This document describes the culminating activities required to earn a Preliminary Administrative Services Credential from NCATE-accredited university programs in California. It finds that all programs require fieldwork, portfolios, and exams. Fieldwork requirements vary in length from one semester to multiple years, and involve administrative duties under supervision. All programs require portfolios demonstrating competence on standards, using artifacts from coursework and fieldwork. Exams assess domains like curriculum, finance, and law through essays and scenario questions. The purpose is to ensure candidates are prepared for beginning administrative roles.
The document summarizes the Carolina MPA program's use of rubrics to assess student competencies in its new competency-based curriculum. It describes how the program developed rubrics for 8 core competencies and 25 related sub-competencies. Faculty rate students in relevant competencies for specific assignments. Preliminary results show differences in performance between student groups and diversity in individual student ratings. However, the assessment process also has limitations like not tracking development over time or accounting for inter-rater reliability. Overall, the rubrics provide a more nuanced assessment than grades and have supported reflection on competencies and instructional design.
Development of Formative Evaluation in the Teaching Learning Processijtsrd
The process of improving Uzbekistan higher education is based on the need to train a type of professional capable of responding to the demands of social demands with a solid theoretical and practical training. When a diagnosis was carried out in the faculty in technical direction, it was found that it presented difficulties in relation to the didactics of evaluation, together with the tendency to apply qualifying evaluation without taking sufficient account of training. A literature review was carried out with the aim of reflecting on how to apply it correctly in the teaching learning process. The aspects addressed show the agreement of numerous authors from different countries and theoretical approaches in the recognition and verification of their current problems, such as their conceptual and methodological reductionism, their subordination to needs and demands external to the pedagogical process, and their effects and consequences. Xoshimova Shoira Safarovna "Development of Formative Evaluation in the Teaching-Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31848.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31848/development-of-formative-evaluation-in-the-teachinglearning-process/xoshimova-shoira-safarovna
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses the roles and responsibilities of various stakeholders involved in curriculum development and implementation. It outlines the advisory role of the union government and national bodies like INC in formulating guidelines and approving courses. The roles of state governments, university faculties, curriculum coordinators, and integrating nursing education and services are also described. Various types of partnerships between academic and clinical settings are defined. Finally, common barriers to collaboration are listed.
The document outlines Galen Saylor and William Alexander's four-step model of curriculum development: 1) Specify educational goals and objectives based on factors like research, community views, and standards; 2) Design appropriate learning opportunities to achieve the goals and objectives; 3) Implement the curriculum design through instructional methods selected by teachers; 4) Engage in comprehensive evaluation of the educational program and student achievement to determine if goals were met and identify areas for revision. The model emphasizes beginning with goals and objectives, designing learning opportunities around them, implementing the design, and evaluating the results in a cyclical process.
Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...researchinventy
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
The document discusses the concepts of faculty, supervisor, and the dual role of faculty supervisor in nursing. It defines key terms and outlines the roles, responsibilities, qualifications, and advantages/disadvantages of a nursing faculty member taking on a dual role as a clinical supervisor. The dual role aims to address shortages in nursing faculty and clinicians while providing hands-on learning for students, though it also presents challenges in fulfilling both functions.
The document provides an overview of the teacher appraisal system being developed in response to state legislation. Key aspects include:
1) The system is being designed by a committee using the Danielson Framework for Teaching model to evaluate teachers based on observations, student growth data, and professional development goals.
2) Teacher evaluations will be 35% based on administrator observations, 15% on individual professional development plans, and 50% on student growth measures including state assessments and district-created measures.
3) Student growth will be calculated using value-added models for state-tested subjects and district-created learning targets for non-tested subjects, accounting for at least 40-50% of evaluations initially.
4)
The document summarizes the Carolina MPA program's use of rubrics to assess student competencies in its new competency-based curriculum. It describes how the program developed rubrics for 8 core competencies and 25 related sub-competencies. Faculty rate students in relevant competencies for specific assignments. Preliminary results show differences in performance between student groups and diversity in individual student ratings. However, the assessment process also has limitations like not tracking development over time or accounting for inter-rater reliability. Overall, the rubrics provide a more nuanced assessment than grades and have supported reflection on competencies and instructional design.
Development of Formative Evaluation in the Teaching Learning Processijtsrd
The process of improving Uzbekistan higher education is based on the need to train a type of professional capable of responding to the demands of social demands with a solid theoretical and practical training. When a diagnosis was carried out in the faculty in technical direction, it was found that it presented difficulties in relation to the didactics of evaluation, together with the tendency to apply qualifying evaluation without taking sufficient account of training. A literature review was carried out with the aim of reflecting on how to apply it correctly in the teaching learning process. The aspects addressed show the agreement of numerous authors from different countries and theoretical approaches in the recognition and verification of their current problems, such as their conceptual and methodological reductionism, their subordination to needs and demands external to the pedagogical process, and their effects and consequences. Xoshimova Shoira Safarovna "Development of Formative Evaluation in the Teaching-Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31848.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31848/development-of-formative-evaluation-in-the-teachinglearning-process/xoshimova-shoira-safarovna
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses the roles and responsibilities of various stakeholders involved in curriculum development and implementation. It outlines the advisory role of the union government and national bodies like INC in formulating guidelines and approving courses. The roles of state governments, university faculties, curriculum coordinators, and integrating nursing education and services are also described. Various types of partnerships between academic and clinical settings are defined. Finally, common barriers to collaboration are listed.
