The document appears to be notes from an education leadership course at Washington State University's Puyallup campus. It includes information about the course instructor, calendar changes, readings and assignments, and notes from class sessions. The class focuses on leadership and supervision of instruction, with an emphasis on culturally responsive teaching and transformative professional learning through student shadowing projects.
This document provides guidance on instructional supervision skills for principal preparation. It discusses the mission of focusing on eliminating achievement gaps. Equity is a key principle of the work. Foundational ideas include improving practice through open analysis and reciprocal accountability. The document outlines a process for observing teachers, having strength-based conversations, and asking questions to understand a teacher's decision-making regarding evidence of student learning.
This document appears to be notes from a course on educational leadership taken place at Washington State University's Puyallup campus in fall 2015. It includes the course details, assignments, readings and discussion topics. The instructor is Ailene Baxter, Director of Human Resources for Puyallup School District. Some of the key topics discussed include leadership and supervision of instruction, traditional vs dynamic schools, culturally responsive teaching, transformative professional learning, and setting up an inquiry question for shadowing experiences. Students are asked to discuss readings from Glickman, Fullan and Ginsberg and reflect on framing an inquiry focus related to their work.
This document outlines an education leadership course at Washington State University's Puyallup campus for the fall 2015 semester. It includes the course director's contact information and calendar details, as well as assignments and readings from course literature on leadership, supervision, and instruction. Discussion topics focus on culturally responsive teaching, intrinsic motivation, and transformative professional learning. The document provides an overview of the course through its various session plans and assigned readings.
This document outlines an EDAD 516 course at Washington State University's Puyallup campus in fall 2015. It includes the course director Ailene Baxter's credentials and contact information, as well as an agenda for each class covering topics like leadership, supervision, culturally responsive teaching, and book study protocols. Assignments include reflective writing prompts and discussions of assigned readings from Glickman and Fullan focusing on traditional versus dynamic schools and the right drivers of educational change. The goal is to help students develop as teacher leaders through exploring these concepts.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing project. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their knowledge around supporting student success and whole-system reform.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing project. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their perspectives on education leadership.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014, taught by Ailene M. Baxter. The course will focus on leadership and supervision of instruction, using a theoretical framework based on clinical supervision models. Students will explore culturally responsive teaching and how to create learning environments that motivate all students. A key assignment involves shadowing a student to learn about their school experience and identify ways to improve instruction and support. The goal is to develop skills for building a democratic and equitable educational system.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, the motivational framework for teaching, and shadowing a student. Students will develop a plan to shadow a student and write a reflection on their experience. The course will also discuss creating dynamic school environments through shared leadership, professional development, and inquiry-based learning.
This document provides guidance on instructional supervision skills for principal preparation. It discusses the mission of focusing on eliminating achievement gaps. Equity is a key principle of the work. Foundational ideas include improving practice through open analysis and reciprocal accountability. The document outlines a process for observing teachers, having strength-based conversations, and asking questions to understand a teacher's decision-making regarding evidence of student learning.
This document appears to be notes from a course on educational leadership taken place at Washington State University's Puyallup campus in fall 2015. It includes the course details, assignments, readings and discussion topics. The instructor is Ailene Baxter, Director of Human Resources for Puyallup School District. Some of the key topics discussed include leadership and supervision of instruction, traditional vs dynamic schools, culturally responsive teaching, transformative professional learning, and setting up an inquiry question for shadowing experiences. Students are asked to discuss readings from Glickman, Fullan and Ginsberg and reflect on framing an inquiry focus related to their work.
This document outlines an education leadership course at Washington State University's Puyallup campus for the fall 2015 semester. It includes the course director's contact information and calendar details, as well as assignments and readings from course literature on leadership, supervision, and instruction. Discussion topics focus on culturally responsive teaching, intrinsic motivation, and transformative professional learning. The document provides an overview of the course through its various session plans and assigned readings.
