This document discusses teacher identity and provides an overview of a mentoring model called GROW. It defines teacher identity as being how teachers see themselves and their role, which is shaped by their self-concept, beliefs, experiences, and discussions with others. Having a strong sense of teacher identity is important because it influences teachers' commitment, priorities, and view of their responsibilities. The document also introduces the GROW model for mentoring, which stands for Goal, Reality, Options, and Will, as a structured approach for mentors and mentees to have coaching conversations by working through questions related to each element.
Workshop slides for Who Do You Think You Are? Exploring the impact of changing teacher identity. Talk given at:
1. TESL Wellington-Waterloo Conference, May 13, 2017
This document discusses building resilience in early career teachers. It identifies several challenges teachers may face such as workload demands, barriers to teaching, and maintaining a positive teaching identity. The document provides 3 factors that influence resilience: 1) resilience can be learned, 2) personal and environmental factors impact resilience, and 3) resilience looks different for everyone. Overall, the document emphasizes the importance of self-care, social support, healthy self-efficacy, and connecting with colleagues to help overcome obstacles and develop resilience in the teaching profession.
The document discusses the author's experience completing a teaching practicum working with young children. Some of the key challenges included managing the unexpected in the classroom, relying on help from tutors to overcome obstacles, realizing that teaching young kids requires approaching them as whole beings and thinking about their physical, emotional, and cognitive development simultaneously, and tapping into one's own inner child to integrate playfulness and knowledge of child development which was a difficult task. The author felt they gained a deeper understanding of teaching young learners through this internal reflection work and states they are optimistic that addressing the challenges of the job thoroughly can lead to children's holistic development.
Writing a teaching philosophy statementJulie Sievers
The document provides guidance on developing a teaching philosophy statement. It explains that a teaching philosophy statement clarifies a faculty member's purpose in course design, interactions with students, and approach to ongoing self-assessment and development. It should be 1-2 pages, use first-person, and include elements such as learning objectives, teaching activities, and how the faculty member contributes to student learning and the university's mission. Developing a strong teaching philosophy statement provides benefits for the faculty member, students, and evaluators for tenure and promotion reviews. The document encourages attendees to draft portions of their own statement.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
This document discusses teacher identity and provides an overview of a mentoring model called GROW. It defines teacher identity as being how teachers see themselves and their role, which is shaped by their self-concept, beliefs, experiences, and discussions with others. Having a strong sense of teacher identity is important because it influences teachers' commitment, priorities, and view of their responsibilities. The document also introduces the GROW model for mentoring, which stands for Goal, Reality, Options, and Will, as a structured approach for mentors and mentees to have coaching conversations by working through questions related to each element.
Workshop slides for Who Do You Think You Are? Exploring the impact of changing teacher identity. Talk given at:
1. TESL Wellington-Waterloo Conference, May 13, 2017
This document discusses building resilience in early career teachers. It identifies several challenges teachers may face such as workload demands, barriers to teaching, and maintaining a positive teaching identity. The document provides 3 factors that influence resilience: 1) resilience can be learned, 2) personal and environmental factors impact resilience, and 3) resilience looks different for everyone. Overall, the document emphasizes the importance of self-care, social support, healthy self-efficacy, and connecting with colleagues to help overcome obstacles and develop resilience in the teaching profession.
The document discusses the author's experience completing a teaching practicum working with young children. Some of the key challenges included managing the unexpected in the classroom, relying on help from tutors to overcome obstacles, realizing that teaching young kids requires approaching them as whole beings and thinking about their physical, emotional, and cognitive development simultaneously, and tapping into one's own inner child to integrate playfulness and knowledge of child development which was a difficult task. The author felt they gained a deeper understanding of teaching young learners through this internal reflection work and states they are optimistic that addressing the challenges of the job thoroughly can lead to children's holistic development.
