strategies for improving school districts and ensuring success for all students. It emphasizes developing a compelling vision focused on high levels of learning for all students, ensuring data-driven and compliant actions are taken, and creating an aligned system through collaboration between the district and schools. The key is taking a whole child, whole community approach through partnerships that engage families and address students' basic needs in order to create a culture where all believe in students' potential for success.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
This document discusses school governance and the role of school governing councils. It provides definitions of key concepts and outlines the composition and purpose of school governing councils. The council aims to improve student learning outcomes through collaboration between school staff, students, parents and community stakeholders. Guidelines are provided around the council's mission, functions, relationships and limitations. The roles of the school head and council are also delineated, with the goal of establishing an effective partnership to support the school.
This document argues that developing and assessing positive school culture should be a new level of accountability for schools. It defines positive school culture broadly to include high expectations, a safe environment, shared values, effective pedagogy, student engagement, a professional faculty culture, and family/community partnerships. The document outlines three conditions needed to make school culture a priority: using broader measures of success beyond test scores, having a comprehensive understanding of school culture, and providing schools with tools to develop and assess their own cultures. Developing ways to rigorously assess school culture could help hold schools accountable for improving this important factor.
The document provides an overview of the core curriculum at the Progressive Schoolhouse private school. It offers a developmental educational framework focusing on individual student needs and learning styles. The curriculum covers traditional classroom subjects like math, reading, writing, sciences, English, and humanities. It emphasizes a sequential, progressive skill acquisition process to ensure student proficiency and mastery across grade levels.
This document discusses school governance and the role of the School Governing Council (SGC). It states that the SGC provides an opportunity for partnership between the school and community to improve student learning and well-being. The SGC assists in planning through developing the School Improvement Plan and setting the school's direction, while the school head provides day-to-day management. Clear understanding of membership, roles, and procedures of the SGC are important. The SGC must work for student welfare while not overstepping its financial or contractual authority without proper authorization.
Parents, family, community involvement in educationDr Lendy Spires
This document discusses the importance of parent, family, and community involvement in education. It notes that research shows this involvement is correlated with higher student achievement, attendance, and aspirations. However, involvement tends to decline as students get older. The document outlines strategies to promote more effective partnerships between schools, parents, families, and communities based on Joyce Epstein's framework of six types of involvement. These partnerships have been shown to improve outcomes for students when implemented successfully.
Parents, family, community involvement in educationDr Lendy Spires
This document discusses the importance of parent, family, and community involvement in education. It argues that strong partnerships between schools, parents, and communities are essential for student success and can lead to higher academic achievement, attendance, and motivation. However, parent involvement tends to decline as children progress through school. The document outlines specific ways that schools can promote greater involvement, such as surveying stakeholders, developing family-friendly policies, and addressing barriers like lack of time, language differences, and transportation issues.
41The School Leader’s Toolfor Assessing And improving.docxalinainglis
41
The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptxJCLeabres
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Exploring the Transformative Role of Schoolsmansurali2343
Schools play a pivotal role in shaping the trajectory of individuals' lives, serving as the foundation for knowledge acquisition, personal growth, and societal development.
The Bridge Foundation is a non-profit organization based in Trinidad and Tobago that promotes holistic development of children, families, and communities. It does this through sharing best practices, building organizational capacity, and implementing programs focused on literacy, youth development, family engagement, and community building. The Foundation works with various partners including schools, non-profits, government agencies, and communities.
The document summarizes the Learning Community program at Buckhorn High School, which aims to help students with disabilities achieve their IEP goals. The Learning Community provides a structured environment with a focus on daily living, vocational, communication and social skills. It incorporates elements like Friendship Day, music class, peer mentoring and vocational activities to improve students' social skills and transition to independent living. The program emphasizes teamwork and collaboration between special education, regular education, administrators, parents and the community to create a positive learning environment.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
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This document discusses the importance of school, family, and community partnerships. It provides definitions and theoretical models of effective partnerships. Six types of involvement are outlined, including parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Challenges and solutions are presented for each type of involvement. The document also discusses action teams, conducting an inventory of present practices, developing a multi-year plan, and continuing the planning process to strengthen partnerships.
Engaging stakeholders including parents and the community to sustain improved...Dr Lendy Spires
This document discusses engaging stakeholders, including parents and the community, to sustain improved reading outcomes in schools. It defines stakeholders as individuals or groups with an interest in an organization's success. Key stakeholders in education include students, parents, school staff, district staff, school boards, taxpayers, the business community, and other community members. While school staff can produce short-term improvements, external stakeholders are needed to help sustain gains over time as staff change. The document provides guidelines for genuinely engaging stakeholders around student achievement goals and data in order to establish partnerships focused on the school's mission of improving student learning outcomes.
This document discusses commitment to community and society from the perspective of an early educator. It focuses on two key angles: teaching leadership skills to students in the classroom, and engaging with the surrounding neighborhood and community. The educator wants to instill confidence, communication skills, and a never-give-up attitude in students to prepare them to be tomorrow's leaders. Additionally, the document emphasizes empowering community members by providing opportunities, resources, and engaging families through workshops and community service projects to build a stronger community. The overall goals are for children to become responsible community members and for communities to support each other through working together on shared goals.