This document outlines an EDAD 516 course at Washington State University's Puyallup campus in fall 2015. It includes the course director Ailene Baxter's credentials and contact information, as well as an agenda for each class covering topics like leadership, supervision, culturally responsive teaching, and book study protocols. Assignments include reflective writing prompts and discussions of assigned readings from Glickman and Fullan focusing on traditional versus dynamic schools and the right drivers of educational change. The goal is to help students develop as teacher leaders through exploring these concepts.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing project. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their knowledge around supporting student success and whole-system reform.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing project. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their perspectives on education leadership.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014, taught by Ailene M. Baxter. The course will focus on leadership and supervision of instruction, using a theoretical framework based on clinical supervision models. Students will explore culturally responsive teaching and how to create learning environments that motivate all students. A key assignment involves shadowing a student to learn about their school experience and identify ways to improve instruction and support. The goal is to develop skills for building a democratic and equitable educational system.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, the motivational framework for teaching, and shadowing a student. Students will develop a plan to shadow a student and write a reflection on their experience. The course will also discuss creating dynamic school environments through shared leadership, professional development, and inquiry-based learning.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing experience. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their perspectives on education leadership.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014, taught by Ailene M. Baxter. The course will focus on leadership and supervision of instruction, using a theoretical framework based on clinical supervision models. Students will explore culturally responsive teaching and how to create learning environments that motivate all students. A key assignment involves shadowing a student to learn about their school experience and identify ways to improve instruction and support. The goal is to develop skills for building a democratic and equitable educational system.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
The document discusses strategies for promoting intrinsic motivation in students based on self-determination theory and achievement goal theory. It analyzes a scenario where students lack motivation in class. According to the theories, amotivation can be caused by low perceived competence, nonrelevance of tasks, and lack of autonomy. The document recommends autonomy-supportive teaching strategies like identifying students' needs, giving positive feedback, acknowledging emotions, encouraging participation, and giving choices to fulfill psychological needs and promote mastery goals. It suggests designing meaningful tasks, authority-sharing, and formative evaluation to create a mastery-oriented classroom.
This document provides 10 motivational strategies for teachers to motivate students. It includes strategies such as developing personal relationships with students, creating a pleasant learning environment, setting goals, providing opportunities for success, and using rewards sparingly. It also includes motivational quotes and guidelines for using the presentation material.
This document is a reflection from a student on their first month in an leadership development program. Some key points:
1) The student had preconceptions about how the class would be taught that did not align with the actual experience.
2) Through discussions with peers, the student realized the limitations of their own perspective and that there are multiple valid approaches to leadership.
3) Listening to classmates helped the student feel like they had more to learn but also gained wisdom from the experiences of others.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Tips and Pointers for Successful Future Teachers jrkguitar
This document provides tips for future teachers, including how to meet the needs of diverse students. It discusses Bloom's taxonomy and its revision, differentiation strategies like flexible grouping and tiered lessons. It also offers advice for student teaching, interviews, and maintaining professionalism. Teachers are encouraged to go above and beyond, never share personal information, and contact the author for additional support.
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
The document provides tips and guidance for future teachers. It discusses Bloom's Taxonomy and its revision in 2001, with key verbs associated with each category. It also outlines strategies for meeting the needs of all students, such as differentiation, flexible grouping, and questioning techniques. Lastly, it provides advice for student teaching, interviews, communicating with parents, and maintaining professionalism.
Maarten Vansteenkiste, professor at UGent Belgium and international expert on Self-Determination, visited TU/e on 11 March 2016 to talk about increasing students’ motivation. The interactive lecture was attended by some 50 participants, many of them lecturers.
Vansteenkiste provided practical tips in an interactive lecture and explained that interaction with students, the learning activities and assessments, and the choices given to students are very important. Jan Vleeshouwer, lecturer and study counsellor at electrical engineering, was inspired by the workshop: “What caught me most, was the fact that when I shape a course in a way that stimulates students’ intrinsic motivation, I stimulate my own motivation (as a teacher) just as well. So the next time I find myself busy with a tedious teaching chore, I have much more reason to change that”.
UTPL The importance of student motivationUTPL UTPL
Motivation is one of the most important factors for success in learning a new language. There are two main types of motivation - intrinsic motivation, which comes from enjoying an activity itself, and extrinsic motivation, which comes from external rewards. Teachers can help motivate students by finding creative ways to teach that awaken students' interest, using appropriate materials, and creating a supportive learning environment where students feel valued.
The document discusses the debate around whether homework increases student achievement. It provides background on student performance in the US and explores different perspectives on the advantages and disadvantages of homework presented in various studies. The author aims to determine through an action research project at their high school whether giving homework to one class but not the other impacts student assessment results. The methodology section outlines plans to collect data from grades and student surveys.