The document outlines Galen Saylor and William Alexander's four-step model of curriculum development: 1) Specify educational goals and objectives based on factors like research, community views, and standards; 2) Design appropriate learning opportunities to achieve the goals and objectives; 3) Implement the curriculum design through instructional methods selected by teachers; 4) Engage in comprehensive evaluation of the educational program and student achievement to determine if goals were met and identify areas for revision. The model emphasizes beginning with goals and objectives, designing learning opportunities around them, implementing the design, and evaluating the results in a cyclical process.
Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...researchinventy
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
The document discusses the concepts of faculty, supervisor, and the dual role of faculty supervisor in nursing. It defines key terms and outlines the roles, responsibilities, qualifications, and advantages/disadvantages of a nursing faculty member taking on a dual role as a clinical supervisor. The dual role aims to address shortages in nursing faculty and clinicians while providing hands-on learning for students, though it also presents challenges in fulfilling both functions.
The document provides an overview of the teacher appraisal system being developed in response to state legislation. Key aspects include:
1) The system is being designed by a committee using the Danielson Framework for Teaching model to evaluate teachers based on observations, student growth data, and professional development goals.
2) Teacher evaluations will be 35% based on administrator observations, 15% on individual professional development plans, and 50% on student growth measures including state assessments and district-created measures.
3) Student growth will be calculated using value-added models for state-tested subjects and district-created learning targets for non-tested subjects, accounting for at least 40-50% of evaluations initially.
4)
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document proposes a new approach to accountability assessments that reduces the federal role and increases the state and local roles. It involves using curriculum-embedded performance assessments (CEPAs) administered throughout the year as the primary method of assessment, supplemented by shorter statewide assessments that are more performance-based. CEPAs would be developed and approved by states and incorporated into regular classroom instruction. They would provide timely feedback to improve learning and inform accountability. This approach aims to transform teaching and learning to focus on deeper learning skills, while increasing efficiency by reducing over-testing. It would realign accountability to give states and districts more ownership over the process.
The document discusses the key elements of curriculum development: introduction, definitions, purposes, curriculum development process, sources of curriculum, and elements of curriculum. The main elements of curriculum include the philosophy, conceptual model, instructional objectives, course of study, evaluation plan, and calendar of operation. Curriculum is developed by considering the needs of learners, society, and subject matter to design relevant educational experiences and assessments.
This document summarizes a study on experiential education approaches in nonprofit-focused master's degree programs. The study found that the most common experiential education approaches were capstone projects, internships, experiential learning, and service-learning. It also examined how these approaches are defined, structured, and administered in different university settings. Key findings include that most programs support experiential education but support varies in type and level of institutionalization across universities. The study provides recommendations for strengthening experiential learning approaches and support as well as directions for future research.
- Martha Wygmans has over 15 years of experience in higher education administration at Binghamton University, where she currently serves as the Executive Director of Student Services.
- She began her career at Binghamton in 2004 as the Director of TRIO Programs and has taken on increasing responsibilities, most recently being promoted to her current role in 2014 where she oversees multiple student support programs.
- As Executive Director, Wygmans supervises a budget of $2.5 million and provides leadership, management, and oversight of veterans services, TRIO programs, orientation, new student programs, and other academic support initiatives.
Action research into the quality of student learning: A paradigm for faculty ...ninaisofea
This document discusses using action research projects as a model for faculty development to improve teaching quality. It proposes that faculty examine aspects of their own teaching through regular reflective meetings. This allows perspectives to change through discussion. Gathering interpretive data can convince others and lead to publications. The summary provides the high-level purpose and proposed method at a glance in under 3 sentences.
Dr. Morris Clarington is seeking an executive leadership position in higher education. He has over 10 years of experience in academic leadership roles, including serving as the Allied Health Sciences Chair at Central Georgia Technical College where he oversees 60 personnel across multiple campuses. Dr. Clarington has a strong background in curriculum development, budgeting, and developing partnerships within the education community. He aims to continually improve the quality of education through excellent leadership and partnership with institutional missions.
This document discusses course equivalence, transcripts, and credit systems in higher education. It defines course equivalence as how a course from one institution relates to a course from another. It defines a transcript as an inventory of courses taken and grades earned by a student. It defines a credit system as a systematic way of describing an educational program by attaching credits to its components. It also discusses the roles of organizations like the Association of Indian Universities and Indian Nursing Council in evaluating course equivalency and issuing equivalency certificates. It provides guidelines for academic transcripts and discusses semester and credit systems.
- The document discusses frequently asked questions about capstone course assessment and assurance of learning standards for business programs.
- It explains that direct measures of student learning are required, such as evaluating specific assignments, rather than only using indirect measures like course grades or surveys. Course grades are too broad to assess individual skills while specific assignments can be used.
- The document outlines general knowledge and management-specific topics that learning goals should normally encompass, such as communication, ethics, analytics, and technology skills.
- It clarifies that learning goals only need to be established at the program level, not for individual majors, and there can be some overlap between programs' goals. Not all students need to be assessed as long
Evaluation of educational programmes in nursing course and programme-pptkirukki
- In 1860, Florence Nightingale established the first nursing school which focused on hygiene, tasks, and practice. Others later advocated for higher education-based nursing programs.
- There are different models for evaluating nursing education programs which consider priorities, timelines, personnel, and resources. Evaluation is used for accreditation, budgeting, developing faculty/staff, and improving programs.
