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.
Tips & Tricks on Implementing Social Emotional LearningPeekapak
This presentation reviews tips and tricks on implementing social-emotional learning and character education into your classroom. This session included special guest Dr. Julie Abrams Faude, Lower School Psychologist at The Episcopal Academy.
Dr. Faude began practicing mindfulness meditation in 1975 and has been working closely with students, teachers and administrators at The Episcopal Academy since 1997. Dr. Faude brings a wealth of experience in promoting positive and productive methods for supporting children's social and emotional development.
Click here for the full video of the webinar: http://bit.ly/2dqvz53
Click here for the additional resources: http://bit.ly/2dx1b6d
About Peekapak:
Peekapak aims to make teaching social emotional learning concepts easy, fun and engaging for students, teachers and families. The program integrates with language arts instruction and is broken into small and easy to use lessons for teachers to use in class and for parents to extend at home. As part of my pilot, you can also try Peekapak for free for a month too, just let me know if you're interested.
You can see the program in action through this short video: https://www.youtube.com/watch?v=eO-u2MdTWMQ
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Personality development includes boosting one’s confidence, improving communication and language speaking abilities, widening one’s scope of knowledge, developing certain hobbies or skills, learning fine etiquettes and manners, adding style and grace to the way one looks, talks and walks and overall imbibing oneself with positivity, liveliness and peace.
My personal teaching philosophy. I strive to provide a visual, kinesthetic and project-based approach in every lesson. In addition, it is so important to me to focus on student motivation and empowerment.
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.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Tips & Tricks on Implementing Social Emotional LearningPeekapak
This presentation reviews tips and tricks on implementing social-emotional learning and character education into your classroom. This session included special guest Dr. Julie Abrams Faude, Lower School Psychologist at The Episcopal Academy.
Dr. Faude began practicing mindfulness meditation in 1975 and has been working closely with students, teachers and administrators at The Episcopal Academy since 1997. Dr. Faude brings a wealth of experience in promoting positive and productive methods for supporting children's social and emotional development.
Click here for the full video of the webinar: http://bit.ly/2dqvz53
Click here for the additional resources: http://bit.ly/2dx1b6d
About Peekapak:
Peekapak aims to make teaching social emotional learning concepts easy, fun and engaging for students, teachers and families. The program integrates with language arts instruction and is broken into small and easy to use lessons for teachers to use in class and for parents to extend at home. As part of my pilot, you can also try Peekapak for free for a month too, just let me know if you're interested.
You can see the program in action through this short video: https://www.youtube.com/watch?v=eO-u2MdTWMQ
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Personality development includes boosting one’s confidence, improving communication and language speaking abilities, widening one’s scope of knowledge, developing certain hobbies or skills, learning fine etiquettes and manners, adding style and grace to the way one looks, talks and walks and overall imbibing oneself with positivity, liveliness and peace.
My personal teaching philosophy. I strive to provide a visual, kinesthetic and project-based approach in every lesson. In addition, it is so important to me to focus on student motivation and empowerment.
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.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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1. Washington State University
Puyallup Campus
Fall Semester 2014
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
2. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
3. What do you know and or believe
about leadership and the supervision
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
of instruction?
4. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
What does this story cause you to think
about?
What are the messages for you as a leader?
How might you use this story with your
“classroom”?
5. Norms
Goals, Outcomes, and Assessments
Purpose
WCEAP Common Performance Task Guide:
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
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, 2014
Theoretical framework
Broader look at supervision
Built on a clinical model
7. SuperVision: A New Name for a New Paradigm
Supervision and Moral Purpose
”Democratic Spirit”
Prerequisites: (Figure 1.2)
Knowledge
Interpersonal skills
Technical skills
8. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
Foundation in intrinsic
motivation
Cultural relevancy
Grounded in inquiry-based
practices
9. 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
Effective, innovative, and transformative pro dev.
Inquiry and action cycles
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
10. 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, 2014
11. FINAL THOUGHTS:
“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, 2014
12. 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?
14. Glickman:
The Norm...Traditional Schools
The Dynamic School
Why are traditional schools the way they are? How does this
differ from dynamic schools?
Fullan:
Choosing the Wrong Drivers for Whole System Reform
“The key to system-wide success is to situate the energy
of educators and students as the central driving force.”
What are the right drivers, and why are they effective?
15. Silently, think about a time in which you were learning
and felt capable, creative, and joyful at the same time:
When did this occur?
With whom, where, when, and under what conditions?
Share your experience with a partner:
Focus on those conditions that led you to feel creative, capable,
and joyful.
Share out and chart as a large group:
What does this mean with respect to creating classrooms or
environments in which ALL students feel motivated to learn?
16. In small groups: (Chapter 2)
Establishing Inclusion: How do we create or affirm a learning
environment in which we feel respected by and connected to
one another?
Developing a Positive Attitude: How do we create or affirm a
favorable disposition toward learning through personal
relevance and student volition?
Enhancing Meaning: How do we create engaging and
challenging learning experiences that include student
perspectives and support civic participation?
Engendering Competence: How do we create or affirm an
understanding that students have effectively learned
something they value and perceive as authentic to the real
world?
17. The Motivational Framework for Culturally Relevant Teaching*
Attitude
Choice
and
Personal Relevance
Inclusion
Respect
and
Connectedness
Competence
Authenticity and
Effectiveness
Meaning
Challenge
and
Engagement
*Source: Adapted from Ginsberg & Wlodkowski (2009, p. 34).
Routines and rituals are
present.
Respectful learning and
interactions occur.
Students are comfortable.
The teacher treats all
students respectfully and
fairly.
Students’ lives and cultures
are represented.
Classes are taught with
students’ experiences,
concerns, or interests in
mind.
Students make choices
related to learning that
include experiences,
needs, values, and
strengths.
Students are able to
voice their opinions.
There are clear criteria for
success.
Grading policies are fair to
all.
Performances and
demonstrations have real-world
connections.
Assessment takes into
account students’
perspective; there are
multiple ways to reach
standards.
Student participation is
active; they are
challenged.
Questions go beyond
facts and encourage
different points of view.
The teacher builds on
what students know.
The teacher respectfully
encourages high-quality
responses.
18.
19. Moving beyond traditional walk-throughs...
Deeper look at schooling through the eyes of a single
student
Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist
Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
Gain insight & perspective on a student’s experience of
being in school
Ideas for instructional and school improvement
Implications for leaders at all levels of the system as
willing adult learners
20.
21. As you think about shadowing a student, what do
you want to learn and why? (This will help you define your inquiry question)
22. Skype Interview with Margery Ginsberg:
What questions do you have for her regarding the
Motivational Framework, Culturally Responsive Teaching,
and/or Shadowing a Student?
Facilitator?
Reread/Deep Read: Chapter 3
Work Session: Planning the shadowing experience
23. Drivers: leading with accountability is not the best way
to get accountability, let alone whole system reform.
Intrinsic motivation, instructional improvement
teamwork, and “allness” are crucial elements of whole
system reform.
Motivation is foundational to learning; students who
feel unsafe, unconnected, and disrespected are often
unmotivated to learn.
A strengths-focused orientation to teaching and
learning is foundational to student success within and
across demographically diverse student groups.
24. Given your experience with schools and schooling,
what is resonating with you thus far? What are you
wrestling with?
25. “This is the value of the teacher, who looks at
a face and says there’s something behind that
and I want to reach that person, I want to
influence that person, I want to encourage
that person, I want to enrich, I want to call out
that person who is behind that face, behind
that color, behind that language, behind that
tradition, behind that culture. I believe you
can do it. I know what was done for me.”
-Maya Angelou