Ed psy 510 2015 class 1
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This document outlines the agenda and topics for an educational leadership course. It includes: 1. An introduction to using data to improve student learning through identifying, analyzing, and applying data to teaching and learning. 2. An overview of the syllabus and assignments for the course, including analyzing a school improvement plan and various leadership projects. 3. A discussion of visual models for understanding data, such as Love's Pyramid and Harvard's Data Wise Cycle, and how assessment fits within the Teacher/Principal Evaluation Program. 4. An activity to explore the role of assessment in high performing schools and selecting characteristics to discuss in small groups.
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Ed psy 510 1st class 2014
This document outlines the topics and activities to be covered in an educational leadership course. It includes:
1) An introduction of course topics like using data to improve student learning, data-based decision making, and visual models of assessment.
2) Icebreaker activities for students to get acquainted with each other, the syllabus, and course expectations.
3) Assignments on vocabulary and articles related to assessment and data-driven decision making.
4) A discussion of the role of assessment and characteristics of high performing schools that incorporate assessment data into improvement efforts.
5) An introduction to Continuous School Improvement Plans and how data is used in that process.
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Chapter 6
This document discusses thought patterns in writing and their importance for readers. There are six common thought patterns: illustration/example, definition, comparison/contrast, cause/effect, classification, and chronological order/process. Recognizing an author's thought pattern helps readers make accurate predictions and better notes. The class will be split into groups, each teaching one thought pattern. Other useful patterns discussed are statement and clarification, summary, addition, and spatial order. Students will write paragraphs using thought patterns and begin a research project.
Chapter 6
The document discusses recognizing an author's thought patterns when reading. There are six common thought patterns: illustration/example, definition, comparison/contrast, cause/effect, classification, and chronological order/process. Recognizing these patterns helps the reader make accurate predictions and better study materials. The document also lists some other useful patterns like statement and clarification, summary, addition, and spatial order. It stresses the importance of using transition words and encourages applying these patterns to writing.
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Finding a good project and dissertation topic is the first step to making good grades in your final task as a student about to graduate. Put in another way, Choosing the perfect topic for your academic research work is very critical to the overall success of the project. Choose the best area of your course you have mastered. What does it mean for project writing to be successful? It means selecting a topic you can write on (Mastered subject matter), finishing it on time, making good grades and graduating when everyone else is graduating (considering the time allotted for completion).
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This document outlines the agenda for a school leadership meeting. The objectives are to:
1) Help participants analyze school data and describe trends
2) Reflect on how their thinking has changed and finalize a school improvement project
3) Set SMART goals to address achievement
Participants will review multiple types of school data, analyze it using a "Five Why" protocol, discuss in small groups, and present draft conclusions and goals to the full group. Homework involves completing the Five Why analysis and preparing a presentation on an improvement plan.
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This document outlines the topics and activities to be covered in an educational leadership course. It includes:
1) An introduction of course topics like using data to improve student learning, data-based decision making, and visual models of assessment.
2) Icebreaker activities for students to get acquainted with each other, the syllabus, and course expectations.
3) Assignments on vocabulary and articles related to assessment and data-driven decision making.
4) A discussion of the role of assessment and characteristics of high performing schools that incorporate assessment data into improvement efforts.
5) An introduction to Continuous School Improvement Plans and how data is used in that process.
Cluster five launching lesson
The document outlines a cluster of 6 lessons that teach strategies for determining importance in texts. The lessons will use charts to code texts and separate facts from opinions. They will also distinguish key details and ideas from interesting but less important information, and contrast the reader's perspective with the author's perspective. The goal is to help students determine what is most important to remember and construct main ideas from supporting details.
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Chapter 6
This document discusses thought patterns in writing and their importance for readers. There are six common thought patterns: illustration/example, definition, comparison/contrast, cause/effect, classification, and chronological order/process. Recognizing an author's thought pattern helps readers make accurate predictions and better notes. The class will be split into groups, each teaching one thought pattern. Other useful patterns discussed are statement and clarification, summary, addition, and spatial order. Students will write paragraphs using thought patterns and begin a research project.