CMC3-South Fall Conference Rules of Engagement Oct 2014Fred Feldon
This document summarizes a presentation about engaging students in math classes through interactive learning. It discusses moving away from traditional lecturing toward having students do more work during class like collaborating, explaining concepts, and receiving immediate feedback. The presentation provides tips for facilitating student-led work and coaching students rather than direct teaching. It addresses common concerns from instructors about implementing these strategies and emphasizes that the teacher's role is to create an environment where students can learn on their own with appropriate resources and support.
Powerpoint- summary of inquiry based teaching/finkeldawndeming
This document outlines suggested practices for effective teaching based on educational research and theories of learning. It discusses creating circumstances that lead to significant learning through joining with students, engaging their motivation to learn, and helping them integrate new knowledge with their experiences. The document provides questions to help teachers reflect on their own significant learning experiences and what factors were most influential. It also gives prompts for teachers to think about how to establish a safe environment, facilitate rigorous thinking, and ensure students are actively learning. Overall, the document advocates applying principles of brain-based learning and establishing a classroom that motivates students and allows them to make meaningful connections in their own learning.
Androgogy final ppt Human Resource Management Babasab Patil
The document discusses various theories of learning including pedagogy, andragogy, behaviorism, cognitivism, and cognitive dissonance theory. Pedagogy refers to teaching children and is teacher-focused, while andragogy refers to teaching adults and emphasizes that adult learners are self-directed, draw on life experiences, and are problem-centered. Behaviorism views learning as stimulus-response and conditioning, while cognitivism sees it as acquiring and organizing symbols or concepts. Cognitive dissonance theory proposes that people seek to reduce inconsistencies between their attitudes, beliefs and behaviors. The document also outlines Malcolm Knowles' assumptions of andragogy, including that adults are autonomous, experience-oriented, goal
The document discusses creating intrinsic motivation through fun in English as a Foreign Language (EFL) classrooms. It includes a literature review discussing how students prefer teachers who make learning fun. The literature review also examines different types of fun in digital games and how intrinsic motivation relates to language learning strategies and achievement. A fishbone diagram and matrix diagram analyze the main and root causes of low motivation. Interviews with teachers and academics suggest making lessons enjoyable through engaging activities, humor, and balance. A student questionnaire finds that the majority look forward to English class and learn more when lessons are enjoyable.
This document outlines the course details and schedule for EDAD 516 WSU-Puyallup Fall 2015, a class on leadership and supervision of instruction. The course will be taught by Ailene Baxter, Director of Human Resources for Puyallup School District. It will cover topics like leadership frameworks, culturally responsive teaching, and intrinsic motivation. Students will complete a book study in small groups and give a short presentation on a chapter. The document provides the learning objectives, assignments, and expected outcomes for the course. It also notes some changes to the scheduled calendar.
This document appears to be notes from a course on educational leadership taken place at Washington State University's Puyallup campus in fall 2015. It includes the course title and instructor information, learning objectives, assignments, reading materials, discussion prompts, and notes on class sessions. The document outlines the course content, assignments, expectations and calendar for the semester-long class.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It lists the instructor, Ailene M. Baxter, as the director of human resources for the Puyallup school district. The syllabus covers norms, goals, assessments, assignments and expectations for the course. It discusses theories of supervision, culturally responsive teaching, intrinsic motivation, and transformative professional development. The final thoughts quote Merlin emphasizing that learning is the one thing that can never be exhausted or regretted.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It is taught by Ailene M. Baxter, who is the Director of Human Resources for the Puyallup School District. The course will cover topics related to leadership, supervision of instruction, culturally responsive teaching, adult learning theories, and doing a student shadowing experience. Students will explore creating motivating learning environments and moving schools from a traditional model to a more dynamic one. The goals are to help students develop their perspectives on education leadership.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014, taught by Ailene M. Baxter. The course will focus on leadership and supervision of instruction, using a theoretical framework based on clinical supervision models. Students will explore culturally responsive teaching and how to create learning environments that motivate all students. A key assignment involves shadowing a student to learn about their school experience and identify ways to improve instruction and support. The goal is to develop skills for building a democratic and equitable educational system.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
The document discusses strategies for promoting intrinsic motivation in students based on self-determination theory and achievement goal theory. It analyzes a scenario where students lack motivation in class. According to the theories, amotivation can be caused by low perceived competence, nonrelevance of tasks, and lack of autonomy. The document recommends autonomy-supportive teaching strategies like identifying students' needs, giving positive feedback, acknowledging emotions, encouraging participation, and giving choices to fulfill psychological needs and promote mastery goals. It suggests designing meaningful tasks, authority-sharing, and formative evaluation to create a mastery-oriented classroom.
