Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
6 Elements of the Professional Learning Community ProcessSolution_Tree
Learn the 6 Elements of the Professional Learning Community Process, as outlined in Learning By Doing. #atplc #edchat
Buy the book here: http://goo.gl/Cmdf1Q
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
6 Elements of the Professional Learning Community ProcessSolution_Tree
Learn the 6 Elements of the Professional Learning Community Process, as outlined in Learning By Doing. #atplc #edchat
Buy the book here: http://goo.gl/Cmdf1Q
Shaping the future of CPD: Creating a culture of learningIRIS Connect
Founding Director of Learning Cultures, Glynis Frater explains how building a culture of professional learning in schools will help resolve issues with recruitment & retention.
Explore how a transformative culture of learning can boost employee engagement and encourage a “growth mindset” that yields higher levels of performance, motivation, creativity, and innovation.
More on how to create a culture of learning: http://www.lynda.com/Business-training-tutorials/29-0.html
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
EDUCARNIVAL 2014- Presentation on creating a culture for learning by angela perrotto
1. Angela Perrotto, Chair
Educational Leadership Department
State University of New York at Oswego
Danielle Dehm, Principal/Adjunct Professor
Victor Primary School
Educational Leadership Department
State University of New York at Oswego
2. “Creating and Supporting a Culture for Learning“
What does a leader support and/or initiate in order to foster a
culture for learning among all staff?
What are professional learning communities and how do they
operate?
What are ways to promote teacher leadership from within the
organization?
How does a leader model differentiation with staff in order to have
challenging, but respectful teacher growth goals?
3. Professional Learning Communities
Big Ideas:
1. They guarantee that students AND staff WILL learn!
2. They create a collaborative culture
3. They focus on goal oriented, data-based goals
4. Definition:
A process by which educators, using data, work together to improve
results.
Assumptions:
Every educator could be in a different place in their learning and/or
experience with any particular topic/ practice.
The key to improved student learning is continuous job-embedded
learning for teachers.
An identified starting point is that which will have the greatest
impact across the “system” (school, district, department, grade).
5. Continuum of Staff Learning
Simple Complex
$ O $$$$$$
1 teacher All staff together
Little time Multiple days
Outside of workday Within workday
Internal leadership/facilitator Consultant
Observing a video Grand rounds
Leader directed Self directed
Giving information Learning with and from each other
6. Examples of “simple” opportunities for professional development
which can incorporate elements of teacher leadership:
• Article review with guided questions
• Staff meetings with specific focus and goals
• Targeted book review on identified topic
• Learning with and from each other during targeted meetings
• Peer observations
• Grand Rounds
• Coaching
• Mentoring
• Supervision process
7. Where We Started in July… at Victor Primary School
• Identified, Sorted, Chose Priorities
• Initial Steps were created
• Agreement around the importance of committing to ‘learning for all’
21. Where We Are Going From Here…
• One step at a time – we are in this together!
• Defined Target Area = MATH FLUENCY
• Working through the cycle – meeting each week as a team
22. “Creating and Supporting a Culture for Learning“
A leader supports and/or initiates a culture for learning among all
staff by creating an environment for continuous improvement by
looking at data with staff, identifying strengths and areas for
growth, creating and articulating a process, finding the time,
modeling, collaborating, and fostering leadership within.
23. “Creating and Supporting a Culture for Learning“
Professional learning communities are an example of creating and
supporting a culture for learning which is noted in the Victor
Primary example.
24. “Creating and Supporting a Culture for Learning“
Promote teacher leadership from within the organization by
allowing teachers to facilitate book talks, article reviews, and
leading plc discussions. Positions such as coaches, mentors and
grade level/department chairs can be added to your school to
enhance the role of teacher leaders.
25. “Creating and Supporting a Culture for Learning“
A leader models differentiation with staff by understanding that
every teacher has a different starting point with their experience,
understanding and learning needs on any given topic. The end goal
is identified for all to strive towards regardless of their starting
point. In this manner, both leader and teacher, are aware of the
plan and the process to support both student and teacher growth.
We are asking everyone to commit to learning for all!
There are 4 large group PLCs: Grade 2, Grade 3, Multi-age and Remedial Reading
Within grade 2 and grade 3 there are 3 smaller PLCs….some which include special education teachers and grade 2 also includes related service and special area colleagues; these smaller PLC groups are denoted by like color on this graphic
Grade 2, m/a, special area teachers, related service providers meet on Tuesdays in Aud; Special Area and Related Services provides will need to keep Tuesdays sacred because as they will later see, there will be times that they are part of the larger grade 2 PLC and times that they will work on their own to incorporate ways they can support the work grade 2 committed to.
Grade 3 meet on Thursdays in Aud
There are
Possible ARTICLE REVIEW
STANDARD REVIEW/Data Review/Curriculum Review
Purpose: so that everyone is on the same page, grounded in the same information
This is not new from past conversations we have had around math/ela
UNIT “READ” by small teams by day, then Round Robin– share understood learning of Day 1, 2, 3, etc. with small group
Small then large group
LARGE GROUP
identifies priorities (what everyone agrees is essential) and common vocabulary within unit,
clarifies any questions about the unit in the whole group,
reviews pacing guide,
Commits to teaching priorities within the unit
Related Service Providers and Special Area Teachers will join second grade for the first two steps of each cycle, then branch off and see how they can apply the priorities of each unit into their own work with students.
Review Unit Assessment to determine whether it matches the priorities…
If “yes” fine…
If “no” then fix and can break out the work – SMALL GROUPS CAN DO THIS
How will we know when they have learned it? (set proficiency)
How will we respond when they don’t learn?
How will we respond when they already know it?
SMALL GROUP - Assessment Data Review (about the teacher)
Everyone will have different strengths – the focus is on learning from each other
NON-EVALUATIVE
Share your assessment with your colleagues:
Where are areas of agreement?
Where are areas of disagreement?
Where can you celebrate the greatest progress?
What areas are you finding problematic?
Everyone is part of a team
Grade 2
Grade 3
Multiage K/1
Multiage 2/3
AIS
Related Service Providers and Special Area Teachers join second grade and then break off
Special Education Teachers join teams as indicated
Grade 3 meets every Thursday morning from 8-9. Everyone else meets every Tuesday morning from 8-9.
Grade 2, Related Service, Special Areas,