The document discusses various issues relating to grading, teacher evaluation, due process, and student assessment, questioning whether we are meeting the intended purposes and applying criteria reasonably and consistently. It raises questions about what defines good teaching, whether students have consistent experiences, and how to make fair evaluations using adequate evidence. Ensuring rational, justified decisions based on reliable evidence applied consistently is emphasized.
Relationships by mihaela alexandrina cenusabudur eleonora
The document discusses interpersonal relationships and provides information on several related topics:
- Interpersonal relationships involve disciplines like sociology, psychology, and social work and change continuously over their lifespan.
- Relationships can be in social groups like family, friends, organizations, communities, and professionally. They involve common goals, roles, norms, and sanctions.
- Developing positive teacher-student relationships is important as it influences student success in school through good behavior, competence, and interactions. Teachers can build these relationships through one-on-one interaction, communication, trust, and respect.
- The document then provides 12 steps for teachers to effectively manage student behavior in the classroom, such as anticipating compliance,
This document discusses factors that influence student achievement including home context, school context, classroom inputs, and classroom processes. It then provides a summary of 10 characteristics of successful teachers: 1) having clear objectives, 2) having a sense of purpose, 3) expecting students to succeed, 4) using praise authentically, 5) being consistent, 6) being reflective, 7) enjoying their work, 8) adapting to student needs, 9) giving emotional support to students, and 10) bringing fun into the classroom. Each characteristic is illustrated with an example and discussion of how it positively impacts the classroom environment and student learning.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
The 11 Principles of CEP Phils Character Formation www.mannrentoy.comMann Rentoy
The document provides an overview of the CEP Philippines' National Schools of Character program. The program offers K-12 schools in the Philippines a path to school improvement through high-quality character education. When schools engage in the character education process and implement CEP's 11 principles framework, they bring stakeholders together around core values, assess their character initiatives, and receive feedback to help growth. The goal is to bring dramatic improvements in academics, behavior, and school culture/climate to as many schools as possible.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Relationships by mihaela alexandrina cenusabudur eleonora
The document discusses interpersonal relationships and provides information on several related topics:
- Interpersonal relationships involve disciplines like sociology, psychology, and social work and change continuously over their lifespan.
- Relationships can be in social groups like family, friends, organizations, communities, and professionally. They involve common goals, roles, norms, and sanctions.
- Developing positive teacher-student relationships is important as it influences student success in school through good behavior, competence, and interactions. Teachers can build these relationships through one-on-one interaction, communication, trust, and respect.
- The document then provides 12 steps for teachers to effectively manage student behavior in the classroom, such as anticipating compliance,
This document discusses factors that influence student achievement including home context, school context, classroom inputs, and classroom processes. It then provides a summary of 10 characteristics of successful teachers: 1) having clear objectives, 2) having a sense of purpose, 3) expecting students to succeed, 4) using praise authentically, 5) being consistent, 6) being reflective, 7) enjoying their work, 8) adapting to student needs, 9) giving emotional support to students, and 10) bringing fun into the classroom. Each characteristic is illustrated with an example and discussion of how it positively impacts the classroom environment and student learning.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
The 11 Principles of CEP Phils Character Formation www.mannrentoy.comMann Rentoy
The document provides an overview of the CEP Philippines' National Schools of Character program. The program offers K-12 schools in the Philippines a path to school improvement through high-quality character education. When schools engage in the character education process and implement CEP's 11 principles framework, they bring stakeholders together around core values, assess their character initiatives, and receive feedback to help growth. The goal is to bring dramatic improvements in academics, behavior, and school culture/climate to as many schools as possible.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Motivation and self regulation--Myron Demboharrindl
The document discusses several topics related to student learning and motivation, including:
1) The role of self-regulation in learning and key motivational constructs that influence students.
2) Common causes of students' learning and motivational problems such as their beliefs, help-seeking behaviors, and perceptions of ability.