Building Partnership with the Community.pptrhioamor001
The document discusses the importance of building partnerships between schools and their local communities. It provides objectives and activities for teachers to identify community resources and establish linkages. These include mapping community resources, norms, and practices that can help schools achieve goals. Quality education is a shared responsibility between schools and stakeholders like parents, organizations, and civic groups. The document offers tips for teachers to effectively coordinate with communities and enlist support through the PTA on issues like home visits, seminars, and two-way communication. [END SUMMARY]
Creating an Ecosystem for School Reform discusses expanding ideas around practices, programs, and services to support student success. It proposes using a framework for Whole Child Education to plan school reform and provide equity. This involves understanding how trauma impacts student development and learning through things like poverty and adverse childhood experiences. It also involves translating trauma theory and ecological systems theory into classroom practices and a strategic plan for school reorganization focused on student and family needs. The goal is to expand visions of student success and accountability.
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THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
This document discusses school governance and the role of school governing councils. It provides definitions of key concepts and outlines the composition and purpose of school governing councils. The council aims to improve student learning outcomes through collaboration between school staff, students, parents and community stakeholders. Guidelines are provided around the council's mission, functions, relationships and limitations. The roles of the school head and council are also delineated, with the goal of establishing an effective partnership to support the school.
This document argues that developing and assessing positive school culture should be a new level of accountability for schools. It defines positive school culture broadly to include high expectations, a safe environment, shared values, effective pedagogy, student engagement, a professional faculty culture, and family/community partnerships. The document outlines three conditions needed to make school culture a priority: using broader measures of success beyond test scores, having a comprehensive understanding of school culture, and providing schools with tools to develop and assess their own cultures. Developing ways to rigorously assess school culture could help hold schools accountable for improving this important factor.
The document provides an overview of the core curriculum at the Progressive Schoolhouse private school. It offers a developmental educational framework focusing on individual student needs and learning styles. The curriculum covers traditional classroom subjects like math, reading, writing, sciences, English, and humanities. It emphasizes a sequential, progressive skill acquisition process to ensure student proficiency and mastery across grade levels.
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This document discusses the importance of parent, family, and community involvement in education. It argues that strong partnerships between schools, parents, and communities are essential for student success and can lead to higher academic achievement, attendance, and motivation. However, parent involvement tends to decline as children progress through school. The document outlines specific ways that schools can promote greater involvement, such as surveying stakeholders, developing family-friendly policies, and addressing barriers like lack of time, language differences, and transportation issues.
41The School Leader’s Toolfor Assessing And improving.docxalinainglis
41
The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptxJCLeabres
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Exploring the Transformative Role of Schoolsmansurali2343
Schools play a pivotal role in shaping the trajectory of individuals' lives, serving as the foundation for knowledge acquisition, personal growth, and societal development.
The Bridge Foundation is a non-profit organization based in Trinidad and Tobago that promotes holistic development of children, families, and communities. It does this through sharing best practices, building organizational capacity, and implementing programs focused on literacy, youth development, family engagement, and community building. The Foundation works with various partners including schools, non-profits, government agencies, and communities.
The document summarizes the Learning Community program at Buckhorn High School, which aims to help students with disabilities achieve their IEP goals. The Learning Community provides a structured environment with a focus on daily living, vocational, communication and social skills. It incorporates elements like Friendship Day, music class, peer mentoring and vocational activities to improve students' social skills and transition to independent living. The program emphasizes teamwork and collaboration between special education, regular education, administrators, parents and the community to create a positive learning environment.
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Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
On this page: 0 of 2 attempted (0%) | 0 of 2 correct (0%)
The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
This document outlines a three-part assignment on persuasive writing. In part one, students are instructed to select three research topics from a provided list, identify an audience and write a preliminary thesis statement for each. They must also identify two credible sources for each topic. Part two requires choosing one topic and writing a 1-2 page research proposal that further develops the thesis and outlines the paper. Part three involves writing a 3-4 page persuasive paper on the chosen topic that presents a problem and proposes a solution, supported with references. The document provides detailed formatting guidelines and learning outcomes for the assignment.
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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E x E c u t i v E S u m m a r yLeading Learning co.docx
1. E x E c u t i v E S u m m a r y
Leading
Learning
communities
Standards for What
Principals
ShouldKnow
and Be able
To Do
S E c O N D E D i t i O N
U p d at e d a n d e x pa n d e d
Leading Learning Communities: Standards for What Principals
Should Know and Be Able To Do was created by the
National Association of Elementary School Principals in
partnership with Collaborative Communications Group.
National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314
Phone: 800-38-NAESP
Fax: 800-39-NAESP
E-mail: [email protected]
2. Web site: www.naesp.org
The mission of the National Association of Elementary School
Principals (NAESP) is to lead in the advocacy
and support for elementary and middle level principals and
other education leaders in their commitment to all
children. Over 30,000 members of NAESP provide
administrative and instructional leadership for public and
private
elementary and middle schools throughout the United States,
Canada and overseas. Founded in 1921, NAESP is an
independent professional association with its own headquarters
building in Alexandria, Virginia. Through national
and regional meetings, award-winning publications and joint
efforts with its 50 state affiliates, NAESP is a strong
advocate for both its members and for the 33 million American
children enrolled in preschool, kindergarten and
grades 1 through 8.
Gail Connelly, Executive Director
Fred Brown, Senior Associate Executive Director, Leadership
Development and Outreach
Merrie Hahn, Assistant Executive Director, Professional
Development Programs
Collaborative Communications Group, Inc.
1029 Vermont Avenue, NW
Ninth Floor
Washington, D.C. 20005
Phone: 202-986-4959
Fax: 202-986-4958
E-mail: [email protected]
Web site: www.collaborativecommunications.com
Collaborative Communications Group is a strategic consulting
firm that builds the capacity of individuals,
4. schools is about more than academic performance. That’s why
the National Association of Elementary School
Principals (NAESP) remains focused on the issue of how
principals lead and work in learning communities.