- Proper evaluation is important to facilitate learning, diagnose issues, make decisions, improve outcomes, and judge effectiveness through formative and summative assessments. Standards ensure evaluations are useful, feasible, proper, and accurate.
TNTP Academy-Arizona provides an intensive, field-based teacher certification program that focuses on preparing teachers to be immediately effective in high-need schools. The program emphasizes proven instructional strategies through its Teaching for Results curriculum to help teachers raise student achievement. Research shows that TNTP graduates consistently outperform both new and experienced teachers in improving student outcomes. The selective year-long program partners with teaching fellowship programs and provides practical training, seminars, and support to help candidates earn their teaching certification.
This document discusses the administration of nursing curriculum. It defines curriculum as a systematic arrangement of selected experiences to achieve educational goals. It also discusses factors that influence curriculum like health, family, religion, and department decisions. It outlines the processes of planning, organizing, directing, coordinating and controlling curriculum. It describes methods of evaluating educational programs like CIPP model and comparing courses to identify duplication. Maintaining appropriate boundaries in student-teacher relationships is also discussed.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
The College of Sciences workload policy aims to balance high quality teaching and research as the university moves toward becoming more research intensive. Department chairs are responsible for implementing workload policies based on faculty goals, department needs, and available resources. The typical workload is a 2+2 course load for faculty with active research programs, though outstanding researchers may receive a 2+1 load. Workload agreements lasting three years can be created to outline teaching, research, and service plans and needed resources.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
This document summarizes a review of mathematics and science curricula and professional development models at the middle and high school levels that have evidence of positively impacting student achievement. The review identified 6 effective mathematics curricula and 7 effective science curricula that showed students using the curriculum scored higher than comparison students on standardized and curriculum-based tests. The review also found that professional development tied to curriculum content and the student learning process was more effective at improving achievement than development focused only on teaching behaviors.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Assessment For Learning Effects And ImpactAndrea Porter
This document summarizes research on assessment for learning (AfL). It outlines the key principles and strategies of AfL, including sharing learning goals, formative feedback, peer and self-assessment, and using summative assessments formatively. The research finds these strategies have overwhelmingly positive effects on improving teaching practice and student outcomes. The document concludes by providing guidelines for policymakers and teachers to support successful implementation of AfL in schools.
This document provides information and guidance for developing a strategic plan to prepare for a nurse educator role. It discusses conducting a personal needs assessment to identify strengths and weaknesses. A 3-5 year strategic plan should then be created, incorporating goals, objectives and plans to meet those goals based on the needs assessment and literature. The plan should cite at least three peer-reviewed journal articles from 2008 or later.
The document discusses the educational evaluation and planning processes in the Philippines. It describes how the country assesses the effectiveness of its education system through various mechanisms, including standardized testing, program and institutional evaluations, quality assurance, and policy and research evaluations. Educational planning involves regularly reviewing and updating curriculum, policies, infrastructure, and resources based on needs assessments, stakeholder input, and data analysis to ensure the education system meets evolving needs. Stakeholder engagement, monitoring and evaluation are emphasized throughout the replanning process.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
This document proposes a new approach to accountability assessments that reduces the federal role and increases the state and local roles. It involves using curriculum-embedded performance assessments (CEPAs) administered throughout the year as the primary method of assessment, supplemented by shorter statewide assessments that are more performance-based. CEPAs would be developed and approved by states and incorporated into regular classroom instruction. They would provide timely feedback to improve learning and inform accountability. This approach aims to transform teaching and learning to focus on deeper learning skills, while increasing efficiency by reducing over-testing. It would realign accountability to give states and districts more ownership over the process.
The document discusses the key elements of curriculum development: introduction, definitions, purposes, curriculum development process, sources of curriculum, and elements of curriculum. The main elements of curriculum include the philosophy, conceptual model, instructional objectives, course of study, evaluation plan, and calendar of operation. Curriculum is developed by considering the needs of learners, society, and subject matter to design relevant educational experiences and assessments.
This document summarizes a study on experiential education approaches in nonprofit-focused master's degree programs. The study found that the most common experiential education approaches were capstone projects, internships, experiential learning, and service-learning. It also examined how these approaches are defined, structured, and administered in different university settings. Key findings include that most programs support experiential education but support varies in type and level of institutionalization across universities. The study provides recommendations for strengthening experiential learning approaches and support as well as directions for future research.
- Martha Wygmans has over 15 years of experience in higher education administration at Binghamton University, where she currently serves as the Executive Director of Student Services.
- She began her career at Binghamton in 2004 as the Director of TRIO Programs and has taken on increasing responsibilities, most recently being promoted to her current role in 2014 where she oversees multiple student support programs.
- As Executive Director, Wygmans supervises a budget of $2.5 million and provides leadership, management, and oversight of veterans services, TRIO programs, orientation, new student programs, and other academic support initiatives.
Action research into the quality of student learning: A paradigm for faculty ...ninaisofea
This document discusses using action research projects as a model for faculty development to improve teaching quality. It proposes that faculty examine aspects of their own teaching through regular reflective meetings. This allows perspectives to change through discussion. Gathering interpretive data can convince others and lead to publications. The summary provides the high-level purpose and proposed method at a glance in under 3 sentences.
Dr. Morris Clarington is seeking an executive leadership position in higher education. He has over 10 years of experience in academic leadership roles, including serving as the Allied Health Sciences Chair at Central Georgia Technical College where he oversees 60 personnel across multiple campuses. Dr. Clarington has a strong background in curriculum development, budgeting, and developing partnerships within the education community. He aims to continually improve the quality of education through excellent leadership and partnership with institutional missions.