Writing a teaching philosophy statementJulie Sievers
The document provides guidance on developing a teaching philosophy statement. It explains that a teaching philosophy statement clarifies a faculty member's purpose in course design, interactions with students, and approach to ongoing self-assessment and development. It should be 1-2 pages, use first-person, and include elements such as learning objectives, teaching activities, and how the faculty member contributes to student learning and the university's mission. Developing a strong teaching philosophy statement provides benefits for the faculty member, students, and evaluators for tenure and promotion reviews. The document encourages attendees to draft portions of their own statement.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
The document provides guidance on developing a teaching and philosophy (T&P) narrative for tenure and promotion applications. It discusses the key elements of the narrative, including describing one's philosophy of teaching and how their teaching is aligned with this philosophy. It also provides suggestions for structuring the narrative and highlights some important considerations like showcasing best work and having others review the narrative. The document then gives examples of teaching philosophies and provides discussion questions and activities to help participants develop their own teaching philosophies.
This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.
This document outlines Claire McGuinness' presentation on conceptualizing the role of teaching librarians. It discusses students' views on the role, defining information literacy, current practices of teaching librarians in Irish higher education, and concepts shaping the future of the field. Key concepts discussed include developing a teacher identity, the need for teacher training and knowledge of pedagogy, reflective practice, understanding different types of students, strategies for collaboration, and the importance of advocacy. The document provides an overview of the current work and discussions around the evolving role of librarians as teachers.
This document provides examples and tips for writing a teaching philosophy statement. It begins with an introduction explaining the purpose of a teaching philosophy statement and why writing one can be challenging. It then provides several examples of teaching philosophy statements from different educators across various disciplines. These examples address topics like teaching approaches, goals for student learning, and integrating technology. The document concludes by emphasizing that there is no single right way to write a statement, but finding an authentic style that reflects one's beliefs and approach is important. The overall goal is to concisely communicate one's values and vision for teaching and student learning.
This document outlines the teaching philosophy of Maryjo R. Liboon. It discusses her beliefs that all children have the ability to learn and deserve a quality education tailored to their individual needs and strengths. She believes teachers should have a personal relationship with each student to understand their unique learning styles and set individual goals. The document also states that teaching and learning are reciprocal processes, where teachers nurture students' talents and students can enlighten teachers in turn, cultivating a relationship of mutual respect.
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
This document outlines 10 roles that teachers can take on as leaders: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. It explains that teacher leaders assume a variety of roles to support school and student success and that many teachers can serve as leaders among their peers in both formal and informal ways.
Philosophy concerning teaching and learning.
The positive teaching is output of clear philosophy.
For any updates please contact @ www.fb.com/nithinkalorth
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
This document provides an overview of key topics related to the teaching profession, including: defining the differences between education and schooling; exploring whether teaching is an art or a science; examining if teaching qualifies as a profession; identifying characteristics of effective teachers and principles of teaching and learning; and discussing professional organizations in education. The overall purpose is to introduce newcomers to the field of teaching.
Teacher Leadership In The Context Of The Teazulemar
This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
4) Building
This document discusses teacher leadership. It defines teacher leadership as the process by which teachers influence colleagues, principals, and other school community members to improve teaching practices and increase student achievement and learning. Teacher leaders lead both within and beyond the classroom, identify with a community of teachers, influence others, and take responsibility for leadership outcomes. Developing teacher leadership can provide benefits like improved student outcomes, building teacher capacity and skills, and sustaining school improvement efforts. However, barriers like top-down school structures and lack of trust between staff can hinder developing teacher leadership.
Teacher Leader Development: A Narrative InquiryLloyd Yeo
This document summarizes a narrative inquiry into the development of senior teachers in two secondary schools in Singapore. It describes the country's teacher development initiatives from 2001-2015. It then provides background on 5 teacher participants and outlines the research design, which involved individual narratives and analysis of patterns in their experiences. Key themes that emerged include the community and systems that supported participants, the tools and rules of the accreditation process, and tensions in navigating various roles and platforms for teacher development. The document concludes by discussing identity formation in learning communities and recommending a more sustainable, social-based approach to senior teacher development.
