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The document discusses several hot topics in education including budget issues, the Performance Counts Act, Stand for Children initiatives, possible outcomes of changes to teacher tenure and evaluation systems, and strategies for improving school districts. It also advertises upcoming professional development opportunities from IASA including academies on teacher remediation and evaluation, finance, and technology uses for administrators.
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Recommended
Social Media for Bank Investor Relations
This presentation is from the SNL Financial Bank Investor Relations Symposium in New York on March 17, 2010. It describes how investor relations departments at banks and other financial services companies can incorporate social media tools into their investor relations and corporate communication programs.
2014 Brunswick Investor Use of Digital and Social Media Survey Infographic
The survey found that while companies remain the primary source of information for investment decisions, the use of digital and social media by investors and analysts is increasing. More than half of respondents said they investigated an issue after reading a blog, and over a quarter said they made an investment decision based on a blog post. Most investors believe the role of digital media will continue to grow in influencing investment decisions.
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• Twitter influence continues to expand, but its growing influence may be under-reported due to recent inclusion on other platforms, like Bloomberg
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2012 Brunswick Investor Use of Digital and Social Media Survey
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National Investor Relations Institute White Paper on the use of social media for investor relations (06/2013).
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Challenges of a Social Media Professional
This document summarizes the key findings of a survey of over 400 social media managers. The survey aimed to understand their job roles, responsibilities, career paths, and ambitions. Key findings include:
1) Most social media managers want career advancement but many do not see opportunities in their current role.
2) Social media managers typically work more than a 40 hour week and risk burnout.
3) The majority manage Facebook and Twitter accounts and are located in marketing or PR departments.
4) Social media managers hope to take on more senior roles but are uncertain about opportunities for advancement.
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The document discusses the SEC's new guidance allowing public companies to use social media like Twitter and Facebook to disclose material corporate information to investors. It outlines some of the key points of the guidance, including that investors must be alerted about which social media channels will be used. While seen as progressive, the vague rules also concern some corporate executives worried about potential compliance issues. The document recommends companies follow best practices like coordinating social media disclosures with overall investor communication strategies when using these channels.
2012 Brunswick Investor Use of Digital and Social Media Survey
Brunswick Insight’s 2012 Analyst and Investor Survey.
Trends in the Use of Digital and Social Media by the Investment Community.
NIRI White Paper: Social Media Use in Investor Relations
National Investor Relations Institute White Paper on the use of social media for investor relations (06/2013).
The 2021 IPR Future of Communications in Asia Report
This document provides an overview and summary of the 2021 IPR Future of Communications in Asia Report. It discusses key themes from interviews with 27 senior communications executives in Asia, including:
1) Asia is a diverse region with different markets, cultures, technologies, and workplace environments requiring localized communications approaches.
2) COVID-19 recovery has been faster in some Asian countries like China but uneven across the region.
3) China is the most technologically advanced country where mobile is dominant and platforms like WeChat are integral to daily life and communications. Culture also influences communications in countries like conservative, traditional Japan.
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Technological
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The document discusses the future of work and how technological changes are impacting organizations. Three key points:
1) Technological advances like automation and AI are driving major disruptions in the workforce by changing skills needs and job roles at a rapid pace. This pace of change presents challenges for internal communication.
2) Internal communication tools and technologies are often lagging behind external tools, making it difficult for communicators to effectively reach employees.
3) Communicators emphasized that speed and agility present challenges to communicating organizational culture and values to employees as they experience frequent changes and uncertainty. Maintaining employee engagement and understanding of company goals is important.
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As social media use in the lending industry grows beyond advertising and office promotion, it is important to understand the regulatory efforts to monitor and manage what mortgage lenders and brokers are doing in the social space, and how to mitigate the risk of noncompliance. Join Andrea Lee Negroni, JD, and Smarsh Lending Compliance Specialist, Dan Carroll to discuss the current and future state of social media in the mortgage industry.
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The document provides an overview of the latest developments in online marketing, including:
- Social media and user-generated content have become mainstream aspects of online marketing. Customer feedback, collaboration, and product endorsements are increasingly important.
- Technological developments like RSS, YouTube, social networking tools, and online payment systems have enhanced opportunities for continuous communication and marketing.
- Younger digital native consumers expect 24/7 access to information and are more likely to trust recommendations from other users over direct marketing.
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This document provides an introduction and overview to the importance of research, analysis, and evaluation for public relations and communication professionals. It discusses the key challenges communicators face today, including managing the say-do gap, combating misinformation, mitigating reputation risk, embracing new skills and technologies, and demonstrating a quantifiable return on PR investment. Research, analysis and evaluation are important for communicators to make smarter, data-driven decisions, measure the impact of their work, and continuously improve their strategies and tactics. The document is a guide for PR leaders to apply these analytical practices and insights to strategic decision making, communication performance, and meaningful business contributions.
