The document provides guidance on creating an effective resume for teacher job applications. It recommends that resumes clearly articulate achievements and results, focus on the quality rather than quantity of experiences, and use a concise and logical format. Specific tips include using action verbs to highlight accomplishments, quantifying results when possible, choosing most relevant recent experiences, and keeping the resume to one page with consistent formatting and no errors. The document also provides next steps for candidates to finalize and share their resume.
The document provides guidance on creating an effective resume for teacher job applications. It recommends that resumes clearly articulate achievements and results, focus on the quality of content over quantity of experiences, and use a concise and logical format. Specific tips include using action verbs to highlight accomplishments, quantifying results when possible, and limiting the resume to one page with consistent formatting. The document also encourages finalizing one's resume and attending upcoming hiring events.
The document provides a checklist of tasks for a principal to complete when preparing for the opening of a new school year. For elementary schools, tasks include meeting with the superintendent, establishing goals, ensuring student IEPs are current, ordering student handbooks, and planning orientations for new students and parents. For secondary schools, similar tasks are outlined along with additional responsibilities like reviewing student schedules, verifying athletic paperwork is complete, and scheduling senior class pictures. Common tasks for both include filling staff vacancies, ordering textbooks, preparing opening remarks for teachers, and scheduling training. The checklist covers preparations related to students, faculty/staff, and miscellaneous administrative responsibilities.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
The document provides an overview and guidance for observations to be completed as part of a logbook for a Curtin Education Assistants Conversion Course. It includes sections to guide observations on the context of the school and classroom, relationships, structures, processes, planning, curriculum, classroom management, assessment, instructional strategies, and inclusion. Students are instructed to complete 12 observation sessions and respond to the different sections in their logbook, which will be marked according to the provided rubric. The key question focuses on the role of assessment and evaluation in teaching and learning within an outcomes-focused environment.
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
Original presentation contains special font styles and text/ image animation.
Topics discussed:
Peter Oliva's 10 Axioms for CD
Curriculum Designs and Approaches
Curriculum Mapping
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
The document provides guidance on creating an effective resume for teacher job applications. It recommends that resumes clearly articulate achievements and results, focus on the quality of content over quantity of experiences, and use a concise and logical format. Specific tips include using action verbs to highlight accomplishments, quantifying results when possible, and limiting the resume to one page with consistent formatting. The document also encourages finalizing one's resume and attending upcoming hiring events.
The document provides a checklist of tasks for a principal to complete when preparing for the opening of a new school year. For elementary schools, tasks include meeting with the superintendent, establishing goals, ensuring student IEPs are current, ordering student handbooks, and planning orientations for new students and parents. For secondary schools, similar tasks are outlined along with additional responsibilities like reviewing student schedules, verifying athletic paperwork is complete, and scheduling senior class pictures. Common tasks for both include filling staff vacancies, ordering textbooks, preparing opening remarks for teachers, and scheduling training. The checklist covers preparations related to students, faculty/staff, and miscellaneous administrative responsibilities.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
The document provides an overview and guidance for observations to be completed as part of a logbook for a Curtin Education Assistants Conversion Course. It includes sections to guide observations on the context of the school and classroom, relationships, structures, processes, planning, curriculum, classroom management, assessment, instructional strategies, and inclusion. Students are instructed to complete 12 observation sessions and respond to the different sections in their logbook, which will be marked according to the provided rubric. The key question focuses on the role of assessment and evaluation in teaching and learning within an outcomes-focused environment.
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
Original presentation contains special font styles and text/ image animation.