Chapter 6
The document discusses recognizing an author's thought patterns when reading. There are six common thought patterns: illustration/example, definition, comparison/contrast, cause/effect, classification, and chronological order/process. Recognizing these patterns helps the reader make accurate predictions and better study materials. The document also lists some other useful patterns like statement and clarification, summary, addition, and spatial order. It stresses the importance of using transition words and encourages applying these patterns to writing.
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This document summarizes a study on collaborative writing in a 5th grade classroom. The study aims to understand the process of collaborative writing and how it impacts students' attitudes toward writing. It may also examine how writing impacts science learning. Methods included observing instruction on circuits and simulations, a writing attitude survey, student interviews before and after, and having students collaboratively write about designing and building circuits. Preliminary results found the class had a below average attitude toward writing overall, with some students more positive. Student interviews suggested some reluctance to coauthor but saw benefits to learning writing for future jobs. Next steps are to finish data collection and analysis.
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This document outlines the agenda for a school leadership meeting. The objectives are to:
1) Help participants analyze school data and describe trends
2) Reflect on how their thinking has changed and finalize a school improvement project
3) Set SMART goals to address achievement
Participants will review multiple types of school data, analyze it using a "Five Why" protocol, discuss in small groups, and present draft conclusions and goals to the full group. Homework involves completing the Five Why analysis and preparing a presentation on an improvement plan.
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3) An alignment of course assessments to leadership standards including analyzing a school improvement plan and developing a school and parent engagement plan.
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He was the director of centre for Organizational Learning at MIT school of Management and the author of “The Fifth Discipline” in 1990.
In his book he explain about the concept of learning organization.
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This document outlines an agenda for an introduction to action research course. It discusses defining action research and selecting an area of focus. Students are assigned homework to observe their own teaching for a week and write a one-page essay identifying things they have learned. The document also reviews different types of scientific research and introduces key aspects of action research, including what makes a teacher a researcher. Students are provided strategies for working toward a research question and developing their research interest or area of inquiry.
action research.ppt
This document outlines an agenda for an introduction to action research course. It discusses defining action research and selecting an area of focus. It also provides examples of action research reports and their typical components. As homework, students are asked to observe their own teaching for a week and write a 1-page essay identifying things they have learned. Various types of scientific research are also reviewed, and criteria for selecting an action research topic are outlined.
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ENV 101Final Project GuidanceDraft ScaffoldA. INTRODUCTION.docx
ENV 101
Final Project Guidance
Draft Scaffold
A. INTRODUCTION
Why is this topic/question one that you wanted to ask?
Why is it important that we learn more about this topic/question?
My research question(s) is/are…
B. LITERATURE REVIEW:
What do we already know about this topic?
Topic 1:
Topic 2:
Topic 3:
Topic 4:
Topic 5:
C. METHOD
How are you collecting original data/information?
Why is that method the right one for the question you are asking?
Who are your participants?
How do you have access to your participants?
What questions are you asking them? OR In what ways are you modifying a behavior?
D. RESULTS
If you have some results already what are they?
If you don’t have results already, consider your questions or your actions, what do you expect to see?
How do you plan on displaying your results? (This might be a table, if you have multiple participants, it might be a written paragraph for each question that you ask, it might be a log of your behavior modification, day by day)
E. ANALYSIS AND INSIGHTS
What did your literature review tell you in answer to the research question that you asked?
What did your original data collection tell you in answer to your research question?
Did your original data collection support or correspond with what you found in your literature review?
What did you find challenging about you behavior modification, if that is what you did? How did your survey/interview participants struggle with the questions that you asked, if that was your method of data collection?
ENV 101
Introduction to Environmental Science
FINAL PROJECT
The learning objectives for this class are the following:
-understand the basic environmental processes that shape the natural world around them.
-evaluate the reciprocal relationship between human and environmental systems.
-consider environmental problems from both a global and a local perspective.
-understand the impact of human decisions on the natural environment (both positive and negative).
-understand some of the ways in which scientists gather information, as well as, analyze and communicate their findings.
Everything we did in class was aimed at improved your understanding and skill related to these learning objectives. I don’t want you all to leave as scientists, but I want you to be able to navigate scientific information related to environmental issues with some understanding and ability to take it apart and use it to make well-informed decisions.