3) Recommendations for interventions to address motivational issues and improve instruction, such as addressing students' and instructors' conflicting beliefs.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
TRANSFORMING POWER OF EFFECTIVE CLASS ADVISORY (June 24)Mann Rentoy
The document discusses the important role of the Class Adviser in positively impacting students and forming their character. An effective Class Adviser can make their class a vibrant, supportive environment where students are happy, proud, and bonded together. They act as a role model for students through their professionalism, kindness, and support. The Class Adviser aims to develop students into well-rounded people of integrity and create a unified team spirit throughout the class.
This document discusses the important role of teachers in shaping students' character development. It emphasizes that teachers have tremendous power to positively or negatively impact students' lives through their words, actions, attitudes and relationships. Successful teachers establish clear objectives, communicate purpose, adapt to student needs, model desired values and bring joy to learning. The most effective character formation occurs organically through caring relationships and teachers exemplifying core values, rather than artificial add-ons like posters or certificates.
This document provides information for students on the first day of an Integrated Science 2 class. It introduces the teacher and classroom expectations. Students will learn about physical science topics like motion, forces, and earth science topics like the changing earth. Grading will be based on assignments, labs, quizzes and tests. The teacher wants students to feel respected and hopes the impact of their teaching will make a difference in students' lives.
CREATING A SCHOOL CULTURE THAT WORKS FOR STUDENT SUCCESSMann Rentoy
This document discusses creating a positive school culture for student success. It outlines several key principles for developing culture, including that every teacher is a character formator. The principal plays a key role as the "chief culture shaper" in planning, monitoring, modeling, and reinforcing the school's culture through recognition and willingness to confront issues. A healthy culture is marked by collaboration, a shared mission and focus on student learning. The document provides examples of ways to build positive culture, such as classroom compacts, traditions, innovation, and assessing the existing culture. An effective culture can unify people and focus them on growth and the school's future.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
Effects of teachers and school on individual and group behavior.shoaibcaptjuniad
Teachers and schools influence both individual and group behavior in several ways. For individuals, they raise awareness, encourage responsibility, provide practical guidance, and inspire students. They challenge students to achieve intellectual and personal growth. For groups, teachers enable teamwork, cooperation, and leadership skills. They help students develop communication, discipline, competition skills and work towards shared goals through cooperation and friendship. Overall, teachers and schools guide individuals who then apply these lessons as members of social groups.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
This document summarizes the role of a teacher as an agent of change. It states that a teacher can change students using various techniques and methods to make them better people. It describes the attitudes a teacher should have, such as being positive, caring, patient and passionate. It then explains how teachers can enact change through their thoughts, words, and actions. For thoughts, teachers should think positively about students and how to help them. For words, teachers should use inspiring language and constructive criticism. For actions, teachers should lead by example. The document concludes by listing some common problems teachers face in classrooms, such as overly dependent, aggressive, or unprepared students, and emphasizing the importance of teaching in a way that students can
Student perceptions of faith integrationScot Headley
The document summarizes research on the integration of faith and learning (IFL) in Christian higher education. It discusses several studies that examined student and faculty perceptions of IFL. A survey of 118 teacher education students at Judson University found that most students believe IFL involves making connections between faith and course content. Students reported regularly experiencing IFL through activities like devotions, prayer, and professors modeling faith. The majority agreed they are learning to integrate faith with their learning through education courses. While providing useful insights, the study had limitations like sample size and could be expanded in future research.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Ethics issues for administrators power point session #5.fa18.bbbruce.miller
The document discusses understanding of and ability to apply different resolution principles, including rules based, ends-based, and care-based approaches. It indicates an understanding of considering relevant criteria when making decisions as well as the pros and cons of each resolution principle.
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.
Motivation and self regulation--Myron Demboharrindl
The document discusses several topics related to student learning and motivation, including:
1) The role of self-regulation in learning and key motivational constructs that influence students.
2) Common causes of students' learning and motivational problems such as their beliefs, help-seeking behaviors, and perceptions of ability.