Topics discussed:
Peter Oliva's 10 Axioms for CD
Curriculum Designs and Approaches
Curriculum Mapping
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
Pds Enhancing Student Teaching Though Co TeachingMizzou Education
This document provides an overview of St. Cloud State University's efforts to implement a co-teaching model for student teaching. It discusses the benefits of co-teaching for student learning and teacher preparation. Key elements of SCSU's program include training for cooperating teachers and university supervisors, designated co-planning time, and various co-teaching strategies. Research found the model improved student achievement and benefited all parties involved. The document outlines recommendations for other institutions looking to adopt a similar approach to enhancing student teaching.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This document outlines a lesson plan for a class presentation on introducing lesson planning in economics. It provides the objectives of the lesson which are to explain what a lesson plan is, the steps for lesson planning, and how to plan an effective economics lesson. The format of the lesson plan details the name of the teacher, lecture number, course, subject, topic, objectives, aids to be used, teaching methods, strategies, and steps for presenting, explaining, and recapitulating the main points of the topic. It also includes planning for a class activity, homework assignments, and assessment of the class.
This document discusses the requirements and best practices for achieving a 3-star rating in early childhood education programs. It focuses on two essential elements: the learning environment (Element 3B) and curriculum and assessment (Element 3C).
The key aspects of a high-quality 3-star learning environment include maintaining an average score of 4 on standardized environmental rating scales, rotating materials to support curriculum goals, and arranging classrooms into learning areas. Curriculum and assessment at the 3-star level incorporates a curriculum spiral of observing, documenting, planning, implementing, and reassessing based on children's individual needs and developmental stages. Programs must gather evidence through ongoing observations, checklists, and communicating with families.
The document
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
This document provides guidelines for preparing effective lesson plans with three key points:
1. It outlines the stages of a lesson - beginning, middle, and end - and considerations for planning activities at each stage.
2. It recommends choosing appropriate teaching techniques based on student and classroom factors, such as lectures, discussions, demonstrations.
3. It includes three sample lesson plan templates and resources for instructional development to help instructors plan lessons that meet learning outcomes.
This document provides an overview of lesson study, a form of professional development where teachers collaboratively plan, observe, and discuss lessons. It begins with photos of schools in Japan, Singapore, and the Philippines where lesson study is practiced. It then outlines the key elements of lesson study, which include identifying a professional learning goal, planning a research lesson, observing student responses during the lesson, and discussing revisions to improve student learning. Critical success factors for lesson study include forming collaborative learning teams focused on improving instruction and using research themes to guide the process.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
This document summarizes a meeting of vertical collaborative teams. The objectives of the meeting were to: 1) engage in sharing about school improvement plans, 2) review district curriculum and professional development, 3) clarify expectations for future professional development sessions, 4) process expectations for core instruction action plans, and 5) reflect on learning. Teams from different schools shared about developing, implementing, and monitoring their school improvement plans. An African folktale was discussed in relation to collaborative team expectations. Insights on developing school improvement plans were shared in triads. The next meeting date and sharing site were decided. Aligning district professional development, curriculum development, and school-level action plans was discussed.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
1) Teachers will implement behaviors that enable student thinking to increase student achievement and mastery in reading and math.
2) The action plan includes analyzing student performance data, providing teacher professional development, modeling behaviors in classrooms, and monitoring student progress through benchmark assessments.
3) Evaluation of teachers and students will occur through observations, evaluations, benchmark data, and end of year assessments to determine the effectiveness of implementing behaviors that enable student thinking.
The document provides information about the science program of study at St. Catherine Academy. It outlines two academic science options, the courses included in each, and prerequisites. It describes the purpose and assessment criteria for School Based Assessments, which contribute 20% to the overall CXC exam grade. Finally, it shares the science department's strong performance on CXC exams from 2003-2009 and highlights of individual student achievements.
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
The Office of Strategic Teacher Recruitment and Staffing held a seminar to support surplus teachers in finding new positions. The seminar covered crafting resumes, improving interview skills, and demonstrating how to search for vacancies. Surplus teachers were encouraged to actively participate in the job search process by applying during transfer periods, contacting principals, attending networking events, and preparing for interviews in order to find the best fit and selection of positions. A timeline of support events was provided through June.