The final project is designed to give you the opportunity to reflect the improvement in your understanding and skill and to consider your relationship to the environment. For this project, you will select a behavior that you engage in, that has an impact on the environment. This behavior will be the foundation of a research question that investigate and use to inform your perspective on this particular environmental beha ...
2015 ed psy 510 #11
This document summarizes an Ed Psy 510 class session. It discusses sharing of understandings from readings in small groups, presentations of visual models of data usage, and upcoming assignments. The assignments include analyzing a CSIP plan, sharing examples from school settings relating to readings, presenting a school data culture plan, creating an assessment leadership calendar, and compiling an assessment portfolio.
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2015 ed psy 510 #10
This document outlines the agenda and assignments for Ed Psy 510 Session Ten. It includes a discussion of CSIP analysis in small groups and a review of visual models like Love's Pyramid and Harvard's Data Wise Cycle. Upcoming assignments are presented, including a School Data Culture Plan focusing on PLCs, social justice, and the principal's role in culture. An Assessment Leadership Plan with calendar is also assigned. The session concludes with reflections in an online blog and Dropbox on integrating course content into practice.
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This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
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This document outlines techniques for using student voices and data-driven decision making to improve schools. It discusses Photolanguage, an innovative process using black and white photos to stimulate reflection. Data-in-a-Day is also introduced, which involves collecting data from multiple stakeholders over the course of a day to facilitate dialogue about improvement strategies. Guidelines are provided for analyzing data to identify themes, determine program effectiveness, and guide decisions. The goal is for evaluators and schools to work collaboratively to understand challenges and make ongoing improvements based on consensus.
Read 4534 001 March 23, 2010
This document provides guidance and deadlines for students completing a literature review paper. It outlines the next steps which are to complete a peer review, revise the paper based on feedback, and meet with the writing center by March 30th. It then provides tips for the literature review section, referencing style, and organization of the paper. The document concludes by assigning students to peer review groups and having them discuss their paper revisions and questions.
Action Research for the Reflective Teacher
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
Nanaimo PQT Session 2
- The document outlines an overview for a 6-session teacher inquiry program focused on improving teaching practices through asking questions, collecting data, and engaging in collaborative discussions.
- Key aspects of the program include creating an inquiry question and action plan, using various data collection methods like interviews and observations, and analyzing data to inform future teaching.
- Guidelines are provided for structuring productive professional conversations and ensuring ethical research practices in the classroom.
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1) The document summarizes an Ed Psy 510 session that included a debrief on data and sharing of school data culture plans.
2) Students were to present plans for using data to promote a positive learning environment focusing on professional learning communities, social justice, and the principal's role.
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This document summarizes an Ed Psy 510 session that included welcoming a guest principal, sharing books in a science fair style, discussing readings in small groups, reviewing visual models of educational concepts, and assignments to comment on a class blog and review work in a Dropbox. Students were also introduced to several online tools for summative educational data.
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This document summarizes an Ed Psy 510 session on using data to meet student needs. It includes:
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2) Small group discussions using visual models like Love's Pyramid and Harvard's Data Wise Cycle to analyze a reading on using data.
3) An assignment for participants to comment on a class blog post and provide feedback on assignments submitted to Dropbox.
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2015 ed psy 510 #7
Dr. Patrick Murphy presented on his philosophy of assessment sharing. Participants broke into groups of 4 to share their assessment philosophies, including what they will adhere to, their beliefs about data usage, and non-negotiables. The session also covered online summative data sources and visual models of assessment, including Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures. Participants were instructed to comment on the class post in Dropbox and reply to 2-3 other comments, and to discuss the reading in groups of 4, citing examples and questions.
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2015 ed psy 510 #5
The document summarizes an Ed Psy 510 session discussing assessment models, sharing in small groups, and assigning a philosophy of assessment paper. Kathy Ehman presented on school and district improvement planning requirements. Visual models of assessment were shown including Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures. Students were asked to discuss readings in small groups and submit a philosophy of assessment paper by October 8th outlining their beliefs and how assessment fits with TPEP, CCSS, and student growth. The session concluded with discussing reflections on learning in an online blog and comments.
