1) The document outlines the history and development of the Alabama Quality Teaching Standards and EducateAlabama process from 2006-present. It establishes a commission to promote effective teaching and outlines the adoption of 5 teaching standards.
2) It describes the development and pilot of the EducateAlabama formative evaluation process and how it aligns to the Alabama Continuum for Teacher Development.
3) The Continuum has 5 standards and 5 levels of practice (Pre-Service, Beginning, Emerging, Applying, Innovating) to guide teachers' career-long development.
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
Teaching Competencies of Elementary Teachers in Northern Samar Basis for Acti...YogeshIJTSRD
In this research, the teaching competencies of elementary school teachers in the Northern Samar based on the National Competency Based Teacher Standards NCBTS . The competencies given by the NCBTS are social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing, and reporting, community linkages, and personal growth and professional development. Findings showed that the school heads rated the teachers to have high competency in personal growth and professional development. They have reflected on the extent of the attainment of professional development goals. The competency of teachers on the curriculum aspect was evaluated by school heads to be satisfactory, different than the high competency evaluation of teachers themselves. The researcher proposed an action plan that may assist the teachers to sustain and enhance their strengths and make their weaknesses become their strengths. Argie L. TY | Felisa L. Sanico "Teaching Competencies of Elementary Teachers in Northern Samar: Basis for Action Plan Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38688.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38688/teaching-competencies-of-elementary-teachers-in-northern-samar-basis-for-action-plan-development/argie-l-ty
Breaking Ranks: A Comprehensive School Improvement Framework for K-12 LeadersNASSP
Two architects of the Breaking Ranks framework provide an in-depth discussion of how NASSP's publication, Breaking Ranks: The Comprehensive Framework for School Improvement, can help school leaders make substantive, sustainable school change that brings improved student performance.
Presentation by Dr Lawrence Ingvarson, ACER and Ed Roper, Brisbane Grammar School at the 2015 ACER Excellence in Professional Practice Conference.
The ACER Professional Community Framework describes the five domains that characterise schools with strong professional culture, as defined by the Australian Performance and Development Framework, together with key elements, indicators and rubrics. The Professional Community Questionnaire provides a confidential online survey of all teaching staff in a school, based on the framework. Initial trials indicate that the questionnaire has high levels of internal reliability.
School leaders can use the framework and questionnaire to identify key areas for action and measure changes over time. Participating schools receive a comprehensive report
based on the survey results. This session will report on the results of administering the Professional Community Questionnaire in one school.
Teaching Competencies of Elementary Teachers in Northern Samar Basis for Acti...YogeshIJTSRD
In this research, the teaching competencies of elementary school teachers in the Northern Samar based on the National Competency Based Teacher Standards NCBTS . The competencies given by the NCBTS are social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing, and reporting, community linkages, and personal growth and professional development. Findings showed that the school heads rated the teachers to have high competency in personal growth and professional development. They have reflected on the extent of the attainment of professional development goals. The competency of teachers on the curriculum aspect was evaluated by school heads to be satisfactory, different than the high competency evaluation of teachers themselves. The researcher proposed an action plan that may assist the teachers to sustain and enhance their strengths and make their weaknesses become their strengths. Argie L. TY | Felisa L. Sanico "Teaching Competencies of Elementary Teachers in Northern Samar: Basis for Action Plan Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38688.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38688/teaching-competencies-of-elementary-teachers-in-northern-samar-basis-for-action-plan-development/argie-l-ty
Breaking Ranks: A Comprehensive School Improvement Framework for K-12 LeadersNASSP
Two architects of the Breaking Ranks framework provide an in-depth discussion of how NASSP's publication, Breaking Ranks: The Comprehensive Framework for School Improvement, can help school leaders make substantive, sustainable school change that brings improved student performance.