3) Recommendations for interventions to address motivational issues and improve instruction, such as addressing students' and instructors' conflicting beliefs.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
TRANSFORMING POWER OF EFFECTIVE CLASS ADVISORY (June 24)Mann Rentoy
The document discusses the important role of the Class Adviser in positively impacting students and forming their character. An effective Class Adviser can make their class a vibrant, supportive environment where students are happy, proud, and bonded together. They act as a role model for students through their professionalism, kindness, and support. The Class Adviser aims to develop students into well-rounded people of integrity and create a unified team spirit throughout the class.
This document discusses the important role of teachers in shaping students' character development. It emphasizes that teachers have tremendous power to positively or negatively impact students' lives through their words, actions, attitudes and relationships. Successful teachers establish clear objectives, communicate purpose, adapt to student needs, model desired values and bring joy to learning. The most effective character formation occurs organically through caring relationships and teachers exemplifying core values, rather than artificial add-ons like posters or certificates.
This document provides information for students on the first day of an Integrated Science 2 class. It introduces the teacher and classroom expectations. Students will learn about physical science topics like motion, forces, and earth science topics like the changing earth. Grading will be based on assignments, labs, quizzes and tests. The teacher wants students to feel respected and hopes the impact of their teaching will make a difference in students' lives.
CREATING A SCHOOL CULTURE THAT WORKS FOR STUDENT SUCCESSMann Rentoy
This document discusses creating a positive school culture for student success. It outlines several key principles for developing culture, including that every teacher is a character formator. The principal plays a key role as the "chief culture shaper" in planning, monitoring, modeling, and reinforcing the school's culture through recognition and willingness to confront issues. A healthy culture is marked by collaboration, a shared mission and focus on student learning. The document provides examples of ways to build positive culture, such as classroom compacts, traditions, innovation, and assessing the existing culture. An effective culture can unify people and focus them on growth and the school's future.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
Effects of teachers and school on individual and group behavior.shoaibcaptjuniad
Teachers and schools influence both individual and group behavior in several ways. For individuals, they raise awareness, encourage responsibility, provide practical guidance, and inspire students. They challenge students to achieve intellectual and personal growth. For groups, teachers enable teamwork, cooperation, and leadership skills. They help students develop communication, discipline, competition skills and work towards shared goals through cooperation and friendship. Overall, teachers and schools guide individuals who then apply these lessons as members of social groups.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
This document summarizes the role of a teacher as an agent of change. It states that a teacher can change students using various techniques and methods to make them better people. It describes the attitudes a teacher should have, such as being positive, caring, patient and passionate. It then explains how teachers can enact change through their thoughts, words, and actions. For thoughts, teachers should think positively about students and how to help them. For words, teachers should use inspiring language and constructive criticism. For actions, teachers should lead by example. The document concludes by listing some common problems teachers face in classrooms, such as overly dependent, aggressive, or unprepared students, and emphasizing the importance of teaching in a way that students can
Student perceptions of faith integrationScot Headley
The document summarizes research on the integration of faith and learning (IFL) in Christian higher education. It discusses several studies that examined student and faculty perceptions of IFL. A survey of 118 teacher education students at Judson University found that most students believe IFL involves making connections between faith and course content. Students reported regularly experiencing IFL through activities like devotions, prayer, and professors modeling faith. The majority agreed they are learning to integrate faith with their learning through education courses. While providing useful insights, the study had limitations like sample size and could be expanded in future research.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
Ethics issues for administrators power point session #5.fa18.bbbruce.miller
The document discusses understanding of and ability to apply different resolution principles, including rules based, ends-based, and care-based approaches. It indicates an understanding of considering relevant criteria when making decisions as well as the pros and cons of each resolution principle.
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.
This document discusses the importance of teaching morals and values in schools. It provides definitions of morals and values, and discusses how children learn from many influences, making it important for schools to explicitly teach values. Character education aims to develop traits like responsibility, fairness and integrity. While character education declined in the past due to various factors, there is now a push to reinstate it due to the declining morality in society and need to offset poor influences on children. The document advocates for character education to help reverse moral decline.