This document provides 10 motivational strategies for teachers to motivate students. It includes strategies such as developing personal relationships with students, creating a pleasant learning environment, setting goals, providing opportunities for success, and using rewards sparingly. It also includes motivational quotes and guidelines for using the presentation material.
This document is a reflection from a student on their first month in an leadership development program. Some key points:
1) The student had preconceptions about how the class would be taught that did not align with the actual experience.
2) Through discussions with peers, the student realized the limitations of their own perspective and that there are multiple valid approaches to leadership.
3) Listening to classmates helped the student feel like they had more to learn but also gained wisdom from the experiences of others.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Tips and Pointers for Successful Future Teachers jrkguitar
This document provides tips for future teachers, including how to meet the needs of diverse students. It discusses Bloom's taxonomy and its revision, differentiation strategies like flexible grouping and tiered lessons. It also offers advice for student teaching, interviews, and maintaining professionalism. Teachers are encouraged to go above and beyond, never share personal information, and contact the author for additional support.
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
The document provides tips and guidance for future teachers. It discusses Bloom's Taxonomy and its revision in 2001, with key verbs associated with each category. It also outlines strategies for meeting the needs of all students, such as differentiation, flexible grouping, and questioning techniques. Lastly, it provides advice for student teaching, interviews, communicating with parents, and maintaining professionalism.
Maarten Vansteenkiste, professor at UGent Belgium and international expert on Self-Determination, visited TU/e on 11 March 2016 to talk about increasing students’ motivation. The interactive lecture was attended by some 50 participants, many of them lecturers.
Vansteenkiste provided practical tips in an interactive lecture and explained that interaction with students, the learning activities and assessments, and the choices given to students are very important. Jan Vleeshouwer, lecturer and study counsellor at electrical engineering, was inspired by the workshop: “What caught me most, was the fact that when I shape a course in a way that stimulates students’ intrinsic motivation, I stimulate my own motivation (as a teacher) just as well. So the next time I find myself busy with a tedious teaching chore, I have much more reason to change that”.
UTPL The importance of student motivationUTPL UTPL
Motivation is one of the most important factors for success in learning a new language. There are two main types of motivation - intrinsic motivation, which comes from enjoying an activity itself, and extrinsic motivation, which comes from external rewards. Teachers can help motivate students by finding creative ways to teach that awaken students' interest, using appropriate materials, and creating a supportive learning environment where students feel valued.
The document discusses the debate around whether homework increases student achievement. It provides background on student performance in the US and explores different perspectives on the advantages and disadvantages of homework presented in various studies. The author aims to determine through an action research project at their high school whether giving homework to one class but not the other impacts student assessment results. The methodology section outlines plans to collect data from grades and student surveys.
CMC3-South Fall Conference Rules of Engagement Oct 2014Fred Feldon
This document summarizes a presentation about engaging students in math classes through interactive learning. It discusses moving away from traditional lecturing toward having students do more work during class like collaborating, explaining concepts, and receiving immediate feedback. The presentation provides tips for facilitating student-led work and coaching students rather than direct teaching. It addresses common concerns from instructors about implementing these strategies and emphasizes that the teacher's role is to create an environment where students can learn on their own with appropriate resources and support.
Powerpoint- summary of inquiry based teaching/finkeldawndeming
This document outlines suggested practices for effective teaching based on educational research and theories of learning. It discusses creating circumstances that lead to significant learning through joining with students, engaging their motivation to learn, and helping them integrate new knowledge with their experiences. The document provides questions to help teachers reflect on their own significant learning experiences and what factors were most influential. It also gives prompts for teachers to think about how to establish a safe environment, facilitate rigorous thinking, and ensure students are actively learning. Overall, the document advocates applying principles of brain-based learning and establishing a classroom that motivates students and allows them to make meaningful connections in their own learning.