In this updated edition of Leading Learning Communities, along
with various initiatives under way at NAESP,
we face squarely the challenges inherent in the transformation
of our global society. While we might have seen
glimpses of the future for learning and for leaders in the recent
past, global transformation is now a stark reality
for everyone.
This new reality requires even more attention to drawing
connections across languages and sectors. With an
increasing diversity of ethnicities, languages, learning needs
and perspectives in our communities, a principal’s
cultural competence is more important than ever.
As we embrace changes in education and society, our sense of
personal and professional accountability is
heightened. Throughout this publication, we address the
growing need not just to collect data but also to sort,
filter and use it to improve learning and growth for students as
well as adults.
At the same time, we know that accountability goes beyond test
scores. In addition to helping children be
intellectually active, we must also be accountable for helping
them be physically, emotionally and socially
engaged, and healthy. Educated children must be academically
proficient. And, in an increasingly diverse and
global society, educated children must also be creative, curious
and imaginative. NAESP supports efforts to help
children become strong students and critical thinkers, confident,
cared for and valued. NAESP supports the
5. whole child.
In this updated and expanded edition, we look specifically at:
• The development of the whole child and the need to look at
individualized
instruction and portfolio assessment for every student.
• The changing global economy and society and how that
affects the roles of school leaders.
• The need to rethink the learning day and the importance of
bridging school and community.
• The increasing amounts of data available to school leaders
and the need
to translate abundant information into useful knowledge.
NAESP is committed as a national association to provide
research, professional development, supports and
learning networks that will help principals and learning
communities achieve their desired results for every child.
Foreword Gail Connelly, Executive Director
2 Executive Summary Leading Learning Communities:
Standards For What principals Should Know and Be able to do
The Evolving Role of Principals
The role of principal continues to become more complex and
challenging. Traditional leaders may have considered
their jobs to be solely the managers of schools. But the current
social and educational context—which combines
6. high-stakes accountability with the high ideals of supporting
social, physical and emotional needs of children—
demands that principals demonstrate the vision, courage and
skill to lead and advocate for effective learning
communities in which all students—and adults—reach their
highest potential.
Every action in the school must support student learning, and all
resources must be used wisely and efficiently to
support the essential core of instruction. Yet a principal’s job is
much more than operational.
Effective principals are transformational.
Effective principals look at data and analyze trends, gaps and
insights. And yet they know that their role goes
beyond the actuarial; instead they must be aspirational.
Principals must set, sustain and encourage a shared vision for
school communities—a vision that prepares children for a
continuously changing society.
Effective principals understand the job requires new levels of
public relations and better marketing of school
goals and achievements. Today principals must be civic leaders,
coordinating services with other community
agencies. Principals who are respected in the community play a
visible role in making the case for quality education—
locally, statewide and sometimes nationally.
Effective principals create conditions and structures for learning
that enable continuous improvement of
performance not only for children, but for adults in the school
community as well. They provide opportunities
for staff to participate in learning communities inside and
outside of schools. Effective principals know that such
7. learning groups are necessary to further instructional practices
and to develop innovative and effective
approaches to education.
Effective principals must be the lead learners in their schools.
They are constantly reading,
forecasting scenarios, and analyzing data to assess gaps and
possibilities for continuous improvement.
Effective principals are caring advocates for the whole child.
They support learning communities in which all
children reach their highest potential.
3
Attributes of Effective Learning Communities
The concept of school as a learning community—or, more
appropriately, a collection of numerous nested
learning communities—has attracted growing interest since
NAESP introduced Leading Learning Communities
in 2001. NAESP defines learning communities as “places in
which adults and students work collaboratively and
demonstrate a commitment to continuous improvement of
performance.” The standards in this second edition of
Leading Learning Communities have been updated and
expanded to align with the ever-changing contexts in which
principals do their work.
NAESP identifies the following core attributes of learning
communities:
Shared Mission, Vision, Values
and Goals
8. An effective learning community
adheres to an explicit vision of
quality teaching and learning that
guides all the decisions a school
makes. Learning community
members share transparent values
and goals for what students must
know and be able to do.
commitment to results
The daily business of everyone
in the school is to work together
to improve student and adult
performance. This requires
reassessing traditional beliefs,
assumptions and practices, and
testing innovative approaches to
improving performance. There is
an increasing emphasis on using
individual data to measure and
enhance the success of each learner.
Ongoing common formative
assessments are used and scored
in consistent ways to facilitate
effective teaching and improve
student performance.
Collective Inquiry
Reflective dialogue about and
collective inquiry into effective
practices are key attributes of
learning communities. This process
includes discussion about curriculum
9. alignment to learning needs, common
formative assessments, instructional
strategies and ongoing alignment
of professional development to
school goals.
Supportive and Shared
Leadership
Learning communities are
environments in which new
relationships are forged between
administrators and teachers that
lead to collaborative leadership
in the school, where all members
of the learning community grow
professionally and learn to view
themselves as leaders and learners.
Continuous Improvement
Learning community members
are engaged in an ongoing cycle of
continuous improvement in which
collective synergy, imagination,
spirit, inspiration and continuous
learning spur improvement of
teaching and learning skills. People
in learning communities are
driven to constantly expand their
competence to produce
desired outcomes.
culture of collaboration
Educators in an effective learning
10. community recognize that they
must create collaborative structures
to support them as they share
ideas, materials, lesson plans and
strategies. Collaboration goes
beyond camaraderie and even
beyond cooperation. Members of
an effective learning community
join forces to create and implement
a systematic process in which
principals and teachers work
together to analyze and
improve practice.