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This document discusses the importance of social media for businesses and financial planners. It emphasizes having a social media policy, strategy, training, editorial calendar, and archiving. The social media policy should address the goals and tone for social media use. The social media strategy identifies target audiences and messages and determines what tactics are most effective. It also establishes key performance indicators to measure success. Having these social media planning elements in place allows businesses to better engage with clients and prospects through social media.
Responding effectively how to use social media in handling complaints
Social customer service is one of the fastest growing points of contact between financial institutions and their customers. According to Bain Consulting, by the year 2020, 95% of all retail banking transactions will be digital.
How can you use social media to respond effectively with customer complaints?
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Record keeping rules for mortgage lenders weren’t written with social media in mind. Complying with these rules for loan-related tweets, Facebook messages and LinkedIn communications suggests the proverbial square peg and round hole. Some regulatory agencies mention social media communications but lack rules for it, while others are silent on the subject.
Is social media an unsupervised digital opportunity to advertise and originate mortgages, or a regulatory compliance risk?
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Findings and insights from the 2010 FedEx/Ketchum Social Media Benchmarking Study—a comprehensive exploration of how social media impacts today’s communications landscape. This document reflects the input of leaders from over 60 top global organizations across most major industries.
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The 2021 IPR Future of Communications in Asia Report
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Social Media and Mortgage Regulation: What's Next?
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The Communicator's Guide to Research, Analysis, and Evaluation
The Communicator's Guide to Research, Analysis, and Evaluation
Responding effectively how to use social media in handling complaints
Responding effectively how to use social media in handling complaints
Social Media for Lenders Webinar featuring Lee Negroni
Social Media for Lenders Webinar featuring Lee Negroni
Fed ex / Ketchum Social Media Study Findings Report
Fed ex / Ketchum Social Media Study Findings Report
Communication Challenges Facing Todays Associations Naylor AENC
Communication Challenges Facing Todays Associations Naylor AENC
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The document discusses using iPads and Google Docs for school administration tasks like classroom walkthroughs and teacher evaluations. It provides examples of how technology can enhance instruction and support remedial learning. Research is cited showing a link between consistent technology use and improved student achievement, especially when coupled with professional development, online assessments, and technology integration into core subjects. The document also discusses device evolution and popular apps for students and administrators.
FROG11: Parental Engagement - The benefit of harnessing an unpaid workforce
Presentation at FROG11 by Iain Williams and Dominic Tester - ICC June 14 2011. Please note thate useful email addresses and url references are on last two slides.
Tsipporah Top of FormResults of the EvaluationThe results of.docx
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Model6
Edu 200 module 6 presentation on Federal and Indiana standards to bring education into the global community.
Model 6 of Education 200 class
This document discusses technology and education reform efforts at both the federal and state levels. It summarizes the $4.35 billion in competitive grants from the Obama administration to promote reform. Key points of the competition include requirements for states to show improvement to receive funds, detail reform plans, and use performance-based incentives. The goals are to narrow learning gaps, develop excellent teachers, turn around struggling schools, and give charter schools equal guidelines as public schools. The document also discusses the No Child Left Behind Act and provides links to the Department of Education and Indiana's Department of Education websites for more information on rules, programs and academic standards. It advocates for empowering students, providing quality teachers, and using resources wisely to prepare children for
Learning Organizations and Learning Communities Please respond.docx
"Learning Organizations and Learning Communities"
Please respond to the following:
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
Peer Response-
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
My understanding of the differences between a learning community and a learning organization is that in a learning community is the interaction of groups of students or people who work together academically face to face, or electronically. Unlike a learning organization, a learning community is not considered being a formal organization, instead the curriculum happens to be more of a restructured program. The use of a learning community helps to increase student learning by linking courses and classwork as it will encourage students and teachers to collaborate together as a team to discuss or resolve any problems or issues that may present itself as a team. As for a learning organization on the other hand, is a formal organization that creates a culture that adapts to change and embraces growth. The use of a learning organization allows any new members to exchange their ideas and make sense of it as a team. Its said that transforming a school district to a learning organization will help promote profound learners v superficial learners that currently exists in our bureaucratic system.