Zoe Brown's teaching philosophy focuses on facilitating learner-centered and self-directed learning. She believes learning occurs throughout life both formally and informally. As an educator, her role is to guide, support, and coach students. Her goals are to help students build competency, make meaning, and develop a sense of community. She plans to implement her philosophy using methods like scenario-based learning, authentic projects, collaboration, and self-reflection. Brown also outlines a 10-year personal growth plan to continuously improve her teaching skills.
Teacher Leadership: A Starring Role for Teacherscrutherford
The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
The document defines 12 different types of teacher leaders: the learning advocate, believer, transformationalist, synergizer, method master, fully invested owner, present balance keeper, servant, inquisitor, detective, and references the book "Mirror Images: New reflections on teacher leadership" by C. Reason and C. Reason as the source of the definitions. For each type of teacher leader, the definition and key benefits of that leadership style are described.
Teacher leaders can take on 10 key roles in schools: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. Effective teacher leaders exhibit skills like collaboration, facilitation, and lifelong learning. Conditions that promote teacher leadership include a safe environment for risk-taking ideas, administrators who encourage leadership development, and opportunities for teachers to learn leadership skills.
How to develop leadership qualities in a teacher by dr manishankar chakrabortyDr.Manishankar Chakraborty
The document discusses the roles and responsibilities of teacher leaders. It begins by outlining 10 common roles of teacher leaders according to Cindy Harrison and Joellen Killion: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, change catalyst, and learner. The document then examines challenges teacher leaders face in balancing organizational demands with classroom responsibilities. It also reviews several studies on how teacher leaders develop legitimacy within their schools and the support structures needed to avoid burnout. Overall, the document provides an overview of the concepts and skills involved in teacher leadership.
This document outlines a teaching philosophy that emphasizes clear explanations of concepts, worked examples, and homework that challenges students while building on material covered in class. It also stresses enthusiasm, organization, effective communication, engaging presentation styles, and building rapport and interest in individual students. Developing a teaching philosophy statement is recommended to focus one's teaching approach, facilitate dialogue with leaders, and help students understand their role in learning. The statement should be reflective, unique to the individual, and describe how one teaches, assesses effectiveness, and plans to grow as an educator.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
This document outlines the author's educational philosophy. It discusses how the author has wanted to be a teacher their whole life and has chosen to teach math. The author believes the purpose of education is to give back to the world and help students prosper in life. They want to teach students how academic concepts apply to real world situations. The author plans to achieve a bachelor's degree and then a teaching certification. Their philosophy is influenced by essentialism, believing teachers should be moral leaders and confidants for students.
Mary Campbell is a 6th grade teacher seeking to improve her skills and expand her roles. She enrolled in a reading program to learn how to better teach her students. Through her coursework, she developed as a researcher, leader, and practitioner of literacy education. She conducted research on home-school partnerships and implemented a new vocabulary strategy in her classroom. While change was difficult, she grew more confident in applying research and taking on leadership roles to help her students and colleagues. She aims to continue developing as a lifelong learner and literacy leader.
The document provides guidance on developing a teaching and philosophy (T&P) narrative for tenure and promotion applications. It discusses the key elements of the narrative, including describing one's philosophy of teaching and how their teaching is aligned with this philosophy. It also provides suggestions for structuring the narrative and highlights some important considerations like showcasing best work and having others review the narrative. The document then gives examples of teaching philosophies and provides discussion questions and activities to help participants develop their own teaching philosophies.
This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.
This document outlines Claire McGuinness' presentation on conceptualizing the role of teaching librarians. It discusses students' views on the role, defining information literacy, current practices of teaching librarians in Irish higher education, and concepts shaping the future of the field. Key concepts discussed include developing a teacher identity, the need for teacher training and knowledge of pedagogy, reflective practice, understanding different types of students, strategies for collaboration, and the importance of advocacy. The document provides an overview of the current work and discussions around the evolving role of librarians as teachers.
This document provides examples and tips for writing a teaching philosophy statement. It begins with an introduction explaining the purpose of a teaching philosophy statement and why writing one can be challenging. It then provides several examples of teaching philosophy statements from different educators across various disciplines. These examples address topics like teaching approaches, goals for student learning, and integrating technology. The document concludes by emphasizing that there is no single right way to write a statement, but finding an authentic style that reflects one's beliefs and approach is important. The overall goal is to concisely communicate one's values and vision for teaching and student learning.