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
The Impact of Teacher Professional Development on Student Success.hussanisoyat
In the dynamic landscape of education, where the demands on both teachers and students continue to evolve, the role of teacher professional development has gained significant prominence. Recognizing that the quality of teaching directly influences student success,
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Carolyn Starkey - Exploring the Briny Deep: Common Core Collaborations betwee...Carolyn Jo Starkey
Slidedeck for North Alabama Technology Conference (NATC) 2012 Presentation: Exploring the Briny Deep: Common Core Collaborations between Librarians and the ELA Classroom
Starkey alla 2012_libraries_accessing_the_power_of_the_webCarolyn Jo Starkey
Slidedeck for Alabama Library Association 2012 presentation on April 25, 2012. Web 2.0 tools that libraries will find useful for patron support, advocacy, and professional development.
Slide deck for "Using eReaders to Add to Your Existing Media Center Collections." Webinar hosted by the Alabama State Department of Education, February 3, 2012.
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?
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
EducateAlabama for Librarians: Madison County Library Association Back to School Conference 2011
1. Carolyn Jo Starkey Madison County Library Association Back-to-School Conference 2011 Madison County Career Tech Center, Huntsville, AL August 10, 2011
4. “The Governor’s Commission on Quality Teaching shall examine, recommend, and work to implement laws, policies, and practices affecting teachers and teaching effectiveness to ensure student success in Alabama. The commission shall promote the aggressive recruitment, preparation, support, retention, and growth of qualified, skilled teachers in order to raise student achievement in Alabama.” 1 January 17, 2006
5. “The first recommendation of the Commission is the immediate adoption and statewide implementation of the Alabama Quality Teaching Standards (AQTS). The crafting of the standards emerged from a research and literature relating teacher qualities to student achievement. Each of the five standards focuses on variables associated with increased student achievement.”2 November 27, 2006
6. AQTS Adoption Standard 1—Content Knowledge Standard 2—Teaching and Learning Standard 3—Literacy Standard 4—Diversity Standard 5—Professionalism March, 2007
7. Adoption of EducateAlabama Process A group of stakeholders, comprised of Alabama instructional leaders and educators, worked diligently in 2009 to develop the EDUCATEAlabamaprocess. May, 2009
8. Pilot Program The pilot program took place statewide. Instructional leaders and educators received training to implement the process through a series of online training modules. 2009-2010 School Year
10. The AQTS constitutes the foundation of the teaching profession while the Continuum is a tool used to guide educator reflection, self-assessment, and goal setting for professional learning and growth. What is the Continuum?
11. The Continuum articulates a shared vision and common language of teaching excellence to guide an individual’s career-long development within an environment of collegial support. What is the Continuum?
12.
13. The Continuum is based on two assumptions: (1) that growth in professional practice comes from intentional reflection and engagement in appropriate professional learning opportunities and (2) that a teacher develops expertise and leadership as a member of a community of learners focused on high achievement for all students. What is the Continuum?
14. EDUCATEAlabama is a formative system designed to provide information about an educator’s current level of practice within the Alabama Continuum for Teacher Development. How does EducateAlabama fit into the Continuum?
15. A formative system is designed to improve a product or process whereas a summative process provides information on the product or processes ability to do what it was designed to do. How does EducateAlabama fit into the Continuum?
16. EDUCATEAlabamawill use verbiage aligned to the Teacher Development Continuum to demonstrate levels of performance at the Emerging, Applying, Integrating, or Innovating level (as defined in the Continuum) and not numerical ratings. How does EducateAlabama fit into the Continuum?
17. EDUCATEAlabamawill be used to set expectations, goals, and plans for teacher professional growth. How does EducateAlabama fit into the Continuum?