Interviewing with Unified District Principalsteachmemphis
This document provides information for teachers preparing for interviews with principals in the Unified District. It outlines the objectives, agenda, and content of an interview preparation workshop. The workshop covers preparing for different types of interviews, what to bring, making a good first impression, sample interview questions, and what principals look for in candidates. Specifically, principals seek candidates with a fit for the school culture, strong teaching skills, and evidence of student achievement and success.
This document summarizes the transfer application process for teachers in Memphis. It outlines the eligibility requirements, application timeline, and process. Teachers first submit an online application selecting available positions. The most senior applicants will be interviewed, and principals will recommend teachers for positions. Notifications will be sent in early March regarding transfer confirmations. The presentation includes a demonstration of the online application system and addresses for contacting officials with any other questions.
The document provides guidance on conducting effective interviews for staffing positions. It discusses developing competency-based interview questions, differentiating questions for different candidate types, using scenario-based questions, and recognizing excellent, strong, weak, and poor candidate responses. The objectives are to create an effective interview and evaluation process and practice identifying excellent answers.
The document provides an interview guide for Solvay recruiters, outlining how to conduct structured behavioral interviews focused on Solvay's 12 key competencies. It describes how to gather examples of past behaviors from candidates by using situation, action, and result questions for each competency. Recruiters are instructed to assess candidates on a 3-level scale of essential, developed, or advanced for each competency based on the examples provided. The guide aims to help recruiters identify which candidates have demonstrated behaviors most important for success in the role.
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
Pds Enhancing Student Teaching Though Co TeachingMizzou Education
This document provides an overview of St. Cloud State University's efforts to implement a co-teaching model for student teaching. It discusses the benefits of co-teaching for student learning and teacher preparation. Key elements of SCSU's program include training for cooperating teachers and university supervisors, designated co-planning time, and various co-teaching strategies. Research found the model improved student achievement and benefited all parties involved. The document outlines recommendations for other institutions looking to adopt a similar approach to enhancing student teaching.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This document outlines a lesson plan for a class presentation on introducing lesson planning in economics. It provides the objectives of the lesson which are to explain what a lesson plan is, the steps for lesson planning, and how to plan an effective economics lesson. The format of the lesson plan details the name of the teacher, lecture number, course, subject, topic, objectives, aids to be used, teaching methods, strategies, and steps for presenting, explaining, and recapitulating the main points of the topic. It also includes planning for a class activity, homework assignments, and assessment of the class.
This document discusses the requirements and best practices for achieving a 3-star rating in early childhood education programs. It focuses on two essential elements: the learning environment (Element 3B) and curriculum and assessment (Element 3C).
The key aspects of a high-quality 3-star learning environment include maintaining an average score of 4 on standardized environmental rating scales, rotating materials to support curriculum goals, and arranging classrooms into learning areas. Curriculum and assessment at the 3-star level incorporates a curriculum spiral of observing, documenting, planning, implementing, and reassessing based on children's individual needs and developmental stages. Programs must gather evidence through ongoing observations, checklists, and communicating with families.
The document
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
This document provides guidelines for preparing effective lesson plans with three key points:
1. It outlines the stages of a lesson - beginning, middle, and end - and considerations for planning activities at each stage.
2. It recommends choosing appropriate teaching techniques based on student and classroom factors, such as lectures, discussions, demonstrations.
3. It includes three sample lesson plan templates and resources for instructional development to help instructors plan lessons that meet learning outcomes.
This document provides an overview of lesson study, a form of professional development where teachers collaboratively plan, observe, and discuss lessons. It begins with photos of schools in Japan, Singapore, and the Philippines where lesson study is practiced. It then outlines the key elements of lesson study, which include identifying a professional learning goal, planning a research lesson, observing student responses during the lesson, and discussing revisions to improve student learning. Critical success factors for lesson study include forming collaborative learning teams focused on improving instruction and using research themes to guide the process.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
This document summarizes a meeting of vertical collaborative teams. The objectives of the meeting were to: 1) engage in sharing about school improvement plans, 2) review district curriculum and professional development, 3) clarify expectations for future professional development sessions, 4) process expectations for core instruction action plans, and 5) reflect on learning. Teams from different schools shared about developing, implementing, and monitoring their school improvement plans. An African folktale was discussed in relation to collaborative team expectations. Insights on developing school improvement plans were shared in triads. The next meeting date and sharing site were decided. Aligning district professional development, curriculum development, and school-level action plans was discussed.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
1) Teachers will implement behaviors that enable student thinking to increase student achievement and mastery in reading and math.