Androgogy final ppt Human Resource Management Babasab Patil
The document discusses various theories of learning including pedagogy, andragogy, behaviorism, cognitivism, and cognitive dissonance theory. Pedagogy refers to teaching children and is teacher-focused, while andragogy refers to teaching adults and emphasizes that adult learners are self-directed, draw on life experiences, and are problem-centered. Behaviorism views learning as stimulus-response and conditioning, while cognitivism sees it as acquiring and organizing symbols or concepts. Cognitive dissonance theory proposes that people seek to reduce inconsistencies between their attitudes, beliefs and behaviors. The document also outlines Malcolm Knowles' assumptions of andragogy, including that adults are autonomous, experience-oriented, goal
The document discusses creating intrinsic motivation through fun in English as a Foreign Language (EFL) classrooms. It includes a literature review discussing how students prefer teachers who make learning fun. The literature review also examines different types of fun in digital games and how intrinsic motivation relates to language learning strategies and achievement. A fishbone diagram and matrix diagram analyze the main and root causes of low motivation. Interviews with teachers and academics suggest making lessons enjoyable through engaging activities, humor, and balance. A student questionnaire finds that the majority look forward to English class and learn more when lessons are enjoyable.
This document outlines the course details and schedule for EDAD 516 WSU-Puyallup Fall 2015, a class on leadership and supervision of instruction. The course will be taught by Ailene Baxter, Director of Human Resources for Puyallup School District. It will cover topics like leadership frameworks, culturally responsive teaching, and intrinsic motivation. Students will complete a book study in small groups and give a short presentation on a chapter. The document provides the learning objectives, assignments, and expected outcomes for the course. It also notes some changes to the scheduled calendar.
This document appears to be notes from a course on educational leadership taken place at Washington State University's Puyallup campus in fall 2015. It includes the course title and instructor information, learning objectives, assignments, reading materials, discussion prompts, and notes on class sessions. The document outlines the course content, assignments, expectations and calendar for the semester-long class.
This document outlines the syllabus for an EDAD 516 course at Washington State University's Puyallup campus in fall 2014. It lists the instructor, Ailene M. Baxter, as the director of human resources for the Puyallup school district. The syllabus covers norms, goals, assessments, assignments and expectations for the course. It discusses theories of supervision, culturally responsive teaching, intrinsic motivation, and transformative professional development. The final thoughts quote Merlin emphasizing that learning is the one thing that can never be exhausted or regretted.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
WSU-Puyallup EdAd 516 September 25 Class Notesailenebaxter
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University Puyallup Campus in fall 2014. It includes:
- Contact information for the course director, Ailene M. Baxter
- Topics that will be covered like leadership, supervision of instruction, culturally responsive teaching
- Course objectives, assignments, expectations
- Readings from authors like Glickman and Ginsberg on related subjects
- Details about assignments like shadowing a student and reflecting on educational beliefs
The syllabus outlines the essential information students need about the course, including the educational frameworks and theories that will be examined related to leadership, adult learning, and culturally responsive
This document describes Success at the Core, an online professional development toolkit that provides resources to help school leadership teams and teachers improve instruction and student outcomes. It includes modules on topics like using data effectively and defining quality instruction. Teachers can access classroom strategies and videos demonstrating best practices. The goal is to equip educators with practical tools that can be adapted to their unique contexts.
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. pleshantayjewison
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. please be sure there are 8 peer responses.. each set has their own instructions
Guided Response:
Respond to at least two of your peers. In responses, provide feedback on how peers’ key skills and qualifications will help get the job to which they are applying. Additionally, provide at least one suggestion on how your peers might emphasize their relevant skills to ensure that they are called in for an interview.
BRANDI’S POST:
Program of study
Bachelor of Arts Degree in Early Childhood Education
The position for which you are applying
Elementary School Teacher
How your field of study has prepared you for this position
My field of study has prepared me to be a teacher by teaching me the necessary skills for educating children. Through the courses that I have taken through this program of study, I have acquired the skills for curriculum planning, inclusion, and collaboration with parents and staff members
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter
I volunteered in a second-grade classroom in 2001, while I was in high school, as a teacher’s assistant that gave me great insight into the workings of a classroom environment. This allowed me to see a teacher in action throughout an instructional day and give me the experience of working with children.