2015 ed psy 510 #4
1) Students participated in data book exchanges and group discussions about assigned readings from chapters 1 and 2. They also reviewed Washington state law WAC 180-16-220 regarding school improvement plans.
2) Students presented in groups of 4 about interviews they conducted with principals regarding their school improvement planning processes. They discussed highlights and lessons learned from the principal interviews.
3) Models of school improvement planning like Love's Pyramid, Harvard's Data Wise Cycle, and Bernhardt's Multiple Measures were introduced.
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Ed psy 510 2015 class 1
- 1. WSU P Ed Psy 510 Dr. Glenn E. Malone
- 2. This Semester How do I identify, analyze and apply data to improve student learning? What specific ways can I use data to improve teaching and learning? When and how do I use data-based decision making?
- 3. TONIGHT 3 Truths and a Lie Syllabus Review Jigsaw Pick 6 Assignment The Role of Assessment Visual Models CSIP
- 4. Getting Acquainted w/Each Other (3 Truths & a lie) w/The Syllabus (Jigsaw) w/Our Program
- 5. Alignment Standard Course Assessment 1. Visionary Leadership EdPsy 510 Assessment (Malone, Fall 15) Analyzing School Improvement Plan 2. Instructional Leadership EDAD 516 Supervision (Baxter, Fall 16) Paper on Principal as Instructional Leader 3. Resource Management EDAD 585 Finance (Yeomans, Spring 16) Research Paper & Presentation 4. Inclusive Practice EDAD 583 Community (Eveskcige, Spring 17) School & Parent Engagement Plan 5. Ethical Leadership EDAD 589 Leadership (Knight, Fall 15) Leadership Case Study 6. Understanding Political, Social & Cultural Context EDAD 588 School Law (Sweeting, Spring 16) Policy Case Analysis EDAD 590 Internship (Fall 16, Spring 17) Portfolio (Collection of Evidence)
- 6. Testing Miss Malarkey Walk & Talk ~The Moral of the Story
- 8. Article Assignments Holcomb (2013) Love (2009) Love (2004) Boudett & City (2010) Bernhardt (1998) Bambrick-Santoyo (2010) Frey& Schmitt (2007) Mooney & Mausbach (2008) Reeves (1998) Popham (2014) Tomlinson (2014) Pick 6
- 9. Love to Read
- 10. Visual Models • Love’s Pyramid • Harvard’s Data Wise Cycle • Bernhardt’s Multiple Measures
- 11. Visual Models • Love’s Pyramid • Harvard’s Data Wise Cycle • Bernhardt’s Multiple Measures
- 12. Visual Models
- 13. Visual Models
- 15. The Role of Assessment 1) Read the Characteristics 2) Write down 3 thoughts (each on a separate piece of paper) you have about the role of assessment through the lens of High Performing Schools, Crumple each paper into a ball. 3) When you hear Dr. Malone yell SNOWBALL FIGHT you may begin to pummel your classmates with your snow balls and return fire with those they throw at you until you hear CEASEFIRE. 4) Pick up all the snowballs near you until the floor is clean and group in triads for discussion. 5) In your triad discuss each statement in your group and select 3 statements that resonate with your group to share with the whole class. Snowball Fight: 9 Characteristic of High Performing Schools
- 16. Where does Assessment fit w/ TPEP?
- 17. Intro to CSIP • SIP Process • Components • Data Used
- 19. Interview w/ Admin • SIP/DIP Interview • Develop Key Questions • Present Findings 9/17
- 21. Next week • Next Class 9/3 • Post a Reflection on our Class Blog & Comment on another's • Bring District Vision/Mission • Read 6 Articles ~ Write 6 Reflections • Read Bernhardt Ch 1 & Ch 2 • Begin to Write your Interview Q’s
- 22. Keep your eye on the Target
- 24. This is Going to be Very Rewarding
Editor's Notes
- Teachers and principals are mutually responsible for most elements of the work of teaching and learning. Principals are alone in being charged with closing the achievement gap and managing resources.