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.
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One of the biggest challenge in front of the teachers is management of students behaviour in the classroom.
In this presentation we tried to make some points to the people who searching answer for the classroom management
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
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.
The school purposes in curriculum developmentMica Navarro
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it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
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Embracing GenAI - A Strategic ImperativePeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
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Edad 516 wsup
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
ī§ What does this story cause you to think
about?
ī§ What are the messages for you as a leader?
ī§ How might you use this story with your
âclassroomâ?
5. ī§ Norms
ī§ Goals, Outcomes, and Assessments
ī§ Purpose
ī§ 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
ī§ Course Objectives
ī§ Course Assignments
ī§ Expectations for completion/grading
6. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
ī§ Theoretical framework
ī§ Broader look at supervision
ī§ Built on a clinical model
7. ī§ SuperVision: A New Name for a New Paradigm
ī§ Supervision and Moral Purpose
ī§ âDemocratic Spiritâ
ī§ Prerequisites: (Figure 1.2)
ī§ Knowledge
ī§ Interpersonal skills
ī§ Technical skills
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
8. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
ī§ Foundation in intrinsic
motivation
ī§ Cultural relevancy
ī§ Grounded in inquiry-based
practices
9. ī§ Who gets left behind?
ī§ Interrupting deficit thinking about student potential
ī§ âAll children ARE learnersâ
ī§ Culturally responsive teaching
ī§ Culturally responsive teaching through the lens of
intrinsic motivation
ī§ Effective, innovative, and transformative pro dev.
ī§ Inquiry and action cycles
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
10. ī§ Culture and motivation are inseparable influences
on learning
ī§ Motivated teachers tend to have motivated
students
ī§ Transformative learning: learning experiences that
can change beliefs and perspectives of educators
ī§ 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:
âThe best thing about being sad,â replied Merlin, beginning
to puff and blow, âis 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.â
T.H. White (1996)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
12. ī§ Glickman (p.13) states,â Educators are the primary
stewards of the democratic spirit. The total of our
efforts is far greater than the particulars of our job.â
ī§ Ginsberg reminds us that motivated teachers have
motivated learners and that the whole activity of
education is ethical and political in nature (p.5).
ī§ What type of society do we desire?
ī§ What type of educational environment should
supervision promote in order to move us toward the
society we desire?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
13. ī§ Welcome
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
14. ī¨ Glickman:
īĄ The Norm...Traditional Schools
īĄ The Dynamic School
īē Why are traditional schools the way they are? How does this
differ from dynamic schools?
ī¨ Fullan:
īĄ Choosing the Wrong Drivers for Whole System Reform
īĄ âThe key to system-wide success is to situate the energy
of educators and students as the central driving force.â
īē 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, 2014
15. ī¨ 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?
ī¨ Share your experience with a partner:
Focus on those conditions that led you to feel creative, capable,
and joyful.
ī¨ Share out and chart as a large group:
īĄ What does this mean with respect to creating classrooms or
environments in which ALL students feel motivated to learn?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
16. ī¨ In small groups: (Chapter 2)
īĄ Establishing Inclusion: How do we create or affirm a learning
environment in which we feel respected by and connected to
one another?
īĄ Developing a Positive Attitude: How do we create or affirm a
favorable disposition toward learning through personal
relevance and student volition?
īĄ Enhancing Meaning: How do we create engaging and
challenging learning experiences that include student
perspectives and support civic participation?
īĄ 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?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
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).
ī§Routines and rituals are
present.
ī§Respectful learning and
interactions occur.
ī§Students are comfortable.
ī§The teacher treats all
students respectfully and
fairly.
ī§Studentsâ lives and cultures
are represented.
ī§Classes are taught with
studentsâ experiences,
concerns, or interests in
mind.
ī§Students make choices
related to learning that
include experiences,
needs, values, and
strengths.
ī§Students are able to
voice their opinions.
ī§There are clear criteria for
success.
ī§Grading policies are fair to
all.
ī§Performances and
demonstrations have real-world
connections.
ī§Assessment takes into
account studentsâ
perspective; there are
multiple ways to reach
standards.
ī§Student participation is
active; they are
challenged.
