I understand the components necessary for due process.
I understand what it means to practice due process with regard to teacher evaluation (or other applications).
I understand why it is important to follow due process.
I under stand the application of a rational approach.
I understand how ends-based and care-based thinking relate to teacher performance evaluation and the evaluation of student learning.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
This presentation is about levels of teaching with special reference to phases of teaching and domains of learning, prepared for B.Ed. Students in a period of #covid19#lockdown.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
This presentation is about levels of teaching with special reference to phases of teaching and domains of learning, prepared for B.Ed. Students in a period of #covid19#lockdown.
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
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Ethical issues for administrators power point session 2.2018.bbbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Ethics issues for administrators power point session #5.bb.fa17brucemiller9901
I understand the rules based resolution principle.
I can apply the rules based resolution principle
I understand the idea of considering relevant criteria in making decisions.
I understand the pros and cons of each of the three resolution principles…ends-based, care-based and rules based.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
I can differentiate between public and private matters.
I can use strategies to find balance between the interest under consideration and the possible effect on the students (The Third Thing).
I understand Facts vs. Morals vs. Values.
I understand the importance of moral principles and how they assert duties and obligations on us.
Ethical issues for administrators power point session 3.bb.fa2017brucemiller9901
I understand the importance of considering other points of view.
I understand the importance that countering opinions are OK and may even be helpful.
I can define the principle of ends-based thinking and can apply it to ethical dilemmas.
I can define the principle of care-based thinking and can apply it to ethical dilemmas.
I can define the principle of rule-based thinking and can apply it to ethical dilemmas.
Ethical issues for Administrators: Culture Values & Leadershipbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics: FA17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: Session 1-What is Ethics?brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethicsbrucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
3. I understand the components necessary for due
process.
I understand what it means to practice due process
with regard to teacher evaluation (or other
applications).
I understand why it is important to follow due
process.
I under stand the application of a rational
approach.
I understand how ends-based and care-based
thinking relate to teacher performance evaluation
and the evaluation of student learning.
4. Christopher Langan J. Robert Oppenheimer
Gladwell, Malcolm. (2008). The trouble with geniuses, part
2. In Outliers: The Story of success. (pp 91-115).
New York: Little, Brown and Company.
5.
6.
7. "I shall not today attempt further to define
the kinds of material I understand to be
embraced within that shorthand description
["hard-core pornography"], and perhaps I
could never succeed in intelligibly doing so.
But I know it when I see it, and the motion
picture involved in this case is not that."
(Potter Stewart, 1964)
9. Ideas from books, articles
PD workshops in school
Workshops and courses outside of school
Supervision suggestion from observers
End of year evaluation by administrators
Ideas and suggestions from fellow
teachers
Ideas and suggestions from loved ones
Internet resources
Figuring it for myself; experience
Other
10. Are we helping our teachers improve?
Do they want to be helped?
Saints, cynics, sinners…
Teachers are on their own 99.9% of the time.
The big question…does it matter…and if it
does what do we do and why?
11. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!
12. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!
13. “Good teaching cannot be reduced to
technique; good teaching comes from the
identity and integrity of the teacher.
Palmer, P.J. 1999. The courage to teach.
Jossey-Bass.
14. •What defines a good teacher?
•How do we know a good teacher when
we see one?
•How will we respond when we notice a
good teacher?
•How will we respond when we notice a
poor teacher?
15. Do our teachers know the standards for
which they will be judged?
Are the standards being consistently
applied? (inter-rater reliability)
Are decisions made with reasonable
evidence available on a systemic basis?
Is your judgment a rational connection
to a legitimate purpose?
23. Plan•What are my goals?
•What do I know about my students?
•Information gathering
•Developing a Plan
Do/Teach•Implementation in the classroom
24. Plan•What are my goals?
•What do I know about my students?
•Information gathering
•Developing a Plan
Do/Teach•Implementation in the classroom
Study/Reflect•What have I learned about my students?
•What have I learned about my teaching?
•What have I learned about our community of learners
Act/Apply•How will I apply what I’ve leaned in my
classroom to enhance student learning?
25. You have taken this from a
colleague…why are you using it in your
class?
How is this activity, assessment, etc. better
than the last time you used it?
How has your teaching affected learning?
26. Common language to
talk about teaching
34 critical components
of teaching
Organized into 5
domains
27.
28. COMPONENT LEVEL OF PERFORMANCE
UNSATISFACTORY – The
teacher does not yet appear to
understand the concepts underlying
the component. Working on the
fundamental practices associated with
the elements will enable the teacher
to grow and develop.
DEVELOPING – The teacher
appears to understand the concepts
underlying the component and
attempts to implement its elements.