MAXINE’S POST:
Program of study:
Bachelors of Arts in Education
The position for which you are applying
Special Education School Teacher
How your field of study has prepared you for this position:
In my field yes and no. Yes because I have learned so much in correct terminology and what our children need in a teacher. No because as a teacher I now Know that I will always be learning new ways to understand our students.
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter:
As I moved to Texas I was able to see how families are everything. I was involved in all 3 of my children's learning and afterschool activities as a cares volunteer, substitute teacher, coach or team mom. Being able to see what the teachers are all about helped me to understand as a parent what I needed to do to help my children at home. Now that I am proceeding in the teaching field I learned so many techniques and values from other teachers and coaches.
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
BRANDON’S POST:
·
Explain at least five elements of critical thinking that you found in the reading material
.
Like I stated in week 1, “Whether you realize it, or not critical thinking is involved in every decision made throug ...
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
Venessa Williams is seeking a career in social work and included her resume, personal statement, and reflections on her education and skills gained from her psychology degree. She currently works as an education coordinator and hopes to attend graduate school to become a behavioral specialist consultant. Her resume outlines her work and education history in human services and psychology. In her reflections, she discusses learning critical thinking, research methods, communication skills, and gaining knowledge of psychology that will help her in social work.
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire classuniversity of phoenix
The document discusses assignments for an education course focusing on media influence and adolescent development:
1. Students will study media messages targeted at early adolescents and identify a particular theme to present on. This may include themes like beauty, fitness, aggression, sexuality or commitment.
2. For the presentation, students will discuss the influence of media messages on adolescent development, which developmental theories explain this influence, and potential ethical issues around media targeting adolescents.
3. Additional assignments include expanding a middle school design, observing and interviewing a teacher to discuss developmental theory, and creating an activity to demonstrate applying a developmental theory.
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full classuniversity of phoenix
This document outlines assignments for an education course focusing on media influence on adolescents. Students are asked to:
1) Conduct a study of media targeting early adolescents including commercials, magazines, movies and music.
2) Identify a particular media message theme such as beauty, fitness or aggression.
3) Present findings on the influence of these messages on adolescent development and potential ethical issues in media targeting adolescents. They are also asked to consider how to address negative influences in the classroom.
Students who are successful have more than just academic knowledge. They have certain habits of mind that allow them to manage stress, build endurance and handle academic and emotional set-backs.
Learn six habits of mind that can be targeted for improvement and have a significant impact on student success, and explore classroom strategies to bring each one to life:
Persisting towards solutions
Working with precision
Asking questions
Working with others
Making connections
Monitoring progress and embracing learning
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RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Edad 516 2015
1. Washington State University
Puyallup Campus
Fall Semester 2015
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
2. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
3. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
1. What’s one thing interesting you read or saw
(related to your work) in the last few weeks
that left an impression on you?
2. At first glance what’s one thing a principal or
supervisor might not know about your school
or classroom?
3. What’s one thing you hope to learn in the
next 12 weeks?
4. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
What do you know and or believe
about leadership and the supervision
of instruction?
5. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Norms
Goals, Outcomes, and Assessments
Purpose
WCEAP Common Performance Task Guide:
Standards 2A and 2B
Course Objectives
Course Assignments
Expectations for completion/grading
6. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Calendar changes:
September 9-No class opening of school
September 30-need to move to T or Th
October 7-Trade for Ginsberg Inservice on 10/9
November 11-Veterans Day observed. Trade for
Olympia visit 11/12
November 26-No class, Thanksgiving holiday
7. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
8. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Theoretical framework
Broader look at supervision
Built on a clinical model
9. SuperVision: A New Name for a New Paradigm
Supervision and Moral Purpose
”Democratic Spirit” (p. 13)
Prerequisites: (Figure 1.2)
Knowledge
Interpersonal skills
Technical skills
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
10. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Foundation in intrinsic
motivation
Cultural relevancy
Grounded in inquiry-based
practices
11. Who gets left behind?
Interrupting deficit thinking about student potential
“All children ARE learners”
Culturally responsive teaching
Culturally responsive teaching through the lens of intrinsic motivation
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
12. Culture and motivation are inseparable influences on learning
Motivated teachers tend to have motivated students
Transformative learning: learning experiences that can change beliefs
and perspectives of educators
Language choice not only represents how we think, it influences how
we think and act.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
13. Glickman (p.13) states,” Educators are the primary stewards of the
democratic spirit. The total of our efforts is far greater than the
particulars of our job.”