ī§Questions go beyond
facts and encourage
different points of view.
ī§The teacher builds on
what students know.
ī§The teacher respectfully
encourages high-quality
responses.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
18. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
19. ī¨ Moving beyond traditional walk-throughs...
ī§ Deeper look at schooling through the eyes of a single
student
ī§ Greater Clarity about instructional and curricular
practices including supports that exist or donât exist
ī§ Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
ī§ Gain insight & perspective on a studentâs experience of
being in school
ī§ Ideas for instructional and school improvement
ī§ Implications for leaders at all levels of the system as
willing adult learners
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
20.
21. ī¨ As you think about shadowing a student, what do
you want to learn and why? (This will help you define your inquiry question)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
22. ī¨ Skype Interview with Margery Ginsberg:
īĄ What questions do you have for her regarding the
Motivational Framework, Culturally Responsive Teaching,
and/or Shadowing a Student?
īĄ Facilitator?
īĄ Reread/Deep Read: Chapter 3
īĄ Work Session: Planning the shadowing experience
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
23. ī¨ Drivers: leading with accountability is not the best way
to get accountability, let alone whole system reform.
ī¨ Intrinsic motivation, instructional improvement
teamwork, and âallnessâ are crucial elements of whole
system reform.
ī¨ Motivation is foundational to learning; students who
feel unsafe, unconnected, and disrespected are often
unmotivated to learn.
ī¨ A strengths-focused orientation to teaching and
learning is foundational to student success within and
across demographically diverse student groups.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
24. Given your experience with schools and schooling,
what is resonating with you thus far? What are you
wrestling with?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
25. âThis is the value of the teacher, who looks at
a face and says thereâs 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.â
-Maya Angelou
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
26. ī§ Welcome
ī§ Video Conference with Margery Ginsberg
ī§ Quick Reading Review
ī§ In Yassirâs Shoes
ī§ Sam Palmer
ī§ The Farah Case Example
ī§ Work Session:
ī§ Preparing for the Shadowing Experience
ī§ Video (part deux)
ī§ Post Shadowing Reflection and Write Up
ī§ Wrap Up
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
27. ī¨ Moving beyond traditional walk-throughs...
ī§ Deeper look at schooling through the eyes of a single
student
ī§ Greater Clarity about instructional and curricular
practices including supports that exist or donât exist
ī§ Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
ī§ Gain insight & perspective on a studentâs experience of
being in school
ī§ Ideas for instructional and school improvement
ī§ Implications for leaders at all levels of the system as
willing adult learners
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
28. While shadowing will not dismantle the complicated
infrastructure of educational systems, it CAN
illuminate problems of everyday practice that re
within the spheres of influence of many educators.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
29.
30. ī§ Sharing out of plans
ī§ Pulling all the pieces together
ī§ What questions or concerns remain?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
31. âThe road was new to me, as roads
always are, going backâ
-Sarah Orne Jewett (2009) in Ginsberg
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
32. ī§ Theme:
īĄ Static vs. Dynamic
īĄ Concept of âInertiaâ
ī§ How does adult learning fit with
this?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
33. ī§ Do Kids Really Want to Learn?
ī§ Progress, problem-solving, and check
in on Shadowing
ī§ What about those Puyallup Intern
meetings?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
34. DYNAMIC SCHOOLS
ī§ Shared Leadership
ī§ Cause beyond Oneself
ī§ Professional Development
ī§ Positive Learning Climate
ī§ Authentic Curriculum,
Instruction, and Assessment
ī§ Democratic (Inclusive)
ī§ Inquiry
ī§ Culturally Responsive
ī§ Partnership and Networks
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
35. ī§ Andragogy
ī§ Self-Directed Learning (SDL)
ī§ Transformational Learning
ī§ Experience and Learning
ī§ Holistic
ī§ Stage Theories
ī§ Life Cycle and Transition
ī§ Socio-Cultural: Role of Race and Ethnicity
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
36. ī§ Discussion:
ī§ Why is it important for a supervisor (principal or program
administrator) to know about adult learning and
development?