This document discusses social class differences in education. It finds that high socioeconomic schools have higher teacher ratings, fewer students on free lunch, and lower dropout rates than low socioeconomic schools. Poorer schools tend to have less experienced and certified teachers. The document argues that tracking students by perceived ability and unequal expectations from teachers can perpetuate inequality. It suggests political and educational reforms are needed to provide more equitable resources and opportunities to all students.
This document discusses creating a diverse faculty in education. It defines diversity and the benefits it provides students, such as helping them identify with teachers from diverse backgrounds. It also discusses the importance of equality, equity, and justice in ensuring all students receive what they need. The document outlines the types of diversity, as well as the benefits of a diverse faculty, including new perspectives, a wider talent pool, and improved culture. It also discusses challenges, such as overcoming bias, and provides recommendations for creating a diverse faculty through visible leadership and structured hiring practices.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
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CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
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This document discusses the relationship between social class and educational outcomes in the United States. It defines social class and finds that student achievement is more correlated with family social class than school characteristics. Students from lower socioeconomic classes typically attend lower resourced schools with teachers holding different expectations. Programs aim to close gaps and increase opportunities for lower class students to achieve their dreams through education, but bridging differences requires effort from governments, schools, teachers, students, and families.
Course 608 discussion What are your thoughts about the following.docxfaithxdunce63732
This document contains a marketing plan for Gorgeous Look LLC, a fashion and beauty boutique. The plan discusses the company's services, sales forecasts, and environmental analysis. Gorgeous Look LLC aims to provide a full "Gorgeous Look Experience" including styling consultations, hair/makeup/nail services, and exclusive clothing lines. The plan forecasts steady sales growth over five years. An environmental analysis examines competitive, economic, political, technological, legal and sociocultural factors impacting the business.
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
Issues of Inequality in the Singapore Education systemBenedict Chua
The document discusses the Singapore education system and equal opportunities. It examines factors that influence student outcomes such as race, socioeconomic status, and streaming. While biological and cultural factors may contribute to differences, historical and institutional marginalization of certain groups are also important. As educators, we should create a positive environment, respond sensitively to issues, and educate students to promote understanding and a level playing field for all.
The document discusses services available for secondary gifted students, including Advanced Placement (AP) courses which have grown significantly in popularity. It also addresses the social and emotional needs of gifted adolescents, such as developing self-regulation skills and a positive self-identity. Effective environments for gifted secondary students provide guidance for future planning, support for personal development, and instruction in self-regulation.
- The study examines how familial characteristics and parental gender socialization influence the expectations and aspirations of African American youth.
- It finds that females report that their parents worry more about them facing discrimination and have higher expectations for discrimination than males. Males report a higher frequency of discussing discrimination with parents than females.
- There is a positive correlation between how often youth discuss discrimination with parents and parents' expectations that their child will face discrimination. Females also report higher academic expectations and self-concepts than males.
Slacca Myths, Realities, And Coaching 2009[1]merlene.gilb
The document discusses myths and realities about differentiation in education. It provides statements classified as myths or realities and has teachers analyze them. It also discusses the process of implementing differentiation in the Webster Groves School District, which included training and coaching teachers. Challenging existing beliefs and understanding the change process were emphasized as important aspects of supporting teachers in differentiating instruction.
C. Max Roach- Personal Philosophy and Favorite QuoteMax Roach
This document contains Colin "Max" Roach's personal and professional philosophy statements. It summarizes his views on teaching and learning, leadership and school operations. He believes students learn best in a positive environment that inspires engagement through relationships, collaboration and risk-taking. As a leader, he values transparency, stakeholder input and ensuring programs align with the school's mission. Schools perform best when they have a shared sense of purpose and ensure practices align with their goals.
This document outlines the author's philosophy of education from a social reconstructionist perspective. Some key points:
- Education should teach students to think critically about social problems and ways to solve them, while preparing them for the workforce.