This document outlines the teaching philosophy of Maryjo R. Liboon. It discusses her beliefs that all children have the ability to learn and deserve a quality education tailored to their individual needs and strengths. She believes teachers should have a personal relationship with each student to understand their unique learning styles and set individual goals. The document also states that teaching and learning are reciprocal processes, where teachers nurture students' talents and students can enlighten teachers in turn, cultivating a relationship of mutual respect.
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
This document outlines 10 roles that teachers can take on as leaders: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. It explains that teacher leaders assume a variety of roles to support school and student success and that many teachers can serve as leaders among their peers in both formal and informal ways.
Philosophy concerning teaching and learning.
The positive teaching is output of clear philosophy.
For any updates please contact @ www.fb.com/nithinkalorth
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
This document provides an overview of key topics related to the teaching profession, including: defining the differences between education and schooling; exploring whether teaching is an art or a science; examining if teaching qualifies as a profession; identifying characteristics of effective teachers and principles of teaching and learning; and discussing professional organizations in education. The overall purpose is to introduce newcomers to the field of teaching.
Teacher Leadership In The Context Of The Teazulemar
This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
4) Building
This document discusses teacher leadership. It defines teacher leadership as the process by which teachers influence colleagues, principals, and other school community members to improve teaching practices and increase student achievement and learning. Teacher leaders lead both within and beyond the classroom, identify with a community of teachers, influence others, and take responsibility for leadership outcomes. Developing teacher leadership can provide benefits like improved student outcomes, building teacher capacity and skills, and sustaining school improvement efforts. However, barriers like top-down school structures and lack of trust between staff can hinder developing teacher leadership.
Teacher Leader Development: A Narrative InquiryLloyd Yeo
This document summarizes a narrative inquiry into the development of senior teachers in two secondary schools in Singapore. It describes the country's teacher development initiatives from 2001-2015. It then provides background on 5 teacher participants and outlines the research design, which involved individual narratives and analysis of patterns in their experiences. Key themes that emerged include the community and systems that supported participants, the tools and rules of the accreditation process, and tensions in navigating various roles and platforms for teacher development. The document concludes by discussing identity formation in learning communities and recommending a more sustainable, social-based approach to senior teacher development.
Zoe Brown's teaching philosophy focuses on facilitating learner-centered and self-directed learning. She believes learning occurs throughout life both formally and informally. As an educator, her role is to guide, support, and coach students. Her goals are to help students build competency, make meaning, and develop a sense of community. She plans to implement her philosophy using methods like scenario-based learning, authentic projects, collaboration, and self-reflection. Brown also outlines a 10-year personal growth plan to continuously improve her teaching skills.
Teacher Leadership: A Starring Role for Teacherscrutherford
The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
The document defines 12 different types of teacher leaders: the learning advocate, believer, transformationalist, synergizer, method master, fully invested owner, present balance keeper, servant, inquisitor, detective, and references the book "Mirror Images: New reflections on teacher leadership" by C. Reason and C. Reason as the source of the definitions. For each type of teacher leader, the definition and key benefits of that leadership style are described.
Teacher leaders can take on 10 key roles in schools: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. Effective teacher leaders exhibit skills like collaboration, facilitation, and lifelong learning. Conditions that promote teacher leadership include a safe environment for risk-taking ideas, administrators who encourage leadership development, and opportunities for teachers to learn leadership skills.
How to develop leadership qualities in a teacher by dr manishankar chakrabortyDr.Manishankar Chakraborty
The document discusses the roles and responsibilities of teacher leaders. It begins by outlining 10 common roles of teacher leaders according to Cindy Harrison and Joellen Killion: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, change catalyst, and learner. The document then examines challenges teacher leaders face in balancing organizational demands with classroom responsibilities. It also reviews several studies on how teacher leaders develop legitimacy within their schools and the support structures needed to avoid burnout. Overall, the document provides an overview of the concepts and skills involved in teacher leadership.