ī§ What are the most important things for you as a
supervisor (principal or program administrator) to know
about adult learning and development?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
37. ī§ Fullan:
âMany decisions about the kinds of educational innovations
introduced in school districts are biased, poorly thought
out, and unconnected to the stated purposes of education.â
ī§ Glickman:
âMany supervisors treat teachers as if they were all the
same, rather than as individuals in various stages of adult
growth.â
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
38. ī§ Mezirow (2000) and Brookfield (2009)
...In order to learn and grow, teachers need to participate in a
continuous cycle of collaborative activity and reflection on
that activity and the need to develop the powers of critical
thinking.
ī§ Drago-Severson (2004, 2007, 2009) âPillar Practicesâ
ī§ Encouraging teaming and partnering within and outside of
school
ī§ Fostering teacher-leadership
ī§ Promoting inquiry
ī§ Mentoring
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
39. ī§ Figure 4.1
ī§ Implications for Instructional Supervision, 1-11
ī§
ī§ Standards for Professional Learning
ī§ How do these concepts align with your
experiences?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
40. Glickman:
âTeacher or adult development is not monolithic,
linear, or eternal. The research on developmental
stages provides lenses for viewing teachers
individually and collectively as to their current levels of
thinking and commitment. Through such lenses we
can explore possible interventions to assist teachers
individually and collectively to move to higher stages
of development.â
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
41. What ways do you see that knowledge of adult
development might be applied in the supervision and
professional development of teachers?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
42. ī§ Shadowing Reflections and Presentations
ī§ Chapter 5-Glickman: Reflections on Educational
Beliefs, Teaching, and Supervision
ī§ Ginsberg: Authentic Roles and Practices for
Culturally Responsive Teaching
ī§ Focused Write/Draft: Platform of Educational
Beliefs
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
43. THEME:
Reflections
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
44. Sharing in triads:
ī§ 15 minutes for each presentation
ī§ 10 minutes for presentation/5 minutes for questions
ī§ Set the context by giving some background to
your student:
ī§ Classes visited, informal interactions, etc.
ī§ What was your inquiry question?
ī§ What did your data suggest?
ī§ Where are the opportunities for improvement?
ī§ Wrap Up
ī§ What are the implications for your leadership?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
45. Shadowing a Student:
Insights and implications for leadership practice
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
46. âAlthough theory enhances the durability of
professional learning, imagination guides its
implementation to connect the dots between
students, curriculum, instruction, the school
environmentâand a continuous sense of
opportunityâ
(Fullan, 1993; Liu 2004, in Ginsberg 2011)
This approach to adult learning allows teachers to examine and construct new
learning and teaching methods rather than to simply implement prescribed ideas
about âgood instruction.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
47. Chapter 5: Reflections on Educational Beliefs,
Teaching, and Supervision
Sergiovanni:
âWhat is needed is some firm footing in
principleâĻWith a clearly defined platform, they can
begin to take a position relative to educational
practices, looking beyond the surface behavior to
probe for the real consequences of a variety of
school practices.â
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
48. Page 81:
If the goal isâĻ
Contextual:
īĄ Particular instructional goals
īĄ Local learning environment
īĄ Individual students
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
49. No single set of steps teachers can use to deliver
effective lessons.
HOWEVERâĻ
Number of qualities possessed by expert teachers:
Expert teachersâĻ
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
50. âWhere you stand depends
on where you sitâĻâ
Identifying and critiquing cultural assumptions: p. 95
51. Glickman-page 85
Guiding questions 1-10
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
53. ī§ Read 5.1
ī§ Read 5.2
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
54. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
55. What are some âplanksâ you would definitely
include in your supervisory platform?
Guiding Questions:
Beliefs-p. 85/ 1-10
Supervision-p. 86-87/ 1-8
56. Clinical Supervision Model
ī§ Practice
ī§ Teachers willing to support you in this work?
Glickman: Chapter 6
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
57. ââĻWhatever other factors that also suppress
achievement-poverty, social isolation, poor
preparation-can be substantially overcome in a
schooling atmosphere that reduces racial and
other vulnerabilities, not through unrelenting
niceness or ferocious regimentation, but by
WISENESS, by seeing value and acting on it.â
-Claude Steele
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014