Scenario:
An optimal learning and community organization joining forces and collaborating with one another would be in team building situation. Dealing with the many personalities on ones grade level there is always that someone who prefers to isolate themselves versus meeting as a whole team. I believe by incorporating these two organizations during a PLC meeting, or during grade level meetings will be a great way to collaborate and support each other by sharing and linking courses, ideas, and help solve any issues that may arise in their lesson plans. In doing so will certainly ensure that their students will thrive academically and become profound learners in the end.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
If I were a teacher in a learning community it would take place in an elementary school setting K-5. My focus would be in small group interventions that targets all struggling .
iAdministrator Academy
These slides are part of Dr. Voltz's presentation for the ISBE administrator academy "Become an iAdministrator to Strengthen Your Leadership and Management Skills
2009 OSEP Conference
The document summarizes key points from the 2009 OSEP National Early Childhood Conference. It discusses the Obama administration's focus on educational reform, including $300 million for early learning challenge grants to states. It outlines the Early Learning Challenge Fund's goals of serving at-risk children, promoting collaboration, and ensuring kindergarten readiness. The document also discusses the challenge of collaboration between the Departments of Education and Health and Human Services to create comprehensive early childhood systems from prenatal to 3rd grade.
Education System in Puerto ricoTeam AUniversity of Phoenix.docx
Education System in Puerto rico
Team A
University of Phoenix
PHL/458
Prof. Angel Duran
NOTE:
To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.
1
Table of Content
Original issue
Initial resolutions
Critical examination of best resolution
Evaluation of the argument
Revised argument
Refined resolution with implementation plan
2
Original Issue
Absence of an official educational philosophy
Excessive centralized system
Limited financial resources, compounded by the uncertainty in the economy dependent on metropolis
An archaic and outdated education law dating from 1903, which conferred excessive powers to the Secretary of Education on issues such as decision-making on management, budget, curriculum, monitoring, assessment and staff throughout the system.
Lack of coordination between regional and local exchange operational levels, and these, in turn, other public institutions.
Lack of continuity due to changes in public administration
Inadequate supervision of teachers
Our team identified as an issue the education system in Puerto Rico. Some of the factors which we believe are the main cause of this problem are; the absence of a limited formal educational philosophy, excessive centralized system, financial resources, compounded by uncertainty in the economy dependent on the metropolis, a archaic and obsolete education law dating from 1903, which confers excessive powers to the Secretary of Education in issues like making management decisions, budget, curriculum, monitoring, evaluation and staff throughout the system. Also the lack of coordination between operating regional and local levels trade, which, in turn, other public institutions and finally the lack of continuity due to changes in government and inadequate supervision of teachers.
3
Initial Resolutions
To improve or contribute to the education of our people, the main thing is a degree of commitment that has every one of the people who are in charge of our education.
Promote activities in which parents and children interact and simultaneously they are contributing something to society would be one of our proposals.
Our second proposal to the Department of Education would work with the multiple intelligence of students for classes more interactive. Not all students work in the same way, and many stay back. They should promote activities that arouse the interest of students and help growth and intellectual and cultural life of each performance to feel appreciated.
We understand that to improve or contribute to the system of education of our people, the main thing is the commitment that each one of the people who are in charge of our education have.
We promote activities where parents and children to interact and at the same time contribute to society.
Our second proposal to the Department of Education is working with the multiple intelligences of the students and design a new system ...
DEMAND AND SUPPLY - Must be plagiarism free and 100 originalUsi.docx
DEMAND AND SUPPLY - Must be plagiarism free and 100% original
Using the firm used previously, read more about supply and demand from the Background material and address the following questions in a 3- to 4-page essay, APA format.
1. What good or service does your firm produce?
2. What are some factors that would cause a change in demand for this good/service?
3. Give some examples of changes in supply in the context of your good.
4. How has the market changed for the firm's particular good/service the past few years? For instance, what effect has technology had on the product? Does your firm now face more or less competition?
Assignment Expectations – ONLINE RESOURCES with Links ONLY
Use concepts from the modular background readings, as well as any good-quality resources you find from the Trident online library or other Internet search engines. Be sure to cite all sources within the text and provide a reference list at the end of the paper.
Length: 3-4 pages, double-spaced and typed.
The following items will be assessed:
· Your ability to perform an economic analysis of a firm of your own choice.
· Some in-text references to the modular background materials (APA formatting not required).
· The essay should address each element of the assignment. Remember to support your answers with solid references.
Economic Concepts: Demand, Supply, and Elasticity, Podcast. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12262
Economic Concepts: Demand, Supply, and Elasticity, Interactive Tutorial. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12226
Society and Education
Unit 3
Week of November 6
1
July 17, 2015
education.temple.edu
Outcomes for Today
Review the impact of higher education on society.
Review college access and affordability.