This document outlines a teaching philosophy that emphasizes clear explanations of concepts, worked examples, and homework that challenges students while building on material covered in class. It also stresses enthusiasm, organization, effective communication, engaging presentation styles, and building rapport and interest in individual students. Developing a teaching philosophy statement is recommended to focus one's teaching approach, facilitate dialogue with leaders, and help students understand their role in learning. The statement should be reflective, unique to the individual, and describe how one teaches, assesses effectiveness, and plans to grow as an educator.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
This document outlines the author's educational philosophy. It discusses how the author has wanted to be a teacher their whole life and has chosen to teach math. The author believes the purpose of education is to give back to the world and help students prosper in life. They want to teach students how academic concepts apply to real world situations. The author plans to achieve a bachelor's degree and then a teaching certification. Their philosophy is influenced by essentialism, believing teachers should be moral leaders and confidants for students.
Mary Campbell is a 6th grade teacher seeking to improve her skills and expand her roles. She enrolled in a reading program to learn how to better teach her students. Through her coursework, she developed as a researcher, leader, and practitioner of literacy education. She conducted research on home-school partnerships and implemented a new vocabulary strategy in her classroom. While change was difficult, she grew more confident in applying research and taking on leadership roles to help her students and colleagues. She aims to continue developing as a lifelong learner and literacy leader.
1) The document discusses the importance of a teacher examining past paradigms, social culture, and their own views and biases to create a foundation for good teaching. A teacher must also be able to critique their own beliefs and evolve their personal philosophy to meet student needs.
2) It emphasizes the importance of building relationships with students and facilitating learning through care over focusing solely on educational theories.
3) Throughout their studies, the author has aimed to advance their knowledge as both an educator and historian. They hope to inspire the same love of learning and history in students that they possess.
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The document discusses the author's philosophy of teaching. It begins by describing how becoming a parent changed the author's view of teachers and sparked a desire to improve children's lives through education. The author believes all teaching methods should be utilized, including essentialism, social reconstructionism, and progressivism. The goal is to provide students with strong problem-solving skills to succeed in education and society. Hands-on, experiential learning is emphasized to engage students and help them develop questions.
This document outlines a philosophy of education focused on pragmatism and progressivism. The key points are:
1) Effective teaching requires a student-centered approach where students enjoy learning and their needs are met through group work and experiential learning.
2) The purpose of education is to teach students how to think critically by considering different issues and perspectives, rather than what to think.
3) A supportive learning environment is important, where students receive care, respect, and are able to imitate positive values.
4) Assessments should be fair, promote critical thinking, and use both formal exams and informal observations.
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The document discusses the role of the principal as an instructional leader. While principals were traditionally seen as the main instructional experts, teachers now have more pedagogical knowledge than in the past. The principal's responsibilities have also expanded beyond just instruction. However, principals can still exercise instructional leadership by facilitating teacher collaboration and growth. This can be done by encouraging discussions about student learning, developing curriculum together, observing each other's teaching, and providing feedback through questions that help teachers reflect on their own practices.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Introductie op het Vorkmodel als coachmethodiek. Met een drietal toepassingen. Dankzij het Vorkmodel leiderschap nemen in het gesprek door voortgang te structureren en vragen te stellen die deze voortgangsstructuur volgen. Zie Handboek Ontwikkelingsgericht Coachen. www.ontwikkelingsgericht.org
Self-transforming mind voor organisatieontwikkeling; bijdrage rudy 31 aug 2018Deep Evolvement
Change agents kunnen een bijdrage leveren aan organisatieontwikkeling door bekwamer te worden in hun circle of influence en zelf een ontwikkelingsniveau te bereiken waarin ze met complexiteit kunnen omgaan.