This document discusses course equivalence, transcripts, and credit systems in higher education. It defines course equivalence as how a course from one institution relates to a course from another. It defines a transcript as an inventory of courses taken and grades earned by a student. It defines a credit system as a systematic way of describing an educational program by attaching credits to its components. It also discusses the roles of organizations like the Association of Indian Universities and Indian Nursing Council in evaluating course equivalency and issuing equivalency certificates. It provides guidelines for academic transcripts and discusses semester and credit systems.
- The document discusses frequently asked questions about capstone course assessment and assurance of learning standards for business programs.
- It explains that direct measures of student learning are required, such as evaluating specific assignments, rather than only using indirect measures like course grades or surveys. Course grades are too broad to assess individual skills while specific assignments can be used.
- The document outlines general knowledge and management-specific topics that learning goals should normally encompass, such as communication, ethics, analytics, and technology skills.
- It clarifies that learning goals only need to be established at the program level, not for individual majors, and there can be some overlap between programs' goals. Not all students need to be assessed as long
Evaluation of educational programmes in nursing course and programme-pptkirukki
- In 1860, Florence Nightingale established the first nursing school which focused on hygiene, tasks, and practice. Others later advocated for higher education-based nursing programs.
- There are different models for evaluating nursing education programs which consider priorities, timelines, personnel, and resources. Evaluation is used for accreditation, budgeting, developing faculty/staff, and improving programs.
- Proper evaluation is important to facilitate learning, diagnose issues, make decisions, improve outcomes, and judge effectiveness through formative and summative assessments. Standards ensure evaluations are useful, feasible, proper, and accurate.
TNTP Academy-Arizona provides an intensive, field-based teacher certification program that focuses on preparing teachers to be immediately effective in high-need schools. The program emphasizes proven instructional strategies through its Teaching for Results curriculum to help teachers raise student achievement. Research shows that TNTP graduates consistently outperform both new and experienced teachers in improving student outcomes. The selective year-long program partners with teaching fellowship programs and provides practical training, seminars, and support to help candidates earn their teaching certification.
This document discusses the administration of nursing curriculum. It defines curriculum as a systematic arrangement of selected experiences to achieve educational goals. It also discusses factors that influence curriculum like health, family, religion, and department decisions. It outlines the processes of planning, organizing, directing, coordinating and controlling curriculum. It describes methods of evaluating educational programs like CIPP model and comparing courses to identify duplication. Maintaining appropriate boundaries in student-teacher relationships is also discussed.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
The College of Sciences workload policy aims to balance high quality teaching and research as the university moves toward becoming more research intensive. Department chairs are responsible for implementing workload policies based on faculty goals, department needs, and available resources. The typical workload is a 2+2 course load for faculty with active research programs, though outstanding researchers may receive a 2+1 load. Workload agreements lasting three years can be created to outline teaching, research, and service plans and needed resources.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
This document summarizes a review of mathematics and science curricula and professional development models at the middle and high school levels that have evidence of positively impacting student achievement. The review identified 6 effective mathematics curricula and 7 effective science curricula that showed students using the curriculum scored higher than comparison students on standardized and curriculum-based tests. The review also found that professional development tied to curriculum content and the student learning process was more effective at improving achievement than development focused only on teaching behaviors.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Assessment For Learning Effects And ImpactAndrea Porter
This document summarizes research on assessment for learning (AfL). It outlines the key principles and strategies of AfL, including sharing learning goals, formative feedback, peer and self-assessment, and using summative assessments formatively. The research finds these strategies have overwhelmingly positive effects on improving teaching practice and student outcomes. The document concludes by providing guidelines for policymakers and teachers to support successful implementation of AfL in schools.
This document provides information and guidance for developing a strategic plan to prepare for a nurse educator role. It discusses conducting a personal needs assessment to identify strengths and weaknesses. A 3-5 year strategic plan should then be created, incorporating goals, objectives and plans to meet those goals based on the needs assessment and literature. The plan should cite at least three peer-reviewed journal articles from 2008 or later.
The document discusses the educational evaluation and planning processes in the Philippines. It describes how the country assesses the effectiveness of its education system through various mechanisms, including standardized testing, program and institutional evaluations, quality assurance, and policy and research evaluations. Educational planning involves regularly reviewing and updating curriculum, policies, infrastructure, and resources based on needs assessments, stakeholder input, and data analysis to ensure the education system meets evolving needs. Stakeholder engagement, monitoring and evaluation are emphasized throughout the replanning process.
The document discusses curriculum evaluation, including its objectives, forms, and approaches. It defines curriculum evaluation as determining the outcomes and effectiveness of an educational program. There are three main forms: formative evaluation improves programs during development, summative evaluation assesses programs after implementation, and diagnostic evaluation identifies causes of learning issues. Approaches include the scientific approach using quantitative data, the humanistic approach capturing qualitative narratives, and bureaucratic, autocratic, and democratic evaluations led by different stakeholders. Curriculum evaluation is an essential part of the development process and provides feedback to improve educational programs over time.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
This document summarizes a journal article about improving assessment and creating a culture of assessment in higher education. It discusses how accrediting agencies have required assessment for over 20 years but a culture of assessment has not fully developed on most campuses. The article describes how one business school used a change management approach based on Kotter's 8 steps to create buy-in for assessment among faculty. This included establishing urgency, forming an assessment committee, developing a shared vision of ideal graduate outcomes, and communicating the vision to gain faculty support for the process.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxwlynn1
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxjeanettehully
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia ...