19. Content on pages 1-11 of the continuum are background information--essentially identical for teachers, librarians, and counselors, except on pages 9-11 which are the indicators for each profession. The Continuum: A Closer Look
20. 5 x 5 Organizationally, the Continuum is structured around five standards and five levels of practice. Standard 1
21. Standard 1—Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students. Standard 1
22. Standard 2—Teaching and Learning: To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student centered learning environment; and use research based instructional and assessment strategies that motivate, engage, and maximize the learning of all students. Standard 2
23. Standard 3—Literacy: To improve student learning and achievement, teachers use knowledge of effective oral and written communications, reading, mathematics, and technology to facilitate and support direct instruction, active inquiry, collaboration, and positive interaction. Standard 3
24. Standard 4—Diversity: To improve the learning of all students, teachers differentiate instruction in ways that exhibit a deep understanding of how cultural, ethnic, and social background; second language learning; special needs; exceptionalities; and learning styles affect student motivation, cognitive processing, and academic performance. Standard 4
25. Standard 5—Professionalism: To increase the achievement of all students, teachers engage in continuous learning and self improvement; collaborate with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement; and adhere to the Alabama Educator Code of Ethics and federal, state, and local laws and policies. Standard 5
26. Individuals who are at the Pre-Service and Beginning level of practice work within the context of supported and guided internship or induction experiences. Pre-service teachers engage in ongoing learning in classrooms and clinical settings. Through multiple and varied opportunities for guided practice in preK-12 settings, they receive ongoing formative feedback that enables them to reflect on their individual teaching practices and how those practices affect student learning. Teacher candidates emerge from the pre-service experience with the requisite knowledge and skills to assume full-time positions in the profession. With full responsibility for classrooms and as teachers of record, beginning teachers work to internalize and apply what they have learned about teaching. They develop a working knowledge of academic standards and assessments. They reflect on teaching practices and their impact on student learning. Beginning teachers rely on ongoing assistance from mentors and experienced colleagues for support and guidance. Pre-Service and Beginning
27. At the Emerging level of practice, teachers draw upon ongoing assistance and support from a mentor and other experienced colleagues to expand and enrich their knowledge and skills. These teachers utilize teaching theories and episodic classroom experiences to adjust and modify instruction. Emerging teachers become increasingly self-directed and independent in their professional practice, which is focused on their classrooms and each student therein. Emerging
28. At the Applying level of practice, career teachers operate at high levels of autonomy, internalizing and applying what they have learned about effective teaching. Utilizing their heightened awareness of students’ academic and behavioral patterns, career teachers anticipate students’ learning needs and responsively contextualize classroom experiences, both in the moment and in instructional planning. Career teachers systematically collect and use data to demonstrate the impact of their teaching on student achievement. They build upon varied professional learning opportunities to enhance personal practice while working collaboratively with colleagues to advance student learning. Applying
29. At the Integrating level of practice, accomplished teachers cultivate the classroom as a community of learners in which students are engaged and motivated. They skillfully adjust practice in response to various contexts. Their highly developed skills and self-efficacy enable them to integrate complex elements of curriculum, instruction, and assessment to maximize student engagement and learning. Their students consistently demonstrate increases in learning and achievement. Teachers at the Integrating level are also leaders among peers; they collaborate reflectively in learning communities to move classroom and schoolwide practices forward through aligned professional learning. Teachers at this level of practice guide apprentice and intern teachers, mentor beginning teachers, coach peers, assume leadership roles, and otherwise work to guide and develop colleagues. Integrating
30. At the Innovating level of practice, teacher leaders are consistently creating in all areas of teaching and learning. They facilitate the complex integration of teaching and learning among teachers at all levels of practice and continue to innovate in their own teaching to support increases in student learning and achievement. Innovating teachers initiate and provide leadership for collaborative learning communities that are engaged in such activities as enhancing curriculum, developing innovative instructional delivery techniques, and fostering positive learning cultures in a variety of educational settings. Leaders in the school, district, and local community, teachers at the Innovating level often lead professional learning and classroom-based research activities, write for professional print-based and electronic journals, or otherwise contribute to the broader education community. Innovating
39. Alabama Quality Teaching Standard Indicator Levels of Practice Organizationally, the Continuum is structured around five standards and five levels of practice.