Vandamme coaching for professionals for slideshareDeep Evolvement
This document outlines an integral development-oriented coaching approach using four tracks of progress - goal-oriented project, identity, self-guidance, and greater whole - to structure meaningful conversations. The approach uses developmental dialogue and a triangular seating arrangement to facilitate collaborative issue inquiry. Coaches guide clients by negotiating a coaching frame, engaging in authentic dialogue while structuring issues in a way that helps clients cope with challenges, and using a "fork model" to multi-track conversations across the four progress tracks. The goal is to turn problem solving into more meaningful assistance by placing events in a life narrative and enhancing clients' self-guidance skills.
The Fork model emerged during 20 years of practice as psychotherapist, coach, and teacher. This slideshare shows the true story of its emergence, related with a vision: the Fork model is a revolution in how we organise guidance.
The document presents a relational teaching approach called "Ecologize education" based on ecological thinking. It proposes a 5-level model for how teachers can conceptualize relationships in a learning community. At each level, teachers should communicate and integrate different relationships, including their relationship with the subject matter, students' relationships with it, and external relationships within families, communities, society, and the global context. The goal is for education to be a context where intentional relationships stimulate learning and development for all participants in a holistic, nested system.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. Teacher identity research question: How do teachers construct their identity in order to be happy in their job? What can junior teachers learn from them? Rudy Vandamme (BE) [email_address]
2. Our vision on education development Education development is not a linear process to replace teacher-centered education by student-centered education, but to value all possiblities of the learning context, e.g. to construct education as a context of relationships and a platform for development. NOT student-centered NOT teacher-centered NOT knowledge-centered BUT relationship centered and development centered
3. The Dialogical Self theory, Hubert Hermans I as teacher I as student Self as monolithic
4. The Dialogical Self theory, Hubert Hermans My knowledge My partner My students Students I as transferring knowledge I as in search for recognition I as coach Dialogue Extended Self Books School Dialogical Self Dialogical Self
5. The Dialogical Self theory, Hubert Hermans My knowledge My students My teacher I as exploring worlds I as ambitious I as student I as transferring knowledge I as in search for recognition I as teacher I as creative I as detached from education The interaction between the dialogical self of the teachers and the dialogical self of students
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7. PPR: choosen repertoire INTERNAL I-POSTIONS I as expert I as facilitator I as responsable I as passionated I as structuring I as teacher I as student I as artist I as narrator I as knowledge transfer I as colleague I as role model I as evaluator I as researcher I as developer of knowledge I as I am I as I should be EXTERNAL I-POSITIONS My partner My father My mother My children My students from class 1 My students from class 2 My students from class 3 My sister/brother My colleagues God My best friend Somebody who needs help The world A teacher who is an example for me De schoolleader + 5 EXTRA + 5 EXTRA
12. Some quantitative conclusions: hierarchy 10/12 teachers has strongest activation for I as I am 10/12 teachers indicatie lowest activation I as I have to be in school Low internal: I as student, I as researcher, I as ego High external: students (3 classes) Low internal: world, God Conclusions: 1.Typical for a teacher is to have a strong sense of being present ‘this is me’. They pace themselves in contrast with the school demands. 2.Teachers are very sensitive to connection with students! ‘ their students’. 3.Doing co-creative research with students in placements, and contributing to the content professional community (writing a paper) is rare. 4.Teachers see themselves as translaters of knowledge from academic to professional context and helping their students to find their way through the learning career.
13. Some quantitative conclusions: correlations The half of the sample (6teachers) shows a positive correlation between I as teacher and I as expert, knowledge transmission, rolemodel, evaluator BUT also I as developer of knowledge and not with being a researcher. High correlations between the three classes > Teachers tend to do the same approach in different classes. Only in one case there was a positive correlation between I as teacher and I as artist.