July 17, 2015
education.temple.edu
2
Unit 3
Society and Education
Opening Question
Why should you go to college?
6 Key Findings about Going to College
College education is worth more today.
What is the difference between a college graduate and high school graduate in 1965?
What is the difference between a college graduate and high school graduate in 2013?
6 Key Findings about Going to College
College benefits go beyond earnings.
6 Key Findings about Going to College
College grads are more satisfied with their jobs.
The cost of not going to college has risen.
College grads say college is worth it.
Should Everyone Go to College
Should Everyone Go to College
Activity
You have been tasked by Temple University to present at a nationwide meeting about a college education. You have to convince the thousands of people in attendance why everyone should or should not go to college.
In groups of four-six, decide what you are trying to fight for. Create a compelling three minute argument on your stance. You will present to the class.
Should Everyone Go to College
Rate o.
How to Develop a Response to Intervention Model
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
model 6 of Education 200 class
The document discusses the Obama administration's $4.35 billion competitive grant program to spur education reform in line with the American Recovery and Reinvestment Act. States must show improvement data to receive funds and develop reform plans with performance incentives to close achievement gaps, reward excellent teachers, and turn around struggling schools. It also discusses No Child Left Behind, education department resources, Indiana's education initiatives, and partnerships to provide high-quality educators and academic standards. The goal is to empower students and families through technology access, quality teachers, and grant funding to prepare children for a global economy.
Research paper for What is the No Child Left behind Act Defi.docx
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
Article critique
The document summarizes a study that evaluated Ontario's Equity and Inclusive Education (EIE) strategy. The strategy aimed to address equity issues in schools by requiring school boards to develop their own equity policies. However, the study found several issues with this approach. School boards' policies often failed to adequately address important equity issues like anti-racism. Additionally, having individual boards develop, implement, and review their own policies reduced consistency and allowed some issues to slip through the cracks. While Ontario and Canada have made progress toward more equitable education, further improvements are still needed, such as increased teacher training, stronger guidelines from the Ministry of Education, and better monitoring of equity issues.
2015JohnRobertson
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
Connecting the Dots: The Speak Up Research Project and AASL Stakeholder Feedback
This document summarizes a presentation about the Speak Up Research Project conducted by Project Tomorrow. It introduces Project Tomorrow and the Speak Up surveys, which collect feedback from K-12 students, parents, teachers, and administrators. The presentation discusses current issues in K-12 education related to digital learning, student engagement, and pandemic impacts. It explains how Speak Up data can help education leaders understand stakeholder perspectives and priorities to inform decision-making in areas like learning loss, staff morale, funding, and technology use. The presentation encourages participants to have follow-up discussions to explore using Speak Up in their own schools and districts.
Teacher evaluations-and-local-flexibility
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Btwcf Sif Presentation For May 5
The document discusses early childhood education in Massachusetts. It states that Massachusetts ranks highly in some child well-being metrics but poorly in others, especially for low-income families. Access to high-quality early education programs is limited for low-income families. The foundation advocates for improved access to early education through research, policy work, and community engagement. Its goals are to ensure all children have an equal chance at success.
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This document provides an overview of a presentation on essentialism. The presentation teaches administrators how to prioritize their personal and professional responsibilities by focusing only on the essential tasks. It discusses key concepts from the book Essentialism including eliminating non-essentials, learning to say no, and defining clear goals and measures. Participants are guided through exercises to identify personal and professional priorities and create plans to achieve them by setting goals, measures, scoreboards and accountability methods. The overall summary is that the presentation teaches school leaders how to practice essentialism in their work and personal lives to achieve priorities and balance responsibilities more effectively.
Golden Triangle Plus 1
Dr. Voltz presentation on Student Growth in Illinois for school accountability and teacher and principal evaluation purposes.
Technology in education
This document summarizes a presentation about using technology to disrupt traditional instructional methods. It discusses how technology has been adopted in classrooms but often just substitutes existing practices rather than transforming learning. The presentation advocates moving beyond substitution and using technology to promote critical thinking, creative thinking, communication and collaboration through strategies like flipped classrooms. It also emphasizes making learning authentic and preparing students for future jobs. Audience members are encouraged to consider how to incorporate these ideas in their own classrooms.
Student growth for lake county
This document provides guidance for districts on developing and implementing student growth measures for teacher evaluations under the Performance Evaluation Reform Act (PERA). It discusses the requirements around establishing a joint committee, identifying appropriate assessments including Type I, II, and III, determining student growth targets, developing student learning objectives, and assigning summative ratings. Key points include establishing equal representation on the joint committee, using at least two assessments per teacher category with one being Type I or II, considering student characteristics when setting growth targets, and employing state default models if the committee cannot reach agreement.