Maximizing What Students Get Out Of CollegeAmanda Walker
This study tested two models of student learning and development using data from 44,238 undergraduates across 120 institutions. The study found that similar students expending similar effort had different reported gains depending on the institution attended. Student engagement in educational activities had a positive effect on reported gains. The findings suggest institutions should promote student learning through increased engagement and improving the gains to effort ratio across in-class and out-of-class experiences. Institutions should also seek ways to improve student perceptions of the environment.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Organizational Leadership Service Learning ProjectCPEDInitiative
This document outlines an organizational leadership service learning project for Ed.D students. The project aims to have student teams apply organizational theories to real cases studies in local community colleges. Specifically, the students will compare theories, analyze a case study, and provide recommendations. Some example case studies provided include evaluating a college's student learning outcomes process and examining preparation for new state regulations. The student teams will work directly with college leaders on a case and receive mentorship from a retired community college president. The goals are for students to engage in applied, practical work while also providing a service to the community colleges.
This document discusses the placement and follow up services provided by school guidance programs. It describes placement as assisting students in selecting subjects and classes based on their interests, abilities, and career goals. Follow up involves keeping track of students after they graduate or transfer to ensure they are adjusting well and their needs are being met. Effective placement and follow up depends on staff support, adequate personnel to coordinate activities, and record keeping systems. The document provides examples of questions that should be answered through follow up to evaluate guidance services and student outcomes.
Pilot testing, monitoring and evaluating the implementationSFYC
Pilot testing and field evaluation are important steps after developing a curriculum to determine its strengths and weaknesses before final implementation. Monitoring and evaluation are also necessary during the implementation process to ensure the curriculum remains relevant and effective. There are two main approaches to curriculum evaluation - school-based evaluation led by school personnel, and accreditation which involves external review to assure standards are met. Key areas of evaluation under curriculum and instruction include the curriculum design, classroom management, instructional methods, graduation requirements, and student performance assessment.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
This document summarizes a leadership preparation program developed by researchers at the University of Memphis in response to calls for reforming principal preparation. The program focused on three essential components: preparation through a rigorous selection process and multifaceted curriculum, developing core competencies, and cultivating effective leadership dispositions. The selection process assessed candidates' experience, skills, and potential through nominations, applications, essays, interviews, and simulations. The integrated curriculum was grounded in standards and developed leadership skills through coursework, mentoring, and assessments. Thirteen core competencies and dispositions proven essential for effective leadership were embedded throughout. The goal was to prepare principals qualified to enhance student achievement in modern schools.
Chapter 6 Case Study The chapter began with a review of the cu.docxrobertad6
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i.
Chapter 6 Case Study The chapter began with a review of the cu.docxketurahhazelhurst
Chapter 6 Case Study
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed. The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000. The college serves a student ← 142 | 143 → population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male. Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies. The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases. The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders. As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test. Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, i ...
This document discusses the culminating activities required to obtain a Preliminary Administrative Services Credential from NCATE-accredited university educational administration programs in California. It describes the variety of fieldwork, portfolios, and other requirements across 21 different university programs. Fieldwork involves administrative experience at different school levels under university and on-site supervision. It varies in length from one semester to multiple years across programs. All programs require portfolios containing artifacts demonstrating candidates' competence in California's standards for educational leaders. The document aims to share information about these culminating activities to stimulate discussion about verifying candidates' professional competence.
This document discusses factors that affect the identification of research problems in educational administration studies. It first provides background on developments in the field of educational administration and knowledge production. It then describes a study that was conducted to identify these factors. The study involved interviewing 29 researchers in educational administration from various Turkish universities. The results of analyzing the interview data revealed five main themes of factors: 1) criteria for identifying research problems, 2) resources for identifying research problems, 3) criteria for limiting the scope of problems, 4) criteria for assessing problems, and 5) balancing theory and practice in problems. The factors included considerations of the nature of the problem, literature, methodology, personal views, and academic stakeholders.
This document discusses factors that affect the identification of research problems in educational administration studies. It first provides background on developments in the field of educational administration and knowledge production. It then describes a study that was conducted to identify these factors. The study involved interviews with 29 researchers in educational administration from various Turkish universities. The results identified five main themes related to factors that influence identifying research problems: 1) criteria for identifying problems, 2) resources for identifying problems, 3) criteria for limiting problem scope, 4) criteria for assessing problems, and 5) balancing theory and practice in problems. The document provides context on knowledge production and issues with originality and creativity in educational administration research.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Fieldwork
Students in these university educational administration credential programs are mainly
teachers, counselors, or quasi-administrators already working in schools on a daily basis.
Effective July 1, 2013, a California Preliminary Administrative Services Credential requires
five years of full-time experience.
All educational administration program fieldwork occurs at two levels of instruction
(such as elementary and secondary), and is supervised by both a university faculty member
and an on-the-job practicing administrator. Likewise, all university fieldwork requires
students to engage in administrative work pertaining to each California Professional Standard
for Educational Leaders (CPSEL).
Required fieldwork within university educational administration programs vary in
length. 25% of the CSU, Dominguez Hills program involves fieldwork in an action-based
leadership project. California State University, Long Beach requires three weeks of full-time
administrative fieldwork. The University of San Diego requires 40 days of full-time
administrative fieldwork, plus a day shadowing an administrator at a school with a grade level
that is different from the one in which the candidate works. San Francisco State University
schedules fieldwork at the beginning and end of their program.