- A good teacher supports students' personal needs and helps them feel successful regardless of background.
- Curriculum and standardized tests need reform to better support all students, including those from marginalized groups.
- Teachers should be evaluated through observations of their teaching abilities and student achievement, not just test scores.
- School choice is important but does not address the root causes of achievement gaps related to poverty and segregation.
Career exploration for_the_college_student_3-3-16shalakaraj123
This document discusses the importance of career exploration for college students. It notes that over 80% of students change their major at least once in college. The presenter outlines a 3-stage process for career exploration: 1) determine interests, values and skills, 2) discover career options that fit those interests, and 3) plan goals. Several assessments are recommended to help students understand their personality type and how it relates to different careers. The presenter emphasizes that choosing a major and career aligned with one's personality leads to greater success, satisfaction and timely graduation. Students are encouraged to seek career guidance to help them choose a rewarding path.
This document discusses the importance of career planning for college students. It notes that over 80% of students will change their major more than once, often due to a lack of career exploration. The presenter outlines a 3-stage process for career exploration: 1) determining interests, 2) discovering career options, and 3) setting goals. Personality and interest assessments, such as Holland's 6 personality types, can help students understand what careers and majors best fit their interests and values. Choosing a major aligned with one's personality predicts greater student success, satisfaction, and career outcomes. The presenter emphasizes that career exploration and planning leads to clearer goals and benefits students both in college and after graduation.
The document discusses the Developmental Classroom Management (DMA) approach which focuses on keeping students rational and responsible through establishing rights and responsibilities, using hints and recognition to encourage positive behavior, and logical consequences for lack of effort rather than punishment. The approach was implemented at Broadmeadows Primary School, which saw a significant reduction in disruptive behaviors and improved academic performance.
Similar to Ethics issues for administrators power point-Equal Educational Opportunity (20)
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.fa2017brucemiller9901
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.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
This document discusses the balance between individual freedom and the public interest. It explores how to differentiate between public and private matters, and how to find a balance between various interests and their possible effects. It also examines the differences between facts, morals, and values, and how moral principles can create duties and obligations.
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.
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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
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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.
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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.
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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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Ethics issues for administrators power point-Equal Educational Opportunity
1.
2. What is the purpose of grades?
Are you being rational?
Are we meeting that purpose?
What is the purpose of teacher evaluation/student
assessment? Are we rational?
Due Process: from an ends-based and care-based
point of view
Which is subordinate to the other-ends-based or
care-based? Justice vs. Mercy, Individual vs.
Community
If something visible does NOT happen is it still OK?
3. Who would you rather have you pack your
parachute?
What describes a good teacher? Do we
evaluate those qualities and are they the
same for everyone?
The influence of a good/great teacher on
student learning.
4. We need to be thoughtful about the
incentives we create.
What are we rewarding?
5. 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.
6. 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!
7. 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?
Do students with different teachers share a
similar and consistent experience? Is it OK
if they don’t?
8. 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?
9.
10. A fundamentalist view is not healthy or
sufficient…care-based and the gum
chewer
Rules-based: What is relevant?
Grading…are we practicing “due process with
our students”
11. What if unreasonable treatment did no harm and
reasonable treatment produced no good?
Teacher capriciously assigns a grade.
Suppose, also, that nothing turned on the grade.
Student already admitted to their college of choice
and will earn an A in the course.
Toss the paper down the steps and assign the
grade based upon the step it landed on.
12. 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.
15. • Very good coach, brings stability to your program
(6 coaches in 8 years) never a winning season,
former coach of the year winner, has taken a team
to the state tournament, left teaching and
coaching to work in business world and now
wants to return, something the basketball program
has not had previously
• Coach that will be in the building as a part of the
program and to make connections to student-
athletes
16. Candidate #1 (Jackie)
Will be outstanding coach and will bring much needed
stability to the basketball program. Will be member of an
already strong special education department, will be one of
11teachers, reference check indicated “will not hurt
you and will meet deadlines and will have to be reminded a
lot”, would likely not be the worst colleague but also not the
best, predictably an average, middle of the road selection
Candidate #2 (Julie)
As good a teacher as Candidate #1 is a coach…will bring
much to the department and will likely improve it by
the wealth of experience and work ethic they will bring to the
department, akin to a “first round pick”
18. Our discussion…basketball coach/special education
teacher vs. special education teacher
• Facts
“What is relevant?”