IASB Student Growth Presentation
This document discusses student growth and teacher evaluations in Illinois. It explains that in 2010, Illinois passed a law called PERA that changed how teachers and principals are evaluated to include student growth as a significant factor. School districts must decide how they will measure student growth, including what types of assessments to use. They must also determine how much student growth will count towards teacher evaluations. The document provides recommendations and issues for districts to consider to ensure student growth is properly assessed and incorporated into teacher evaluations.
Iasb student growth presentation
Dr. Voltz's presentation to school board members on the use of student growth for performance based teacher evaluation.
Earn an excellent rating part 2
This document provides examples of engaged teaching strategies and describes key elements of effective teacher evaluation. It lists strategies like small group work, project-based learning, flipped classroom approaches, and labs. It also discusses expectations for communicating clearly with students, using questioning techniques, formative and summative assessments, and establishing an environment of respect. The document is intended to help teachers understand how to demonstrate excellent teaching practices.
Earn an excellent rating part 1
The document discusses strategies for teachers to earn an "excellent" rating on teacher evaluations using the Danielson Framework. It emphasizes the importance of intellectual engagement and ensuring students are learning, not just doing activities. Key recommendations include using questioning techniques to actively engage all students, providing opportunities for student reflection and closure, and having students take ownership of their learning through techniques like modifying tasks, teaching peers, and making grouping decisions. Evaluators will look for evidence that all students are intellectually engaged through the lesson.
Coaching as part of teacher evaluation process v2.0
This document outlines Dr. Richard Voltz's protocol for teacher supervision and evaluation using the Danielson Model. The objectives are to collect and analyze data related to teaching domains, and use coaching strategies to improve instruction. The protocol involves 6 steps: 1) focusing observations on relevant domains; 2) gaining teacher buy-in; 3) changing the evaluation focus to student learning; 4) increasing observations; 5) emphasizing reflection; and 6) knowing when to take on coaching, mentoring, or directive roles. Key aspects include involving teachers, focusing on improvement not ratings, observing students more than teachers, and using reflective conversations after observations to set goals. The goal is to improve teaching through meaningful evaluation processes.
What are SLO's
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
Getting Serious About Teacher Evaluation
This document discusses Illinois' Performance Evaluation Reform Act (PERA) which established new teacher and principal evaluation systems to improve student achievement. It summarizes the key aspects of PERA including: the two-part evaluation system consisting of ratings for teacher practice and student growth; recommended evaluation frameworks and approaches to measuring student growth; legal requirements for evaluation frequency and types of assessments used to measure student growth. It also provides recommendations from Dr. Richard Voltz on effective implementation of teacher evaluations, including increasing observation frequency, emphasizing reflection, and ensuring evaluations focus on improvement rather than ratings.
PERA & SB 7 Principal Work
This document discusses 6 key issues that school administrators will face regarding teacher evaluations under PERA and SB7:
1. Collecting bargaining implications and determining reduction in force lists based on teacher performance ratings and seniority rather than just seniority.
2. Using student growth measures, which have many challenges and pitfalls unless implemented carefully through student learning objectives.
3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
4. Deciding which domains and components of teacher frameworks count the most towards final ratings.
5. Finding sufficient time to conduct the numerous required observations, conversations and meetings.
6. Quantifying how professional practice and student growth
Tips for teachers for slideshare
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
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The document describes an iPad teacher observation tool that allows administrators to observe and evaluate teachers digitally. Key features include importing teacher profiles, completing formal observation forms, categorizing evidence by teaching domain, rating evidence on a scale, and storing data, photos, videos and seating charts in a database for analysis. The tool costs $350 per school plus additional fees for required FileMaker software and server.
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This document discusses the top 10 uses of iPads in education as presented by Dr. Richard Voltz of the Illinois Association of School Administrators. Some of the top uses include using Google Docs for collaborative document editing, Dropbox for file sharing, iBooks for digital textbooks, and Twitter to communicate with parents and the community. Audioboo and podcasts are recommended for recording and sharing morning announcements. The iPad camera can be used to record teacher observations. Overall, the document promotes utilizing the iPad's functionality to enhance teaching, learning, collaboration and communication.
iPad for administrators
The document discusses how administrators and teachers can use various internet-based tools and applications to improve instruction and student academic performance. It provides examples of how tools like Google Docs, Twitter, Facebook, and SurveyMonkey can be used for tasks like classroom evaluations, communication, strategic planning, and professional development. It also discusses using tablets and apps to enhance learning for students.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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