2) The action plan includes analyzing student performance data, providing teacher professional development, modeling behaviors in classrooms, and monitoring student progress through benchmark assessments.
3) Evaluation of teachers and students will occur through observations, evaluations, benchmark data, and end of year assessments to determine the effectiveness of implementing behaviors that enable student thinking.
The document provides information about the science program of study at St. Catherine Academy. It outlines two academic science options, the courses included in each, and prerequisites. It describes the purpose and assessment criteria for School Based Assessments, which contribute 20% to the overall CXC exam grade. Finally, it shares the science department's strong performance on CXC exams from 2003-2009 and highlights of individual student achievements.
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
The Office of Strategic Teacher Recruitment and Staffing held a seminar to support surplus teachers in finding new positions. The seminar covered crafting resumes, improving interview skills, and demonstrating how to search for vacancies. Surplus teachers were encouraged to actively participate in the job search process by applying during transfer periods, contacting principals, attending networking events, and preparing for interviews in order to find the best fit and selection of positions. A timeline of support events was provided through June.
Interviewing with Unified District Principalsteachmemphis
This document provides information for teachers preparing for interviews with principals in the Unified District. It outlines the objectives, agenda, and content of an interview preparation workshop. The workshop covers preparing for different types of interviews, what to bring, making a good first impression, sample interview questions, and what principals look for in candidates. Specifically, principals seek candidates with a fit for the school culture, strong teaching skills, and evidence of student achievement and success.
This document summarizes the transfer application process for teachers in Memphis. It outlines the eligibility requirements, application timeline, and process. Teachers first submit an online application selecting available positions. The most senior applicants will be interviewed, and principals will recommend teachers for positions. Notifications will be sent in early March regarding transfer confirmations. The presentation includes a demonstration of the online application system and addresses for contacting officials with any other questions.
The document provides guidance on conducting effective interviews for staffing positions. It discusses developing competency-based interview questions, differentiating questions for different candidate types, using scenario-based questions, and recognizing excellent, strong, weak, and poor candidate responses. The objectives are to create an effective interview and evaluation process and practice identifying excellent answers.
The document provides an interview guide for Solvay recruiters, outlining how to conduct structured behavioral interviews focused on Solvay's 12 key competencies. It describes how to gather examples of past behaviors from candidates by using situation, action, and result questions for each competency. Recruiters are instructed to assess candidates on a 3-level scale of essential, developed, or advanced for each competency based on the examples provided. The guide aims to help recruiters identify which candidates have demonstrated behaviors most important for success in the role.
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
Training on Competency-Based Behavioural Interview (CBBI)qblade
The purpose of this training report is to discuss the design, delivery and evaluation of a training session based on personnel recruitment using the Competency Based Behavioural Interview process (CBBI).
IELTS Teaching Workshop: Introduction To IELTSfakelinker
The document discusses the International English Language Testing System (IELTS), which assesses the English language proficiency of people who want to study or work in an environment that requires English. IELTS tests all four language skills - listening, reading, writing and speaking. It has been the leading English test since 1989, with over 1.4 million candidates taking it in 2009 alone. IELTS results are recognized by over 10,000 organizations globally as proof of English ability.
IELTS Preparation presentation. More information about the presentation (in Arabic) can be found here with a download link below the document as well:
http://goo.gl/n6F5h
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
The document discusses the Master Educator role in DCPS-TNTP IMPACT. Master Educators are a select group of expert teachers who evaluate and support other teachers across the district. Their responsibilities include conducting observations of teachers and providing feedback. DCPS invests significant resources into recruiting, selecting, training and supporting Master Educators to fulfill this important instructional leadership role.