Ginsberg reminds us that motivated teachers have motivated learners
and that the whole activity of education is ethical and political in
nature (p.5).
What type of society do we desire?
What type of educational environment should supervision promote in order to
move us toward the society we desire?
Q: As a teacher and emerging leader, what are your core values?
(2 minute elevator speech)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
14. Book Study Protocol (244)
Groups of 4
Everyone reads the introduction
Identify a chapter to examine from 3-6
Read your designated chapter, peruse the headings. Find a procedure that is
relevant to you. Read this section twice: first for your general understanding and
second to apply an idea to your own work.
Develop a 10 minute presentation for your small group that
Provides an introduction
Lists topics that caught your attention
Involves your group in deeply examining one procedure or topic that appears to be
particularly relevant or interesting.
Allow time for comment or feedback
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
15. “The best thing about being sad,” replied Merlin, beginning
to puff and blow, is to learn something. That is the only
thing that never fails. You may grow old and trembling in
your anatomies, you may lie awake at night listening to the
disorder in your veins, you may miss your only love, you
may see the world devastated by evil lunatics, or know
your honor trampled in the sewers of baser minds. There is
only one thing for it then-to learn. Learn why the world
wags and what wags it. That is the only thing which the
mind can never exhaust, never alienate, never be tortured
by, never fear or distrust, and never dream of regretting.
Learning is the thing for you.”
T.H. White (1996)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
FINAL THOUGHTS:
16. In recognizing the humanity of
our fellow beings, we pay
ourselves the highest tribute.
Thurgood Marshall
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
SEPTEMBER 2, 2015:
17. The best of blogs, print,
media…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
OPENING
18. With an elbow partner:
• Briefly review the responses to last
week’s prompt
• Discuss major ideas and themes that
emerged…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
From last weeks reflective prompt:
19. This I Believe…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
From last weeks reflective prompt:
20. From Excited to Learn
Thoughts/understanding from the introductory
chapter
Book Study Presentations
10 minute presentation from your selected chapter:
Provide an introduction to your concept-
Inclusion/Attitude/Meaning/Competence
What topics caught your caught your attention?
Involve your group in deeply examining one procedure or topic
that appears to be particularly relevant or interesting. Think about
how this could inform your work.
Allow time for comment or feedback
Key ideas/take-aways?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Small Groups:
21. Chimamanda Ngozi Adichie:
The Danger of a Single Story
https://www.youtube.com/watch?v=D9Ihs241zeg
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
CLOSURE:
22. Glickman:
Chapters 2-3:Traditional Schools v. Dynamic Schools
2: Questions 1,3,4
3: Questions 1,2,4
Fullan:
Choosing the Wrong Drivers…
Reflective Prompt
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
For September 16:
23. Stories become “testaments,”
old or new, that choreograph
the life of the community.
Stephen Larsen (2001)
in Pace Marshall, Stephanie, (2006)
The Power To Transform
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
SEPTEMBER 16, 2015:
24. The best of blogs, print,
media…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
OPENING
25. From Glickman, Chapter 2 & 3
Groups: at least 1 colleague from a neighboring
district and 1 secondary person.
Choose I of the questions:
Ch 2: 1/3/4
Ch 3: 1/2/4
Review blog responses, discuss
Record key ideas, take-aways
Gallery Walk (3)
Choose 1 person to report to the group
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Small Groups:
26. From Glickman:
The norm…Traditional Schools
The goal…Dynamic Schools
Why are traditional schools the way they are? How
does this differ from dynamic schools?
From Fullan:
“The key to system-wide success is to situate the energy of
educators as the central driving force.”
What are the right drivers and why are they effective?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
27. THE DANGER OF A SINGLE STORY:
Insights
Connections to the readings
Connections to your work
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Large Group:
28. For next week:
Chapter 3: Transformative
Professional Learning, Ginsberg
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
29. “The stories people tell have a way of taking
care of them. If stories come to you, care for
them. And learn to give them away where
they are needed. Sometimes a person needs a
story more than food to stay alive. That is why
we put these stories in each other’s memory
This is how people care for themselves. One
day you will be good storytellers. Never forget
these obligations.”