4 Executive Summary Leading Learning Communities:
Standards For What principals Should Know and Be able to do
Shared Leadership and Accountability: A Call to Action
Here are 10 ways that school districts, states, the federal
government and
universities can share leadership and accountability with
principals.
School districts can:
Build principals’ capacity to provide instructional leadership.
Principals must have time and resources
to develop the knowledge and skills they need to lead high-
performance schools, as well as the resources to
function effectively as instructional leaders in their buildings.
Provide support, funding and flexibility for alternative
leadership arrangements. For principals to
perform their instructional leadership functions effectively, they
11. need to share the management functions
of the school.
Improve working conditions. Principals need autonomy over
budgets and hiring to create and maintain
school programs that match school goals, and financial support
from districts to serve their student
populations effectively.
Improve salaries and pay structures. States and districts should
establish incentives for principals to meet
standards and should provide rewards, such as sabbaticals,
advanced training and international exchanges, for
successful leaders.
Assess principals fairly. Evaluations of principals should
consider a range of measures of their performance,
not just standardized test scores. Attention must be paid to
defining and disseminating what we know to be
effective in the profession and to championing the “whole
school leader.”
States can:
Refine and strengthen data collection. Accountability should
come with additional resources—including
the ability to collect different types of data—that enable schools
to build the capacity needed to meet
agreed-upon goals.
Build learning opportunities and networks of principals. These
opportunities can include conferences,
electronic networks and Listservs, and coaching and mentoring.
The federal government can:
12. Support a voluntary advanced certification system for
principals. A national certification process
that includes the Leading Learning Communities standards and
other benchmarks would not only reward
effective principals, but also set a target for improvement for all
principals and provide a guide for
professional development.
Develop federal programs that strengthen principals’ ability to
serve all students. The federal
government can help districts support principals through
mentoring and other professional development
efforts, while holding them accountable for results.
Colleges and universities can:
Redesign principal and teacher preparation programs. Programs
should be guided by the Leading Learning
Communities standards. Principals and teachers need programs
that focus on preparing children to succeed in
the 21st century.
1
2
3
4
5
6
7
13. 8
9
10
5
Standard One: Lead Student and Adult Learning
Every day, in thousands of schools, effective principals are
thinking about how
they can best lead and manage multiple systems that together
can bring effective
practices to scale, so that all students—and all adults—achieve
better results.
Every member of the school community must be continuously
learning, including
students, educators, families and community partners and
citizens.
Learner-centered leaders work with a common vision for the
high achievement of
all children and are clear about their performance results. Being
learner-centered
means that leaders create processes and structures that enable
adults, as well as
students, to participate and learn. These leaders are committed
to increasing
their own knowledge, skills and capacities through professional
development,
peer mentoring and the establishment and support of schoolwide
learning communities.
14. To share learning and knowledge across the learning
community, effective leaders
create information and administrative systems that align
schedules, budgets,
facilities, communications, transportation and human resources
functions to
instruction. Learner-centered leaders help others understand that
they are part of
something greater than themselves and provide hope and belief
that, by working
together, everyone’s performance can improve.
What does it look like when
principals lead by putting student
and adult learning at the center of
schools? We see principals who:
Stay informed of the continually
changing context for teaching
and learning
Embody learner-centered
leadership
Capitalize on the leadership skills
of others
Align operations to support
student, adult and school
learning needs
Advocate for efforts to ensure that
policies are aligned to effective
teaching and learning
InSIde a SChooL: a FoCUS on praCtICe
15. Los Peñasquitos Elementary School, San Diego, California
Co-Principals Damen Lopez and Jeff King
at Los peñasquitos, data is used to guide the school to its goal
of “every student, without exception and without excuse, will be
proficient or
advanced in reading, language arts and math.” Co-principals
damen Lopez and Jeff King call this the no excuses University
(neU), which
promotes college readiness for every student through two main
focuses: creating a culture of universal achievement and
developing
exceptional systems.
“We’re talking about data in ways we never did,” says Lopez.
“every staff member participates in creating plans for
assessments and every
student is involved in this process.” teachers and administrators
collect and analyze classroom data and incorporate results into
teacher action
plans. each student in the school has goals that are based on his
or her specific measures of data. “Kids are becoming closely
involved in knowing
and tracking their own data. and teachers are making sure any
data they use in their classroom is absolutely driving
instruction,” Lopez adds.
the entire staff is committed to finding new ways to determine
parallels between scores on assessments and the types of
intervention needed. By
using the data to develop structures for improving instruction,
school staff can respond quickly to all students’ needs.
the results speak wonders for the neU at Los peñasquitos. With
35 different languages spoken at the title I school, the effective
16. use of data is
paying off. “every subgroup is thriving,” Lopez says. “When
you talk about how it’s affecting success, it’s affecting not only
our success in the
district, but also our success in the state and the country.” Los
peñasquitos is one of only 16 schools in San diego County to
obtain the honor of
being named a “10-10 school,” which means that it earned a
“10” ranking among schools statewide and among similar
schools.
Lopez and King have developed 14 neUs across the country.
“We’re trying to create a revolution,” Lopez adds. “We’re
trying to show educators
that there is a system for creating systems. We’re showing them
strategies today that they can put into practice tomorrow.”
Effective principals
lead schools in a way
that places student
and adult learning at
the center.
1
6 Executive Summary Leading Learning Communities:
Standards For What principals Should Know and Be able to do
Standard Two: Lead Diverse Communities
17. An increase in the diversity of students—including English
language learners,
students with disabilities and students from low-income
homes—poses particular
challenges for schools, because these students are among those
who have been least
well served in the past.
To deliver on the promise of high levels of learning for all
students, particularly
with an increasingly diverse student population, principals will
have to lead schools
that individualize learning. According to Michael Fullan,
professor emeritus of
education at the University of Ontario: “The different cultural
backgrounds have
special needs. This means that schools have to relate to every
child and where they
come from.”
Principals must examine their beliefs about ethnic and
socioeconomic groups and
persuade teachers to do the same. Such efforts serve to
overcome stereotypes and
help school leaders understand how diverse backgrounds can
enhance a school’s
learning environment.
In addition, principals encourage the development of the whole
child by supporting
the physical and mental health of children, as well as their
social and emotional
well-being and their sense of safety and self-confidence.
Leaders often do this by
providing a connection between the school and the broader
community.
18. What does it look like when
principals lead diverse communities?
We see principals who:
Build consensus on a vision that
reflects the core values of the
school community
Value and use diversity to enhance
the learning of the entire
school community
Broaden the framework for child
development beyond academics
Develop a learning culture that is
adaptive, collaborative, innovative
and supportive
InSIde a SChooL: a FoCUS on praCtICe
Odyssey Elementary, Everett, Washington
Principal Cheryl Boze
odyssey elementary is one of many schools across the country
working with an increasingly diverse student and parent
population. “twelve years
ago we had 13 students who spoke english as a second
language; now we have 250,” says principal Cheryl Boze.
one of the strategies at odyssey has been a strong focus on
outreach, using an approach developed by the alliance for Better
Schools called the
natural Leaders program. the goal is to reach out to families that
have not been very engaged in the school, mainly because of the
19. language
barrier, to provide a welcoming environment.
“We identified some parents who were natural leaders in the
community and we provided them with special training in how
to reach out to their
community,” says Boze.
the school currently has three Spanish-speaking parents and one
russian/Ukrainian-speaking parent serving as leaders. the
parents have a list of
families they check in with each month, inviting them to special
events, keeping them abreast of activities and listening to their
concerns.
the parent leaders also host informational meetings for their
community—a tactic that has really taken hold in Spanish-
speaking neighborhoods.
topics range from understanding the legal system to helping
children with homework.
the parent leaders also serve a critical role in helping to
translate notes from teachers and school fliers, and working as
interpreters during
meetings between school staff and parents. as a result,
attendance is up, parents are more engaged and they’re
volunteering in record numbers.
“It used to be that parents who weren’t native speakers hardly
came to any school events,” says Boze, “and now they are so
much
more comfortable.”
Effective principals
set high expectations
and standards for
20. the academic, social,
emotional and physical
development of
all students.
2
7
Standard Three: Lead 21st Century Learning
Educators and the public are shifting away from the “back to
basics” mindset
predominant in the 1990s to strongly supporting the idea that
teaching 21st
century skills is vital to our country’s economic success.
Employers are clamoring
for a better-prepared work force at a time when many high
school graduates are
woefully ill-equipped for a world in which being college-ready
and work-ready
are the same thing.
Students in the United States need to know world cultures and
languages,
and they need high levels of knowledge and skills to thrive in
an increasingly
competitive and collaborative society. Skills such as global
literacy, problem
solving, ethics, social responsibility, teamwork,
communications, innovation and
creativity have joined the list of high academic skills that are
critical for student
success in the 21st century.
21. Leaders must adopt rigorous college-readiness standards
throughout the learning
continuum, from pre-K through high school, to minimize the
odds that students
will need remediation later. These rigorous academic standards
must be the
default curriculum for all students, regardless of socioeconomic
background.
What does it look like when
principals focus on 21st century
learning? We see principals who:
Ensure alignment of curriculum
with district and school goals,
standards, assessments
and resources
Invest in a technology-rich culture
that connects learning to the
global society
Hire, retain and support high-
quality teachers
Ensure rigorous, relevant and
appropriate instruction for
all students
InSIde a SChooL: a FoCUS on praCtICe
Blythewood Middle School, Blythewood, South Carolina
Principal Nancy Gregory
a few years ago Blythewood Middle School began a new
22. program to incorporate technology into the classroom. principal
nancy Gregory,
along with a social studies teacher and a language arts teacher,
set up a shared classroom space filled with computers and
portable labs, and
divided by an accordion wall. Gregory worked out a block
schedule for the two teachers, enabling them to share a group of
students. the set-up
allows the teachers to team-teach or flip-flop classrooms, and
provides more flexibility for students, giving those who may
need it, more time on
task. “It gives the teacher the ability to differentiate, because
we know that some kids need more time,” says Gregory.
the classrooms are equipped with SMart Board technology and
discovery education Unitedstreaming, a digital video-based
learning
resource. Students have access to Blackboard for homework
assignments, using a data drop box to submit completed
assignments to teachers.
Students can also talk to a teacher from home when they are
preparing for a test—a big plus for both students and teachers,
says Gregory.
“You can give immediate feedback to the kids to help with your
teaching, knowing when to adjust,” she says.
the pay-off has been the teachers’ ability to engage the
students—often a difficult task with middle-school-aged
students. “It is so appealing to
them, it makes learning fun and interesting,” says Gregory.
Supported by a “tech savvy” superintendent, Gregory has been
able to expand the program. What started in one classroom has
now expanded
to grades 6, 7 and 8, with teachers from other disciplines
clamoring to join in.
23. 2
Effective principals
demand content and
instruction that ensure
student achievement of
agreed-upon standards.