Implementation is sporadic,
intermittent, or otherwise not entirely
successful. Additional reading,
discussion, visiting classrooms of
other teachers, and experience will
enable the teacher to grow and
develop.
PROFICIENT – The teacher
clearly understands the concepts
underlying the component and
implements it well.
DISTINGUISHED – Teachers at
this level are master teachers and
make a contribution to the field, both
in and outside their school. Their
classrooms operate at a qualitatively
different level, consisting of a
community of learners, with students
highly motivated and engaged, and
assuming considerable responsibility
for their own learning.
3a:
Communicating
Clearly and
Accurately
Teacher’s oral and written
communication contains errors or is
unclear or inappropriate to students.
Teacher’s oral and written
communication contains no errors, but
may not be completely appropriate or
may require further explanations to
avoid confusion.
Teacher communicates clearly and
accurately to students, both orally and
in writing.
Teacher’s oral and written
communication is clear and
expressive, anticipating possible
student misconceptions.
3b:
Using
Questioning
And Discussion
Techniques
Teacher makes poor use of
questioning and discussion
techniques, with low-level questions,
limited student participation, and little
true discussion.
Teacher’s use of questioning and
discussion techniques is uneven, with
some high-level questions, attempts
at true discussion, and moderate
student participation.
Teacher’s use of questioning and
discussion techniques reflects high-
level questions, true discussion, and
full participation by all students.
Students formulate many of the high-
level questions and assume
responsibility for the participation of all
students in the discussion.
3c:
Engaging
Students in
Learning
Students are not at all intellectually
engages in significant learning, as a
result of inappropriate activities or
materials, poor representations of
content, or lack of lesson structure.
Students are intellectually engaged
only partially, resulting from activities
or materials of uneven quality,
inconsistent representations of
content, or uneven structure or
pacing.
Students are intellectually engaged
throughout the lesson, with
appropriate activities and materials,
instructive representations of content,
and suitable structure and pacing of
the lesson.
Students are highly engaged
throughout the lesson and make
material contributions to the
representation of content, the
activities, and the materials. The
structure and pacing of the lesson
allow for student reflection and
closure.
3d:
Providing
Feedback to
Students
Teacher’s feedback to students is of
poor quality and is not given in a
timely manner.
Teacher’s feedback to students is
uneven, and its timeliness is
inconsistent.
Teacher’s feedback to students is
timely and of consistently high quality.
Teacher’s feedback to students is
timely and of consistently high quality,
and students make use of the
feedback in their learning.
3e:
Demonstrating
Flexibility and
Responsiveness
Teacher adheres to the instruction
plan in spite of evidence of poor
student understanding or students’
lack of interest, and fails to respond to
students’ questions; teacher assumes
no responsibility for students’ failure to
understand.
Teacher demonstrates moderate
flexibility and responsiveness to
students’ needs and interests during a
lesson, and seeks to ensure the
success of all students.
Teacher seeks ways to ensure
successful learning for all students,
making adjustments as needed to
instruction plans and responding to
student interests and questions.
Teacher is highly responsive to
student’s interests and questions,
making major lesson adjustments if
necessary, and persists in ensuring
the success of all students.
3f:
Technology as a Tool
Teacher does not comprehend the
value of instructional technology nor
uses this resource to enhance
teaching and learning in the school
community
Teacher uses the basic functions of
instructional technology and applies it
minimally to their professional practice
as a teacher.
Teacher displays a solid
understanding of instructional
technology and uses its capabilities
frequently to enhance teaching and
learning in the school community.
In addition to understanding and using
higher levels of instructional
technology, the teacher is willing to
pioneer and investigate new
technology that enhances teaching
and learning in the school community.
29. …a checklist of specific teaching behaviors
• while good teachers may accomplish many of the
same things, the may not achieve them in the
same way
…an endorsement of a particular teaching
style
• good teachers are professionals and should have
a repertoire of strategies to choose from to meet
instructional goals
30.
31.
32.
33.
34.
35.
36.
37. Recognizing the Educational Impact of
Cultural Diversity
Building Relationships Across Differentiated
Cultures
Accessing Demographic Inequalities in
Achievement
Adapting Curriculum to Reflect Cultural
Diversity
Ongoing Self-Reflection About Cultural
Competence
38. Diagnostic versus prescriptive
Collaborative and reflective
How are teachers demonstrating their skill?
Observe other teachers so that we can
learn from each other!
Self directed professional inquiry
Professional growth
39. • Teacher Evaluation Rubric
• Principal Evaluation Rubric
Take 4 minutes….
1. What are your initial thoughts (generally
positive or not)?