“Some coaches do not teach a rigorous curriculum”
“Whoever tells the stories defines the culture”
What is our mission?-Reach fullest potential
For what are we being held accountable?
• Morality
“We ought to have a ‘superstar’ teacher in every classroom”
“Every student in co-curricular activities ought to have ‘superstar’
program leaders.”
Co-curricular programs ought to be subordinate to academic programs
We ought to have program leaders in our building.
• Values
Classroom teachers are more important than our program leaders.
Programs leaders are just as important to our school & students as our
classroom teachers.
19. Richmond (VA) v. Croson-30% of city’s
subcontracts were reserved for minority-
owned companies (J.A. Croson Company
wanted to install stainless steel toilets in
the city jail.
• Need to have evidence for systematically
excluding minorities
Toobin, J. (2007). The nine. New York: Doubleday.
20. 1997: Barbara Grutter: 3.8 G.P.A. and 161 on LSAT and wait listed
to law school
1995: Jennifer Gratz: 3.8 G.P.A and 25 on ACT and wait listed for
undergraduate College of Literature, Sciences and the Arts and
attended another school
1997: Patrick Hamacher 3.0 G.P.A. and 28 on ACT and wait listed
for undergraduate College of Literature, Sciences, and the Arts and
attended another school.
21. Undergraduates: rank based on SAT and grades
• Minority with 3.5 G.P.A. and 1200 SAT admitted
• White candidate would be rejected with same criteria
• Ranking system allowed automatic point increase to all racial
minorities rather than making individual determinations.
• New Michigan Criteria Statement
Law School: individualized because of fewer
students but gave significant advantages to
minorities.
• Between 3.25 and 3.49 G.P.A. and LSAT of 156-158
1 of 51 Whites accepted
10 of 10 Blacks accepted
22. Michigan: important to develop a diverse
workforce (General Motors, Microsoft, Boeing,
Coca-Cola, GE supported them)
Military: “highly qualified racially diverse officer
corps educated and trained to command our
nation’s racially diverse enlisted ranks its
essential to the military’s ability to fulfill its
principal mission to provide national security”
21.7% African American: enlisted
8.8%: officer corps
3 service academies and ROTC practice race-
conscious affirmative action in admissions
23. Grutter v. Bollinger: Law school won
because treated students as individuals
much like Harvard
Gratz v. Bollinger: undergraduate school
lost because it was more rigid and closer
to a quota system.
24. Regents of the University of California v. Bakke
Medical school reserved 16 of 100 seats for
minorities.
Struck down, BUT race or ethnic background
may be deemed a “plus” in a particular
applicants file.
Harvard: The race of a student may tip the
balance in their favor as could geographic origin
or a life spent on a farm may tip the balance in
other candidate’s cases.
25.
26.
27.
28. Some Americans enjoy baseball.
• Those that don’t enjoy baseball should not stop those
that do from attending games.
Some Americans may believe or believed
baseball should only be played by white players.
• Is this a value or moral position?
What about gender equity…Title IX?
• Are there other examples?
Certain mascots…smoking in public place…donations from
convicts
29.
30.
31. A high school can be most efficient if every
student is REQUIRED to take two study halls (in
a 7 period day)
We are staffed based upon teachers teaching 5
periods each day.
Students often take 7 classes each day.
Eliminate this option by requiring two study
halls, equals same class sizes and more
efficient operation.
32. Even/consistent class sizes
Elective departments will be affected
Students will not have opportunity to
engage in different experiences
Overall effectiveness of education is
diminished
Are we educating our students to their
fullest potential?