San Diego State University fieldwork occurs over one academic year. Candidates
shadow principals in two different settings for three consecutive full days in each of two
semesters (total of six full-time days). The shadowing occurs at two different instructional
levels and in at least one setting that has a different cultural plurality than that of the
candidate. A primary focus of the fieldwork is to identify a population of students that will
be the focus of efforts throughout the fieldwork experience. Candidates acquire data about the
achievement of the targeted population, and examine detailed achievement test data and at
least one other data source such as discipline, student engagement, attendance, or course grade
data. They contrast the performance of the targeted population with other populations at the
school; describe the important questions that these data do not answer; suggest possible
strategies for collecting additional information that could help answer these questions; and
complete a review of the literature regarding the targeted population, plus investigate two
similar schools that are demonstrating high results with the targeted population. Then the
candidates, working with the site supervisor and an advisory committee including teachers
and parents, lead the development of a plan for improvement that includes strategies such as
instructional interventions, student engagement strategies, professional development, and
clinical supervision or peer coaching. In designing the improvement plan, consideration is
given to fiscal resources and compliance with the collective bargaining agreements. The plan
is implemented and monitored throughout the academic year and is evaluated based on
designated metrics, such as student test scores, student attendance, or other factors pertinent to
the plan. Other fieldwork is associated with specific courses and includes such things as
clinical supervision and developing a community relations plan.
The University of LaVerne requires one unit of fieldwork each semester throughout
their program. At Fresno State, fieldwork is assigned as coursework. At Loyola Marymount
University, candidates complete three one unit projects which serve as both formative and
summative assessments for fieldwork and coursework. Students add to their portfolio a
critical analysis of their fieldwork and coursework each semester. During their first semester
(Unit 1), students present to their peers and course instructors. During their second semester
3. 105
(Unit 2), students present to their peers, course instructors, and a panel of fieldwork
supervisors. And during their third semester (Unit 3), students present to a panel of volunteer
community experts in education, recruited and organized by the assistant program director.
California State University, Stanislaus requires four guided fieldwork projects of 45
clock hours each which are matched with four of their five courses. California Polytechnic
State University requires fieldwork which lasts three terms and involves at least 90 clock
hours of administrative work. California State University, East Bay requires fieldwork that
lasts for three quarters. San Jose State University requires four semesters of fieldwork, while
California State University, Fullerton candidates participate in field-based experiences that
span a period of five terms, beginning at the start of candidate programs. Additionally, most
universities give course assignments which often require fieldwork. For example, in the
Human Resource Administration course at California State University, Fullerton, candidates
learn how to supervise teachers and practice the skills of instructional supervision by pre-
conferencing, observing, and post-conferencing with a teacher.
Programs differ in the extent to which candidates enrolled in fieldwork meet to
examine, explore and address school related issues that they see, in relation to the research
they have learned in their coursework. The California State University, East Bay fieldwork
features such “critical friends” groups; whereas, the Azusa Pacific University faculty
administers “The Strengths-Finder Inventory” produced by The Gallup Organization (2013) to
determine the top five strengths of an individual, and a “Leadership Competency Analysis
Survey” that measures twenty-five dispositions for leadership. Candidates aggregate their
scores from peers, supervisors, and self to determine their ranking compared to overall
program scores.
The amount and structure of fieldwork required reflect fundamental assumptions about
the purpose of a university educational administration program. Should a university train
candidates to administer schools as they presently exist? Or, should an educational
administration program lead change, as university medical schools prepare new physicians
with the latest strategies to improve patient care? California State University, Bakersfield
does both, requiring two 110-clock hour fieldwork courses. Students spend the first 110
clock hours in a wide range of mentored administrative roles; the second fieldwork course
requires students to identify a real problem a school administration is having, and help them
research and then work on that problem, giving candidates a minimum of 110 clock hours of
experience leading curriculum change as instructional leaders. For example, last summer, a
fieldwork student researched and designed a Common Core State Standards implementation
plan for a local district, and is now leading them in that process.
Portfolios
All twenty NCATE approved California university educational administration programs
require a portfolio wherein students collect artifacts throughout their coursework and
fieldwork, demonstrating their competence on the CPSELs. For example, CSU-Fullerton
requires a portfolio that provides “evidence that can be used in determination of candidate
competence.” California Lutheran University asks students, among other queries, what it is
about each portfolio item that describes them as a professional. San Francisco State
University requires three artifacts for each of the six CPSEL standards, each preceded by a
reflection which describes the student’s administrative role and function, the role and function
4. 106
of other participants involved, the duration of the project/activity, the outcome or impact on
stakeholders and/or the school, and lessons learned. Each artifact must come from graded
coursework or fieldwork. The programs at California State University, Long Beach and
California State University, Bakersfield also ask candidates to reflect on each artifact,
explaining how it demonstrates their administrative competence in relation to the CPSELs.
Additionally, beginning summer 2013, University of San Diego students will include an
analysis and reflection from their international experience through the World Educational
Leadership Link (the WELL project).
The required portfolio at California State University, Northridge must include seven
course exemplars and reflections on each; two shadow experiences (elementary and
secondary) with reflections that connect to the six (CPSEL) standards; three activities per
standard and an artifact that supports each standard; and a narrative of a research project
developed in the “Research in Education” course and implemented in fieldwork.