3
8 Executive Summary Leading Learning Communities:
Standards For What principals Should Know and Be able to do
Standard Four: Lead Continuous Improvement
Many principals are finding that, as organizations, schools are
not designed to
respond to the pressure for performance that standards and
accountability bring. At
the same time, effective leaders know that they need to translate
this pressure for
performance into meaningful work for students and adults.
With the advent of performance-based accountability, many
schools have embraced
the link between student achievement and teaching quality,
advocating for relevant
and improved staff development. The urgency now for school
leaders is to plan and
implement high-quality staff development—schoolwide as well
as for individuals—
and to create the kind of powerful professional learning that
will transform teaching
so that it increases learning for students.
24. Effective leaders create learning communities within schools
that ensure that adults
have many opportunities to work and learn together—whether
sharing ideas and
knowledge, developing and testing new approaches, or studying
and analyzing
student performance data.
What does it look like when
principals lead a culture of
continuous learning for adults? We
see principals who:
Invest in comprehensive
professional development for all
adults to support student learning
Align the schoolwide professional
development plan with school and
learning goals
Encourage adults to broaden
networks to bring new
knowledge and resources to
learning environments
Provide time, structures and
opportunities for adults to plan,
work, reflect and celebrate
together to improve practice
InSIde a SChooL: a FoCUS on praCtICe
Garfield Elementary School, Mentor, Ohio
Principal Ken Buckley
25. as a 41-year veteran in education, Ken Buckley has learned that
schools work better for students when teachers work together.
every day
Buckley gathers his teachers to pore over research and analyze
student achievement data, broken down by demographic groups,
and to discuss
possible solutions.
“operating in isolation is not the best way to go,” he says. “all
of us have talents and strengths. If we share them, that enhances
learning
for everyone.”
to carve out time for teacher learning, Buckley has structured
the school day so that all teachers are free to meet while
students take classes in
art, music, physical education or media. he also has obtained
waivers from the state to provide his school with pupil-free
days for professional
development for teachers.
to Buckley, professional development is an obligation. “It’s my
responsibility,” he says. “every morning, I read professional
journals before I go to
work.” he also teaches workshops, which requires him to stay
on top of the literature.
Buckley’s attention to professional learning for his entire staff
has led to gains for Garfield. three years ago, when he first
became principal, the
school’s test scores had been sagging. But they have been going
up each year, and in 2007, the school was rated “excellent.”
Buckley attributes some of the success to the school’s
dedication to improving achievement for every student. he is a
strong believer in using data
26. to drive decisions, and his teacher groups look at state test
results to figure out “tiered” strategies for all students—those
who need remediation as
well as those who are performing at the highest levels. that’s an
important consideration for a school that includes students from
expensive homes
as well as students from lower-income neighborhoods. “I’m
always interested in what we can do to meet everyone’s needs,”
he says.
Effective principals create
a culture of continuous
learning for adults tied to
student learning and other
school goals.
4
9
Standard Five: Lead Using Knowledge and Data
Schools can no longer adopt programs and practices based on
instincts; principals
have to know that their schools’ instructional and administrative
practices will
produce results.
Effective principals use multiple measures of summative data
over time. Showing the
growth in learning of individual students allows the school to be
more accountable and
to assess what it did, or did not do, to encourage progress. In
addition to the summative
27. data that the No Child Left Behind Act or the state assessment
system requires once
a year, teachers want more data at more frequent intervals to
monitor the progress of
skill development in individual students. In some cases, such
assessments can involve
something as simple as asking the right questions to determine
whether students
understand the lesson.
Beyond examining trends based on student learning data, an
emphasis on teacher
quality and its relationship to student achievement has
reinforced the need to assess
instructional skills and instructional leadership as well. Gone
are the days when seat
time in mandated workshops constitutes effective professional
development for adults in
a learning community. Instead, the performance of adults is
increasingly being measured
by the performance of students.
The use of technology is making data more easily accessible
than ever before. Districts
and schools are beginning to create digital portfolios that allow
students, teachers and
principals to see samples of student work online. In addition,
student data systems can
help teachers receive timely information to improve teaching
practice.
What does it look like when
principals lead the management
of data and knowledge to inform
decision-making and measure
progress? We see principals who:
28. Make performance data
a primary driver for
school improvement
Measure student, adult and
school performance using a
variety of data
Build capacity of adults and
students to use knowledge
effectively to make decisions
Benchmark high-achieving
schools with comparable
demographics
Make results transparent to the
entire school community
InSIde a SChooL: a FoCUS on praCtICe
Taylor Ray Elementary School, Rosenberg, Texas
Principal Diane Parks
Students at taylor ray elementary take a lot of tests—state tests
in four subjects at every grade, district tests, and school-based
reading
assessments and computer-based tests. But that’s just fine for
principal diane parks and her team because the test results give
them a wealth of
data to use to monitor student progress and determine
appropriate instructional strategies.
the school’s core team, which includes parks, the assistant
principal, instructional specialists, the counselor and special
29. education teachers,
look at the results broken down by student demographic groups
and objectives. they go over the data by grade level to see how
students are
performing and, most important, what the results suggest they
need to do next to improve performance.
“We talk about where we are, where we need to be, and ask, ‘So
what?’” parks says. “now that we’ve got the information, what
do we do with
it? that’s the important part of the data meeting. What are the
interventions kids are going to get?”
In addition to the core team, taylor ray has also formed
“vertical” teams that cross grade levels and focus on the core
academic subjects. Like
the core team, the vertical teams examine data on student
performance and look at evidence from classrooms to help share
successful practices.
For example, if a third grade classroom has shown success in
reading, other teachers can benefit from understanding that
classroom’s strategies.
to parks, the practices work because the entire staff is
committed to improving outcomes for all students, and to doing
whatever it takes to
produce those outcomes. “It’s from the trust we’ve built,” parks
says. “When we have data meetings, we’re talking about kids.”
4
Effective principals
manage data and
knowledge to inform
decisions and measure
progress of student, adult
and school performance.
30. 5
10 Executive Summary Leading Learning Communities:
Standards For What principals Should Know and Be able to do
Standard Six: Lead Parent, Family and Community Engagement
Children need numerous opportunities to learn and develop—at
home, in school
and in the community. In the 2008 report, A New Day for
Learning, the Time,
Learning and Afterschool Task Force confirmed, “No one
believes that children
stop learning when the bell rings at the end of the school day.”
In large urban districts, as well as smaller and rural ones,
educators and public
officials are focusing attention on community engagement as
never before. The
idea in many communities is to go beyond the traditional role of
parents supporting
academic, social and athletic events, and to engage parents in
ways that directly
support student learning and development.
But involving parents isn’t enough. In his article in The New
York Times Magazine,
“What No School Can Do,” journalist James Traub asserts that
the conditions of
students’ lives outside the school have as much or more impact
on students’ school
performance and social development than what goes on inside
schools. Experience
31. in many communities fortifies the notion that ignoring the
community limits the
potential impact of school improvement efforts. Failure to equip
parents and others
in the community with the skills, knowledge and expertise to be
partners in the
education process severely hampers progress toward learning.
What does it look like when principals
lead through active community
engagement? We see principals who:
Engage parents, families and the
community to build relationships
that support improved performance
Serve as civic leaders who regularly
engage with numerous stakeholders
to support students, families and
schools in more effective ways
Shape partnerships to ensure
multiple learning opportunities for
students, in and out of school
Market the school’s distinctive
learning environment and results to
inform parents’ choices of options
that best fit their children’s needs
Advocate for high-quality education
for every student
InSIde a SChooL: a FoCUS on praCtICe
Kaneohe Elementary School, Kaneohe, Hawaii
32. Principal Mitchell Otani
as in real estate, location means everything in partnership.
Kaneohe elementary is a mile from the on-ramp to a highway
that links a naval air
base to pearl harbor, so when an officer from the air base drove
by the school in the late 1990s, he thought it would make a
perfect partner.
and that was just fine with Mitchell otani, Kaneohe’s principal,
who had been looking for a military partner since a marine unit
moved away a
few years before.
over the past few years, sailors from the naval station have
helped the school with physical education, provided tutoring for
students, built
benches on the school grounds and helped with campus
beautification. “You can get a lot of things from one person
driving by,” otani says.
the school has had a similarly good relationship with the
carpenter union, which lent apprentices to build a storage
facility for the school.
normally, the facility would have cost $70,000, but Kaneohe
had to pay only $6,000 for the materials.
to otani, such partnerships are essential. “In a day of tight
budgets, schools can’t do it alone anymore,” he says. But
beyond the financial
benefits, partnerships have also helped build good will in the
community, which has also benefited his school. enrollment
grew by about
50 percent, to 600, in the 1990s and has remained at that level
ever since. and the school draws students from a wide area, not
just in its
immediate zone, otani notes, because of its reputation for
33. excellence.
“It makes good sense to enlist all the resources of the
community, and parents,” he says.
Effective principals
actively engage the
community to create
shared responsibility for
student performance
and development.
6
11
Standard Six: Lead Parent, Family and Community Engagement
How to Use the Guide and Ordering Information
The 148-page updated and expanded second edition of Leading
Learning Communities: Standards for What Principals
Should Know and Be Able To Do is a guidebook for those who
care about creating and supporting quality in schools.
Key elements of the guide include:
Quotes From Thought Leaders. Insights about education and
leadership are included throughout the
guide to further the reflective process.
A Focus on Practice. The guide shares real ideas and stories
from NAESP members exemplifying each
standard in practice.
Key Words. Definitions of words used in educational contexts
today are found throughout the
34. standards chapters.
A Closer Look. Tools for each standard enable leaders to take a
deeper look at the ideas presented in
the guide.
For More Information. The latest research, resources and Web
sites for further inquiry are found at
the end of each standard chapter.
Reflection Questions. Practical guiding questions on the
standards can be used for further reflection
or to stimulate conversations with staff and faculty.
Action Steps. Space is provided to list the action steps needed
to attain the learning goals specific to
the reflection questions.
Leadership Self-Assessment Continuums. For each strategy of
each standard, a journey of
development and growth that depicts changes in leadership over
time is charted. This can be used for
individual or team reflection and growth.
To order the second edition of Leading Learning Communities:
Standards for What Principals Should Know
and Be Able To Do as well as Leading After-School Learning
Communities and Leading Early Childhood
Learning Communities visit
www.naesp.org/resource_center.aspx or call 800-386-2377.