The Live Oak Leadership Team meeting on March 11, 2010 will:
1) Identify instructional and culture goals for the school and identify strategy teams to develop plans to meet these goals.
2) Review the goals and strategy plans developed by these teams.
3) Discuss agenda items for upcoming leadership team meetings including reviewing strategy team reports and finalizing plans.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
The leadership team meeting had the following goals:
1. Review and finalize a leadership team charter and establish team norms.
2. Identify areas for goal setting and distribute homework around goal setting.
3. Discuss the cycle of improvement model and how it guides the team's work.
4. Review the agenda for the next meeting, which will focus on reviewing goal setting homework and defining roles and responsibilities.
Josh Round: How to 'gain a strength' in teaching?eaquals
This document discusses how to develop great teaching. It identifies key aspects of effective teaching such as content knowledge, quality instruction, classroom management, and teacher beliefs. It also outlines strategies for developing great teaching such as recruiting strong teachers, fostering a culture of continuous professional development, and providing supportive performance management. The document advises preparing teachers to showcase their best practices during inspections by engaging in self-assessment, understanding what inspectors look for, and emphasizing student interaction and transparent learning.
The document discusses the demands that society places on teachers as professionals. It explains that teachers spend significant time with students each day and have tremendous influence over them. As a result, society expects teachers to be competent instructors who plan engaging lessons, create a positive learning environment, assess student progress, and demonstrate professionalism in their interactions. The document outlines four models of effective teaching that describe the key responsibilities of teachers, such as instructional planning, delivering content, and reflecting on their practices. It also discusses the Philippine Professional Standards for Teachers, which defines the competencies expected of teachers in seven domains like pedagogical knowledge and student assessment.
The document discusses formative assessment and its importance in the classroom. It describes formative assessment as checks of learning that are used to improve teaching and provide students with feedback to advance their learning. The key aspects of formative assessment are that it is integrated with teaching, ongoing to monitor daily progress, improves teaching practices, and provides descriptive feedback to students. The overall message is that formative assessment should be a continual process used to help students improve, not just a final evaluation of learning.
The document discusses the key components of an effective lesson plan, including learning aims, objectives, activities, and assessment. It emphasizes that lesson planning is an iterative process, like putting together a jigsaw puzzle, where different elements are developed and modified until a workable plan is formed. Specifically, it outlines how to write clear learning aims and objectives, develop age-appropriate activities, incorporate assessment criteria, and structure the lesson effectively within the given time frame.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
PE and General Teaching, Sport Coaching, Sport Development, Educational Analysis and Research, Children & Youth, Social Services, International Development
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
This document outlines the key components of effective lesson planning, including learning aims, objectives, and structuring lessons. It discusses establishing learning aims and objectives for an email lesson as an example. Learning objectives should be specific, measurable, achievable, relevant, and time-bound. Effective lesson planning also involves considering activities, outcomes, assessments, timing, cross-curricular links, and evaluating lessons. The planning process is iterative rather than linear.
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
The document discusses the concept of constructive alignment in curriculum and assessment design. Constructive alignment is an outcomes-based approach that aligns learning outcomes, teaching methods, and assessments. It is based on the idea that students construct their own learning through engaging activities. When implementing constructive alignment, learning outcomes should be expressed as verbs that describe the skills and activities students will perform. Teaching methods and assessments should then be designed to draw out these verbs and evaluate how well students can perform the desired activities. The document provides examples of how to implement constructive alignment in curriculum design.
The teaching portfolio for improvement and assessment of teaching performanceWSSU CETL
What is a teaching portfolio? A primer, by John Zubizarreta.
The intentional focus on reflective practice produces better teaching and learning and better cooperation and communication among faculty and administrators.
A serviceable portfolio is not a one-time effort but a concentrated document that records progressive levels of achievement and sets the stage for specific goals.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"