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15. Further research vistas 1.Finding a way defining I positions in a less intepretative way. 2.Reducing external positions, related to the goal under study. 3.Enlarge it to a general mapping of personality. 4.Taking a representative sample so that an individual or smaller sample can be compared with statistical obtained averages. 5.Using the instrument as a starting point or an in between point in a dialogical inquiry. 6.Using the instrument as an educational tool for teachers. SOCIAL ROLES I as teacher in a school I as father of children I as researcher at university PSYCHOSOCIAL POSITIONS I as your teacher I as a fatherlike person I as a researcher in life VALUATIONS Teaching Parenting inquirying Childisch
16. Interview questions Interpreting data: What do you mean by... How are you doing education in classroom? From your biography, what is the psychosocial equivalent of being a teacher? How are you supporting the personal development (18years old) of the students? What challenges do you encounter in your own positioning? How do you develop knowledge through the interaction with students? Dialogues
17. From valuation (SCM) to I-position Transcript interview Valuations Personal Position Repertoire I as
18. Patterns in identity construction 1.Connect preferred I-position to the job. Ex. A teacher’s preferred I position is to have newness in the situation. 2.Add a pedagogical identity position to your repertoire. Ex. King, queen, mother, father, wise. 3.Integrate your wierd personality features into your teaching style. Ex. Being from a lower social class and being rebellious. >> Lessons for juniors !
19. I standing in front prima donna Students My choir School I trying new things I, conductor ? I as teacher I, creative organizer I I, in contact Conflicting preferred I-positions
20. My PhD I am a researcher I like playing I am a creator My students Academic community Professional community I, researching I I, King I, feminine I, child + I am a teacher Academic researcher Knowledge creation as part of higher professional education Neighboring pattern Knowledge products
21. Some qualitative conclusions: composition teacher PV I as teacher - structure, strict ‘they are sponges’ X I as mother - caring, loving ‘I see it all’ X I as passionate - I want them to think for themselves X I as story teller X I as physican - students asking medical questions about themselves X I as coach - listening to individual questions X I as being aware of my pedagogical role - I as role model (‘see, this behavior is possible’) Nurse school, Teacher Physiology, anatomy My students are my sponges I admit I am not developing knowledge; The content doesn’t fit with the idea of co-creation
22. Some qualitative conclusions: composition teacher MdR I as king - man, structure, giving direction X I as going for connection - woman, recognition, X I as Child - creative, playing, visualising ideas X I as producing creative result - integration of intership based data Management, Teacher Human resources I use my student to feed my own creative challenges. Knowledge creation is the core of higher education; integrating internship of students
23. Some qualitative conclusions: composition teacher CR I as structuring - prestructured shedule X I as facilitator - giving materials X I as confronting them - ‘I go into it’, ‘hé what is happening here’, ‘be authentic’ X I as giving space - sitting back I know now better how to arrange education in order to arrive at the learning outcomes Trainer communcation for teachers course Knowledge creation is applied knowledge
24. Some conclusion 1.In general ‘structure’ and ‘connection’ will be present in any teacher’s profile. These positions are mixed in a way that brings together contradictory values of each (educational and humanistic). 2.Senior teachers can be succesful in different ways. Co-creation and knowledge development are not necessary to be a succesful teacher. 3.To be able to co-create knowledge development a teacher needs besides the general educational I positions (structure & connection ) a specific I position of creative knowledge development.
25. Discussion qualitative research 1. Doing only one interview gives as endresult an assesment. It is not enough to obtain data and categorize them. The researcher is out of dialogue. 2. Positions are sometimes explicit, sometimes not at all. It is artificial to speak about ‘I as ...’ if the person has just a feeling of doing something. - ‘Well if you insist, you can call it a position’. 3. I took the perspective of understanding teachers in how to manage the multiplicity of their job. It was difficult to keep in mind the reference of my research question. Is it possible to combine an understanding modus with a testing modus?
26. Further research vistas 1.Feedback the results to the teachers and discuss with them a mapping of there personality profile as teacher. 2.Doing a SCM with the material. 3.Looking for behavioral based patterning of I positions. 4.Starting with a general mapping of the dialogical self with a interview based agreement on the repertoire. 5.Using a developmental perspective to obtain a better inside in internal conflicts. 6.How can we study the open space (in between position) idea in the dialogical self? 7.Using constellation work to understand the relational field between teacher-students-knowledge. 8.How can we study deeper meanings of the presence of the ‘I as student modus’, discussed in literature as the necessary condition to connect with students?