2. What is good (or, what pops out at you
as being good)/
3. What do you believe is missing (or, what
do you disagree with as something to be
evaluated)?
40. Ends-based Thinking
• The end result of treating people reasonably are
better than the end result of treating people
unreasonably. What are the consequences of
being reasonable versus unreasonable?
Care-based Thinking
• Treat people reasonably because it is our moral
responsibility to do so.
• People are free and rational moral agents…let’s
act that way!
41. Growth as a moral agent is possible
through learning and
education…remember Lawrence
Kohlberg?
Educators are responsible for creating
responsible moral agents!
44. $10 experiment.
Pink, D. 2011. Drive: The surprising truth about what motivates us.
Penguin Publishing Group.
45. Both confess = 5 years in prison
Neither confess = 1 year in prison
One confesses and one doesn’t confess:
• Confessor = freedom
• Non-confessor = 10 years in prison
46. We must ensure that reasonable decisions
are made about other people in a rationally
justified way using adequate, reliable evidence in a
consistent way..
Rumors, gossip, opinions, and/or hearsay
evidence must be disregarded or
independently checked to be sure the evidence
is reliable.
47. We must know what defines the standard
of “good teaching”! If we do not know and
the teacher does not know, then how can
we make personnel decisions!
Our judgments must be consistently
applied!
48. Formative/Summative assessments for
students…do our students know what is
expected of them? Is this important? Can
we just say this is a function of application,
or synthesis, or some level of higher
cognition?
2 students with 2 different biology
teachers…do they have a consistent
experience? Is it OK if they don’t?
49. How many assessments does it take for a
student to be evaluated fairly?
What if a chemistry student earned a 98%
on the final comprehensive, summative
exam, yet has not turned in all of her work.
What should her grade be? What types of
behaviors should help determine a grade?
50. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!
51. The red dot on our GPS mapping
application.
The destination is not a reward…it is a
statement of fact.
The reward comes in what happens
AFTER we arrive at our destination!
52. A. an exact objective rating.
B. a subjective rating that allows for
professional judgment.
C. something in between.
Grading is:
53. A. …consistent (within your
learning team or with other
students in your classes)?
B. …accurate (aligned essential
learnings)?
C. …meaningful & supportive of
learning?
54. 2 students…both have same GPA….
1 A- as a 9th grader
All As through 1 quarter of senior year.
GPA = 3.9967033
But wait….
Student A takes a summer math class…and gets an A
while student B works a summer job.
Student A = 3.9968421
Student B = 3.9967033
Who is the Valedictorian?
Who gets the Valedictorian scholarship at Drake
University?
55. …the rigor of the courses? (on-level vs.
honors/AP)…what if the student is “gaming
the system” and taking classes with less
rigor?
…the number of co-curricular activities the
students are in?
…LEARNING!
60. The best Socrative Seminars are those in
which something new and unexpected is
discovered. This happens when the seminar
is approached as a joint search or
exploration through dialogue rather than a
defense of ideas.
63. What purpose do grades serve? How does
this affect your view of fair procedures for
assigning grades?
Should student behavior be reflected in a
students final grade? How about the
student’s effort?
Does your school have a grading policy? If
so, what is it? (a certain % for summative vs.
formative, missing assignments, only aligned
to learning targets).
64.
65. Blood donations actually
decreased when a small
stipend was provided! Why?
Late Child Care
fines…actually increase late
pickups! Why?
Bagels in your office…who
does and doesn’t pay?
Levitt, S.D. & Dubner, S.J. (2005). Freakonomics: A rogue economist explores the
hidden side of everything. HarperCollins: New York.
66. We need to be thoughtful about the
incentives we create.
What are we rewarding?
67. Everyone’s happiness/welfare counts
equally
Must benefit the average welfare
Our own welfare may be not be equal to
the average welfare
Why then do we care about others?
• Equal respect for persons is morally basic…
68.
69. What do you think?
Care based vs. ends based
Ends-based= maximizes happiness for
everyone
Care-based= says no because abandon
everything central to a moral responsible
human life.
70. Ends-based
• Happiness or human welfare…not growth as a
person…growth is important only if it leads to
happiness
Care-based
• Someone who cares about others and is willing
and able to accept the responsibility of one’s self
• We are in the people business!
71.
72. What is the best time to do each thing?
Who are the most important people to
work with, to listen to, and avoid?
What is the most important thing to do at
all times?
73.
74. I understand the components necessary for
due process.
I understand what it means to practice due
process with regard to teacher evaluation (or
other applications).
I understand why it is important to follow due
process.
I understand the importance of ends-based
thinking and care-based thinking as they
relate to teacher performance evaluation.