33. In any given circumstances, people who
are the same in those respects
relevant to how they are treated in
those circumstances should receive
the same treatment.
Conversely:
People who are relevantly different should be
treated differently.
34. Irrelevant to educational mission
• Race, sex, religion, and ethnicity
It is an injustice to treat folks differently based upon these
characteristics in most cases
Relevant to educational mission
• Religion used to admit to a theological seminary
• Race used to remedy a racial discrimination program
• In this case ability (gifted and talented) AND need
(Hispanic community) are relevant
35. Morality Claims
Treat equals equally and unequals unequally
Relevancy Claims
Certain factors are relevant to how people
are to be treated and others are irrelevant
Efficacy Claims (effectiveness)
Particular kinds of treatments produce
desirable results
36. What do we want to achieve? What end
result do we want?
&
Rule Based
Making decisions based on relevance
allows for the most efficient use of
resources and opportunities (Is this what
we really want?) (equals equal/unequals
unequal)
If not, we will not be effective and will not
maximize human welfare
37. Inefficient…may not hire the best person
because of “fill-in-the-blank.
Same for educational opportunities.
38. What characteristics should we look for
when hiring.
What characteristics should we look for
when evaluating educational opportunity?
Begin with the end in mind.
39. What characteristics allows educators to make the
most efficient use of resources?
Apply this principle to the gifted talented program.
Apply this principle to Hispanic/Latino students.
Compare the two in terms of the benefit
maximization to the community.
40. Maybe the gifted/talented program only
produces a little extra benefit (low
efficiency/low effectiveness)
Benefit to society for Hispanic children will
be small in relation to costs
(effective/efficient)
41. Must still consider relevancy
• Hiring of one individual over the other and the
reason
If because of race, gender, ethnicity, religion, etc
then this diminishes the person as a human being and
what they have accomplished
If because of ability-then the individual is still worthy
and deserving person
42. Does not require us to select the most
efficient use of resources
Hispanic children should not be denied the
chance for a better life
At times it is important to meet the needs
of some and this is more important than
maximizing the average welfare of all.
43.
44.
45. Is participation
in advanced
placement
programs
representative
of all students?
Are all
students
perceiving the
learning in the
same way?
Is there a
difference in
student
achievement
results by
program
paticipation?
What are the
differences in
student
learning based
on who the
students are
and how they
are taught
algebra?
47. 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.
48.
49. What is the problem?
What are the circumstances out of which the problem arose?
What are the end results I want to receive?
What is the right thing to do? What is the successful thing to do?
What is your first inclination for course of action?
What is the continuum of possible solutions?
What are the advantages and disadvantages of each solution?
Community Acceptability Test
Does this solution conform to my school, community, district,
professional code of conduct?
Is it legal?
Is it safe?
Does it adhere to the values of the community?
What would mother think if my decision shows up on the front page of
the newspaper?
Personal Value Test
Does it adhere to my personal values?
Can I sleep tonight?
What ethical or moral principals are involved? (benefit maximization,
equal respect, equal treatment, maximin principle)
What is your decision?
50. What is the problem and is it a moral issue?
What are the circumstances out of which the problem arose?
Who is responsible to respond/do something?
What are the relevant facts?
Ask a lot of questions & get the details.
What are the end results I want to receive?
What is the right thing to do? What is the successful thing to do?
What is your first inclination for course of action?
Community Acceptability Test/Test for right vs. wrong.
Does this solution conform to my school, community, district,
professional code of conduct?
Is it legal?
Does it violate a code or standard regulations?
Does it adhere to the values of the community?
What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
Does it adhere to my personal values?
Can I sleep tonight?
What ethical or moral principals are involved? (think about the 4 paradigms…justice
v. mercy, short-term v. long term, truth v. loyalty, self v. community.)
Apply the resolution principles…ends-based, care-based, rule-based
What is the continuum of possible solutions?
What are the advantages and disadvantages of each solution?
Is there a trilemma option?
What is your decision?
Reflect on your decision.
51. 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.