6
12 Executive Summary Leading Learning Communities:
35. Standards For What principals Should Know and Be able to do
Leading Learning Communities
Committee on Standards for Principals
Mary Kay Sommers
Committee Chair
NAESP President, 07-08
Shepardson Elementary
School
Fort Collins, CO
Martha Albers
Principal
Hilbert Elementary School
Sherwood, WI
Mary Booker
Principal
Francis Scott Key
Elementary School
Baltimore, MD
Gretchen Donndelinger
Administrator and Program
Professor
Nova Southeastern
University
Fischler School of
Education and Human
Services
Carlsbad, CA
Angelina Finnegan
Principal
Rockaway Meadow
36. Elementary School
Parsippany, NJ
Katherine Grondin
Principal
Sherwood Heights School
Auburn, ME
Lucretia Jackson
Principal
Maury Elementary School
Alexandria, VA
Sharon Knudson
Principal
Jessup Elementary School
Cheyenne, WY
Carol Miller
Principal
McFerran School
Louisville, KY
Bernadette Nevarez
Albuquerque Public
Schools
West Mesa Cluster
Leader
Albuquerque, NM
Todd Williford
Principal
Sallie Zetterower
Elementary School
Statesboro, GA
37. Byron Yankey
Principal
Frontier Elementary
School
Boise, ID
NAESP Board of Directors 2008-2009
President
Nancy M. Davenport
Principal
Kingston Elementary School
Virginia Beach, VA
President-elect
Diane Cargile
Principal
Rio Grande Elementary
School
Terre Haute, IN
Past President
Mary Kay Sommers
Principal
Shepardson Elementary
School
Fort Collins, CO
Director, Zone 1
David P. Cobb
Principal
Lyndon Town School
Lyndonville, VT
Director, Zone 2
Louis (Lou) Della Barca
38. Principal
C.J. Davenport Primary/
Elementary Schools
Egg Harbor Township, NJ
Director, Zone 3
Linda J. Chamberlin
Principal
Forest Lakes Elementary
School
Forest Hill, MD
Director, Zone 4
J. Edward (Eddie) Pollard, Jr.
Principal
Tyrone Elementary School
Tyrone GA
Director, Zone 5
Mark A. Kern
Principal
New Palestine Elementary
School
New Palestine, IN
Director, Zone 6
Juli Mary Kwikkel
Principal
East and West Elementary
School
Storm Lake, IA
Director, Zone 7
Robert Lewis Monson
Principal
Parkston Elementary School
39. Parkston, SD
Director, Zone 8
Deborah (Deb) Ayers-Geist
Principal
Oak Grove Elementary
Kansas City, KS
Director, Zone 9
Barbara A. Chester
Principal
Cherry Park Elementary
School
Portland, OR
Foundation
Deborah M. Harvest
Principal
Johnnie L. Cochran,
Jr. Academy
East Orange, NJ
Foundation
Mark O. Terry
Principal
Eubanks Intermediate
School
Southlake, TX
Executive Director
Gail Connelly
NAESP Headquarters
Alexandria, VA
40. 13
State Affiliate Associations
NAESP is pleased to work in collaboration with our State
Affiliates in creating and supporting quality in schools.
Alabama Association
of Elementary School
Administrators/Council
for Leaders in
Alabama Schools
Alaska Association
of Elementary
School Principals
Arizona School
Administrators
Arkansas Association
of Elementary
chool Principals
Association of California
School Administrators
Colorado Association
of Elementary School
Principals/Colorado
Association of
School Executives
Connecticut Association
of Schools
Delaware Elementary
41. School Principals
Association/DASA
District of Columbia
Association of Elementary
School Principals
Florida Association
of Elementary School
Principals/Florida
Association of School
Administrators
Georgia Association
of Elementary
School Principals
Hawaii Elementary
& Middle School
Administrators’
Association
Idaho Association of
School Administrators
Illinois Principals
Association
Indiana Association of
School Principals
School Administrators
of Iowa
Kansas Association
of Elementary
42. School Principals
Kentucky Association
of Elementary School
Principals
Louisiana Association
of Principals
Maine Principals’
Association
Maryland Association
of Elementary School
Principals
Massachusetts Elementary
School Principals
Association
Michigan Elementary
and Middle School
Principals Association
Minnesota Elementary
School Principals’
Association
Mississippi Association
of Elementary School
Administrators, Inc.
Missouri Association
of Elementary
School Principals
43. Montana Association
of Elementary
School Principals
Nebraska Council of
School Administrators
Nevada Association of
School Administrators
New Hampshire
Association of
School Principals
New Jersey Principals and
Supervisors Association
New Mexico Association
of Elementary
School Principals
School Administrators
Association of
New York State
North Carolina Principals/
Assistant Principals
Association
North Dakota Association
of Elementary
School Principals
Ohio Association of
Elementary School
Administrators
44. Oklahoma Association
of Elementary
School Principals
Oregon Association
of Elementary School
Principals/ Confederation
of Oregon School
Administrators
Pennsylvania Association
of Elementary
and Secondary
School Principals
Rhode Island Association
of School Principals
South Carolina Association
of School Administrators
South Dakota Association
of Elementary
School Principals
Tennessee Principals
Association
Texas Elementary
Principals and Supervisors
Association
Utah Association
of Elementary
School Principals
45. Vermont Principals’
Association
Virginia Association
of Elementary
School Principals
Association of Washington
School Principals
West Virginia Association
of Elementary and Middle
School Principals, Inc.
Association of Wisconsin
School Administrators
Wyoming Association
of Elementary
School Principals
National Association of
Elementary School Principals
1615 Duke Street
Alexandria, VA 22314-3483
Phone: 800-38-NAESP
Fax: 800-39-NAESP
Web site: www.naesp.org
The National Association of Elementary School Principals’
guide, Leading Learning
Communities: Standards for What Principals Should Know and
Be Able To Do, now in its second
46. edition, sets the priorities for and provides specific tools and
resources to help principals
meet standards of effective leadership and structure efforts
within learning communities to
ensure that all students and adults learn and perform at high
levels.
Leading Learning Communities identifies six standards that
NAESP believes together
characterize instructional leadership in schools. They are:
Lead Student and Adult Learning
Lead Diverse Communities
Lead 21st Century Learning
Lead Continuous Improvement
Lead Using Knowledge and Data
Lead Parent, Family and Community Engagement