While all of the required portfolios suggest that the candidate include their resume,
some recommend including the candidate’s teacher evaluations, letters of commendation and
awards, course summaries, short answers to typical interview questions, and a personal
educational vision. The University of San Diego asks students to describe their personal
educational “platform,” which includes the student’s philosophy of education and leadership;
vision for learners, teachers, the organization, and professional growth; and method for vision
attainment.
While common rubrics (Still Developing, Competent, and Superlative; or Low Level
of Competency, Average, Above Average, and Exceptional) are used, following are three
more informative rubrics used by the University of LaVerne:
1. Use of Writing Conventions:
(1) Many grammar, punctuation, or spelling errors; the formatting is confusing; not
presented in typed format.
(2) Some grammar, punctuation and spelling errors; formatting present but not strong;
material presented in a typed format.
(3) Few grammar, punctuation, and spelling errors; formatting clear and
understandable; material presented in a typed format.
(4) Very few difficulties with grammar, punctuation, and spelling; formatting adds to
clarity and meaning; material presented in typed format.
2. Overall Portfolio Impact:
(1) The portfolio does not demonstrate the student’s skills, abilities and knowledge to
potential employers.
(2) The portfolio does little to demonstrate the student’s skills, knowledge and abilities
to potential employers.
(3) The portfolio helps to demonstrate the student’s skills, abilities and knowledge to
potential employers.
(4) The portfolio demonstrates well the student’s skills, abilities and knowledge to
potential employers.
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3. What student learned about self as a person and as a professional:
(1) Unclear awareness of personal growth and no intent on continuous improvement.
(2) Demonstrates awareness of personal growth as a student or educator with an
understanding of a need for continuous improvement.
(3) Demonstrates awareness of personal growth as a student and an educator with a
commitment to continuous improvement.
(4) Demonstrates a clear awareness or personal growth as a student and an educator
with a strong commitment to continuous improvement.
The following is a sample of three rubrics used by California State University-Long Beach:
1. Selection of Artifacts: Artifacts selected are ((1) not clearly related, (2) related, (3) clearly
related) to the relevant standard and demonstrate ((1) limited to no degree of competence, (2)
some competence, (3) a high level of competence) in the standard.
2. Oral Presentation of Artifacts:
(1) The candidate is hesitant in some/all responses and/or appears unable to locate key
artifacts to support his/her statements.
(2) The candidate is able to completely answer the questions while locating artifacts to
accentuate responses that communicate the credential competencies have been met; the
response is complete, however not entirely fluid in delivery.
(3) The candidate is able to fluidly and completely answer the questions posed during
the Exit Assessment while using artifacts skillfully to accentuate responses that clearly
communicate the credential competencies have been met.
3. Standards Based Activities: Project/activities show (extensive depth and breadth, some
depth and breadth, little depth and breadth) to provide broad experiences to master standards.
When advising candidates beginning their educational administration programs, California
State University-Bakersfield introduces the CPSEL framework and suggests the following
rubric for evaluating a portfolio holistically:
(1) The portfolio merely includes factual material.
(2) The portfolio includes some evidence that the student is a “reflective” professional.
(3) The portfolio includes evidence that the student has integrated the knowledge base
in educational administration within their professional work.
(4) The portfolio provides evidence that the educator has social purposes larger than
his/her own.
(5) The portfolio includes evidence that the student understands that education is a
moral calling.
Written Examinations
Sonoma State University requires candidates to write a “What Could Be” paper and a
“Personal Theory of Leadership” paper. In the Personal Theory of Leadership paper, the
candidate is asked to pull together all of their learning in the program and discuss how this
learning will shape their eventual practice as a school leader. The “What Could Be” paper
analyzes their district site, reviews an earlier “What Is” assessment, collects information from
the site supervisor, and then summarizes this information into a major paper commenting on
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what their school should be working toward and the path they would take to get there.
Similarly, at Fresno State, candidates write a paper on the current and desired state of their
school site, and write a timed response to a practical administrative situation.
California State University, Stanislaus provides students with “30 Essential Questions”
at the beginning of the program during orientation sessions. At the end of the program,
students are given several weeks to respond to two of three questions in writing, selected from
the 30 Essential Questions. Here are three of the 30 Essential Questions, along with a rubric
for the third question:
1. First, identify the membership of a legally constituted Individual Education Plan
(IEP) Team. Second, briefly describe the responsibilities of the IEP Team in providing a free
and appropriate public education for students with exceptional needs.
2. School officials have the legal authority to regulate the expression of students’
speech on campus. Provide relevant examples that illustrate when and how this authority can
be exercised.
3. Identify and describe a mechanism or structure to raise student achievement at a
school.
Far Below Standard: No key mechanisms or structures to raise student
achievement are identified or described. Grammatical and syntactic errors
are noted throughout the narrative.
Below Standard: One or more key mechanisms or structures to raise student
achievement are identified, but are not accurately described. Occasional
grammatical and syntactic errors are noted.
Meets Standard: One key mechanism or structure is identified and accurately
described in relation to student achievement. Appropriate grammar and
syntax are used.
Above Standard: Two key mechanisms or structures are identified and a clear,
concise, and accurate description of each key mechanism or structure in
relation to student achievement is provided. Specific examples are
provided to illustrate each mechanism or structure. Appropriate grammar
and syntax are used.
Exemplary: Three or more key mechanisms or structures are identified and a
clear, concise, and accurate description of each key mechanism or
structure in relation to student achievement is provided. Specific
examples are provided to illustrate each mechanism or structure.
Appropriate grammar and syntax are used.
(Key Mechanisms: Schmoker; Marzano; Data-driven instruction; Targeted
intervention and remediation; Professional development (targeted &
ongoing); Appropriate allocation of funding; Single Plan for Student
Achievement; School Academic Intervention Team)
California State University, Northridge administers a comprehensive examination on general
administration (including human resources), supervision of curriculum, elementary and
secondary education (including special education), school finance, and school law. The first
three listed subject areas are assessed by an essay question which includes a scenario situation
which candidates must address by applying the knowledge and skills expected of school
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administrators. Students must respond by being specific about action steps and an action plan
that will facilitate student learning in situations that require leadership and knowledge of
instruction.
Both credential and master’s degree students at California State University,
Bakersfield complete a take-home examination which requires an in-depth theoretical and
practical understanding of the knowledge base in educational administration. The students
address six broad questions, each sampling one of the six CPSELs. Here are six typical
questions:
Based on (Promoting Learning) CPSEL #1: What leadership strategies can school
leaders utilize to increase student achievement?
Based on (Instructional Program) CPSEL #2: As an elementary principal, how would
you work to improve student achievement in mathematics?
Based on (Management) CPSEL #3: Salman Khan, who leads the Khan Academies,
has said he doesn’t understand where the money in public education goes, implying
that much is wasted. In California, about $8,300 is spent per student per year. That
means that a class of 25 students generates $207,500. Since, he says, teachers don’t
make even half of that, what is happening to the rest of that money? What should we
tell Salman Khan? What evidence can be cited to support increased funding for public
education?
Based on (School/Community) CPSEL #4: Utilize Comer’s approach to
school/community development, describing the knowledge and skills school
leaders can use to engage the school and its many communities in meaningful
dialogue and action to address political/social/economic challenges which affect
student achievement?
Based on (Ethics) CPSEL #5: Describe the diverse student population that exists in
Kern County: What cultural features, economic conditions, and political views affect
student achievement? How can school leaders bring about more educational equity
and opportunity for the students in this diverse region?
Based on (Political) CPSEL #6: What is the role of schooling in a democratic
society?
Oral Examinations
At California State University, Stanislaus, an oral interview is conducted by teams of local
practitioners (district and site-level) at the end of the students’ first semester of enrollment.
Questions are selected from the list of 30 Essential Questions, available on the program’s web
site. Comparing student performance at the first semester interview and on the final semester
written examination facilitates program evaluation.
After completing all credential requirements, students at California State University,
Long Beach participate in an “Exit Portfolio Assessment Summary Exhibition Night.” Their
portfolios must include a vision/mission statement, resume, disposition assessment forms
completed by the field experience site supervisor and the university supervisor, and/or the
student’s current principal, and three artifacts per CPSEL, with a rationale for each artifact
describing how it illustrates the student’s competence in the CPSEL Standard. Then, on the
Exit Portfolio Assessment Summary Exhibition Night, each candidate shares one experience
for each standard. This oral presentation is evaluated by the program coordinator.
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Throughout the program, Azusa Pacific University candidates develop a case study
based on local school scenarios, needs, issues, and/or situations, which is presented before an
evaluative panel during the final program course. At Sonoma State University, candidates
summarize “the significant problem” they have addressed during the year, the outcomes of
this action research project, and what they have learned in conjunction with each of the
CPSELs.
The oral examinations at the University of San Diego, the University of the Pacific,
and San Diego State University are presentations by the candidate of their portfolio, what they
did during their fieldwork, and showcase their accomplishments related to the CPSEL
standards. The oral examination at San Francisco State University is drawn from coursework
and fieldwork, providing students the opportunity to demonstrate their ability to integrate
knowledge and practice while articulating mastery of the CPSEL competencies. At CSU-
Dominguez Hills candidates make a multi-media presentation of their fieldwork to a panel of
faculty and school district administrators. Fresno State University requires students to engage
in a mock employment interview.
At California State University, Bakersfield, candidates complete their culminating
activities with an oral examination, given by their culminating examination committee,
composed of two educational administration university faculty and a practicing school
administrator (often, their principal). The culminating examination committee asks the
candidate to elaborate and/or clarify what they wrote in their written exam and assesses the
candidate’s dispositions. The oral exam also provides verification that the candidate actually
wrote the take-home written examination.
Conclusion
The culminating activities among California’s NCATE accredited university educational
administration programs are intended to verify that candidates are well-prepared at a level
expected of a beginning school administrator. Given the devastating criticism of educational
administration preparation programs, such as contained in Arthur Levine’s report, Educating
School Leaders (2005), universities need to make sure their culminating activities verify the
professional competence of candidates recommended for administrative certification.
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Appendix: Preliminary Administrative Services Credential Culminating Requirements
University Fieldwork Portfolio Written Exam Oral Exam/Presentation
Azusa Pacific U. X X
Cal. Lutheran U. X X X
Cal Poly, San Luis O. X X X
CSU, Bakersfield X X X X
CSU, Dominguez H. X X X
CSU, East Bay X X
CSU, Fresno X X X X
CSU, Fullerton X X
CSU, Long Beach X X X
CSU, Northridge X X X
CSU, San Bernardino X X
CSU, Stanislaus X X X X
Loyola Mary. U. X X X
Point Loma Nazarene X X X
San Diego State U. X X X
San Francisco S. U. X X X
San Jose State U. X X X
Sonoma State U. X X X
U. of La Verne X X X
U. of San Diego X X X
U. of the Pacific X X X