Barry Lopez, Crow and Weasel, (1990)
in Pace Marshall, Stephanie, (2006)
The Power To Transform
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
30. We do not make substantive
changes in the way we learn as
long as what we learn fits
comfortably within our existing
frames of reference.
-Mezirow (1997)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
SEPTEMBER 23, 2015:
31. Dynamic Approach
Inquiry design
Action Research
Context-based adult learning
Outcomes can be unpredictable
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
SETTING THE STAGE FOR SHADOWING:
32. Although theory enhances the
durability of professional learning,
imagination guides its implementation
to connect the dots between students,
curriculum, instruction, the school
environment-and a continuous sense of
opportunity.
(Fullan 1993, Liu, 2004)
In Ginsberg, 2011
Transformative Professional Learning
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
TRANSFORMATIVE ADULT LEARNING:
33. Generative:
Opportunity to examine and construct
new learning and teaching methods,
rather than to simply implement
prescribed ideas about “good
instruction.”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
WHY THIS APPROACH?
34. Question and Answer with
Principal, Nancy Strobel…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
GUEST SPEAKER
35. What shadowing is and why it is
important…
Discuss the list on page 35
Sam Palmer: p. 34
How will you set up your inquiry
question?
What data supports your focus?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
WITH A PARTNER OR IN SMALL GROUPS
37. Reading: In Yassir’s Shoes
Reflective prompt:
Begin framing your inquiry question
What data (broadly construed) supports
your focus?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
FOR NEXT WEEK
38. Ideas are worthless except as
they pass into action, which
rearrange and reconstruct in
some way, be it little or large,
the world in which we live.
-Dewey
In Pugh, 2011
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
CLOSURE
39. Our attitudes, beliefs, language, and actions
are shaped by our cultural assimilations:
Culture and motivation are inseparable
influences on learning (Ginsberg, 2011)
Diversity in educational contexts requires
constructive action to change ideas and
attitudes that perpetuate the exclusion of
underserved groups and significantly challenge
their motivation to learn (Ginsberg & Wlodkowski, 2009)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
SEPTEMBER 29, 2015:
40. The best of blogs, print,
media…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
OPENING
41. An Interview with Margery
Ginsberg
ASCD/Margery Ginsberg/ELVideoInterview
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Cultural Norms
42. Student Shadowing: Work Plan
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
Small Groups
43. Chapter 5: Reflections on Educational Beliefs,
Teaching, and Supervision
What is needed is some firm footing in
principle…With a clearly defined platform, you
can begin to take a position relative to
educational practices, looking beyond surface
behavior to probe for real consequences of a
variety of school practices.
-Sergiovanni
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
REFLECTIONS…GLICKMAN
44. Where You Stand Depends on Where You Sit:
Questions as entry points for critical reflection,
p. 95
Part I: personal reflection
Part II: Small group
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
EFFECTS OF CULTURE ON BELIEFS…GLICKMAN
45. No class next week-Ginsberg training at ESD 113
Readings: The case for expertise…
Glickman - Chapter 5 and 6
Fink and Markholt- Introduction and Chapter 1
Reflection: This I believe…Now I believe
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
LOOKING AHEAD
46. No pessimist ever discovered the secrets
of the stars, or sailed to an uncharted
land, or opened a new heaven to the
human spirit.
-Helen Keller
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
CLOSURE
47. THEME:
Interpersonal Skills of Supervision
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
October 14, 2015:
48. CHECK IN:
Student Shadowing
This I believe/Now I believe
The best of the speakers…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
OPENING
49. Clinical Supervision:
“Clinical supervision may be defined as
supervision focused upon the improvement of
instruction by means of systematic cycles of
planning, observation, and intellectual analysis of
actual teaching performances in the interest of
rational modifications”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
October 14, 2015:
51. OBSERVING INSTRUCTION
Looking ahead:
For next week: 3
1. Write up tonight’s video observation
2. New Video
3. Classroom of a supportive peer
What did you see?
What feedback would you give to the teacher?
(Pay attention to the Supervisory Behavior
Continuum on pp102/103)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
October 14, 2015:
52. OBSERVING INSTRUCTION
Looking ahead:
Next week: Nancy Strobel
Using the Danielson Framework
For October 28:
Supervisory Behaviors:
Glickman through Chapter 11
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015
October 14, 2015: