Rickie Palmer is a certified Grade 3 teacher currently teaching at Dene Tha' Community School in Alberta. He has extensive experience teaching students with learning disabilities and providing individual and small group instruction. He also has experience as the Literacy Coordinator at his current school. His skills include creative lesson planning, curriculum development, classroom management, and experience with various educational programs and resources. He has a Bachelor of Arts in English, a Bachelor of Education, and Alberta teaching certification.
This is a presentation given to the Universities of Da Nang and Ha Noi about the nature of teachers standards and how you can assess them including the evidential base.
This is a presentation given to the Universities of Da Nang and Ha Noi about the nature of teachers standards and how you can assess them including the evidential base.
Unit 10Richards, IncJessica RichardsMt460-01 Managemecorbing9ttj
Unit 10
Richards, Inc
Jessica Richards
Mt460-01: Management Policy and Strategy
Purdue Global University
December 20, 2018
Proforma Round 6
References
EDUU 512 Assessment Accommodations and Modifications Assignment
English Learners and Students with Special Needs
1. Go to http://www.wrightslaw.com/info/fape.accoms.mods.pdf
to learn about the difference between accommodations and modifications
2. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for students with special needs. The following sites
will help you with this task:
· LD Online- http://www.ldonline.org/indepth/accommodations
· Parent Education Advocacy Training Center- http://www.peatc.org/peatc.cgim?template=peakaccom
· Learning Disabilities Association of America- http://www.ldanatl.org/aboutld/teachers/understanding/accommodations.asp
· Understood.Org
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
· Center for Parent Information and Resources http://www.parentcenterhub.org/accommodations/
3. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for English Learners. The following site, as well as
your textbook Chapter 11, will help you with the task:
· Everything ESL- http://www.everythingesl.net/inservices/judith2.php
4. Create a table that categorizes the strategies in relation to what aspect of the assessment
process is being changed. The chart should include a total of 10 strategies.
Aspect of Assessment Process Being Modified
Student With
Special Needs
English Learner
Time or Setting for Assessment
Directions or Instructions
Difficulty of the Assessment
Level of Support during Assessment
How Student Responds
Week 8
Teaching Performance Expectations
EDUU 512 TPE Focus Areas
Planning Instruction
Understanding and Organizing Subject Matter
Engaging and Supporting Students in Learning
Assessing Student Learning
Planning Instruction
Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applica ...
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
elementaryresume
1. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Certified School Teacher (Grades K-6)
I am currently teaching Grade 3 at the Dene Tha' Community School in Chateh, Alberta. I offer a proven track
record, a passion for education and an unwavering commitment to optimizing student and school success. I
have extensive experience with individual and small group instruction of students with learning disabilities,
behavior and attention disorders, including but not limited to FASD, ADHD, Dyslexia and Emotional
Disorders. My classroom management system is firm and structured and promotes emotional stability and
self regulation
Core Competencies
Creative lesson planning
Curriculum development
Instructional best practice
Classroom management and discipline
Standardized testing/scoring
Learner assessment, based on multiple
intelligences and provincially approved
assessments
Experienced with educational resources
and programs: Read 180 & System 44;
Mathletics; Solaro
Familiar with 21st Century learning and
integrating technology into daily practice
Experiential learning, multi-sensory
instruction
Special needs planning and instruction
First Nations Education experience,
cultural integration into daily routines
Fostering emotional stability and the
promotion of self regulation
Professional Learning Community
experience
Professional Experience
Literacy Coordinator, Dene Tha' Community School, 03/26/2016-present
- Accountable for the standards of teaching and learning and pupil progress in Literacy throughout the
school.
- Lead, manage and develop Literacy throughout the school.
- Manage a team ensuring best practice across identified areas of the curriculum.
- Develop the use of ICT to support and enhance teaching and learning.
- Exercise professional skills and judgement.
- Impact on the educational progress of all pupils in the school.
- Lead, develop and enhance the classroom practice of teaching staff and teaching assistants.
Teacher, Grade 3, 11/16/2015-present
- Differentiated instruction of provincial curriculum at various levels and using Bloom's Taxonomy as
a basis for planning. Developed a classroom management system (loosely based on the Zones of
Regulation) that is respectful and supportive of all students, but is particularly effective for students
with anger or emotional regulation disorders. SMART board and technology used daily to solidify
learning and to maintain engagement. Worked well with all staff and contributed to a healthy
workplace environment.
- Created IPPs and short and long term goals for students; created resources to ensure outcomes were
met; created assessments and maintained records of growth in each subject, for each student.
- Divided students into learning groups and supported their learning and achievement of meeting
grade level status in many subject areas.
- Familiar with challenges related to First Nations education and have developed a good working
relationship with parents, family, staff and children.
Student (BN), 09/13-06/15
2. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Substitute Teacher (K-12), 01/08-06/15
Tutor (Grade 3-5), 01/10-08/14
Key Contributions, Literacy Coordinator
Take responsibility for the development and implementation of the whole school policy for Literacy
(Early Literacy, Read 180 & System 44)
Use national, local and school management data to monitor standards of achievement across the
school in Literacy.
Monitor the progress made towards achieving targets and use this information to plan future
developments.
Collaborate with staff on short, medium and long term planning to develop Literacy in relation to:
o Resources Continuous professional development of staff
o Aims of the school, including its policies and practices
o Challenging targets for improvement
Manage strategic development across identified areas of the curriculum .
Plan and monitor coverage, continuity and progression in literacy throughout the school.
Ensure that teachers are clear about learning objectives, understand the sequence of teaching and
learning in all subjects and communicate this to children.
Support and guide colleagues to select the most appropriate teaching and learning methods and
resources to meet the needs of the full range of pupils.
Establish and implement clear policies and practices for assessing, recording and reporting on pupil
achievement in line with school policy.
Evaluate the teaching and learning of Literacy in the school through monitoring activities including:
o Lesson observations
o Work and planning scrutiny
o Pupil discussions
o Analysis of results and assessment data
o Attending planning meetings
o Leading staff training
o Informal discussions
o Manage teaching and learning across identified areas of the curriculum.
Use this analysis to identify effective practice and areas for improvement and, in conjunction with the
leadership team, take action to further improve the quality of teaching and learning across the
school.
Key Contributions, Grade 3 Teacher
Delivered multi-sensory techniques, quality and creativity of classroom teaching, lesson plans, and
instructional materials used in teaching diverse subjects (language arts, mathematics, science, social
studies, and history).
Developed innovative approaches that met district and Touchstone Academy goals in areas including
technology integration across the curriculum, experiential learning, literacy and diversity.
Taught general education students as well as individuals with learning, attention, and special needs
within an inclusive classroom environment.
Consistently commended for ability to redirect students exhibiting behavior problems by modeling,
teaching and replacing disruptive, unproductive behaviors with positive ones.
Actively served on a variety of school committees and task forces focused on curriculum
development, resource development, fundraising and anti-bullying efforts.
Established positive relationships with students, parents, fellow teachers and school
administration/staff.
Personally requested by many full-time teachers to take over their classrooms during their absences.
3. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Tutor
Individualized planning, development of resources, implementation of multi-sensory learning
strategies used for small group and individual tutoring of language arts, science, social studies and
mathematics.
Extensive knowledge about dyslexia (and its many forms), attention deficit hyperactivity disorder,
special needs and the strategies that promote success and self-governance.
Innovative assessment and evaluation to meet curriculum and district outcomes.
Tailored resources to be attractive and practical for individual students.
Education, Professional Development & Credentials
Landmark Forum, April 21-26, 2016
"grounded in a model of transformative learning—a way of learning that gives people an awareness
of the basic structures in which they know, think, and act."
Treaty 8 Educational Symposium March 16-17, 2016
How to Engage Students (John Walker, OT)
FASD- Pebbles (Wanda Belland)
Traditional Protocol (Helen Metchooyeah)
Classroom Management (Grace MacLellan)
Behavioral Management (Grace MacLellan)
University of New Brunswick, Saint John
Bachelor of Arts, First Class Hons. In English, 2010, Cumulative GPA: 3.9
Bachelor of Education, 2010, Cumulative GPA: 3.9
New Brunswick teacher certification, 2010
University of New Brunswick, Saint John
Bachelor of Nursing, Cumulative GPA: 3.9
CPR- level C (September 2014)
Suicide Prevention Workshop (January 2015)
Alberta teacher certification, 2015
References
Ronan MacDonald, Principal at Dene Tha' Community School 780-926-0159
Angela Prosser, Principal of Touchstone Academy 506-847-2673
angeprosser@gmail.com
Aisha Kindred, Teacher 506-832-5619
Andrea Sabean, Teacher (Mentor) 506-433-5443
andisabean@hotmail.com